Common use of ASSESSMENT OF STUDENT LEARNING Clause in Contracts

ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How will you check for understanding during the lesson? • What products or demonstrations will assess student learning / achievement of goals for instruction? Evaluators should bring the following to the formal observation: • The most recent version of the teacher’s Pre-Observation Planning and Lesson Reflection Form (with any revisions from the conference) • The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre-Conference Date & Time of Observation Date & Time of Post-Conference DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) • Communication of clear learning goals • Use of activities to promote independence and problem-solving • Use of content- specific instructional strategies to teach concepts and skills • Application of knowledge of how students learn to instructional design and delivery • Lesson objectives communicated or posted • Explicit reference to objectives • Clear procedures • Clarity of objectives • Student understanding of objectives and of how to participate • Meaningful use of examples to support student learning • Student behaviors and products that indicate engagement TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) • Identification, instruction and intervention for special populations • Evidence of differentiation • Attempt to modify pace, content, products for individuals or groups • All students appear appropriately challenged • Differentiation of instruction to support learning needs of all students RESOURCES (Standard 2: Content / Standard 4: Instruction) • Resources appropriate to students • Resources aligned with objectives • Use of varied resources to support learner needs TEACH CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Environment) • Use of strategies to motivate students to work productively and assume responsibility. • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students • Students are engaged • Students are working independently • Students are working in different groups, independently, as a whole class • Involvement of students ASSESS ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Assessment strategies align to objectives • Assessments allow for demonstration of learning • Assessments are varied • Assessments are systematic • Assessments are appropriate to lesson/students • Understanding is monitored through: o Checking work o Asking questions o Verbal/nonverbal cues o Feedback Note: The teacher and evaluator will sign the Observation Narrative Form to indicate that the lesson has been reviewed and discussed, not that the teacher necessarily agrees with the observation comments on this form. The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the teacher. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference. The evaluator is to consider evidence gathered during the pre-observation conference, the observation, the post-observation conference, and classroom walkthroughs (if applicable).when completing the performance rubric, please note that evaluators are not expected to gather evidence on all indicators for each observation cycle. Likewise, teachers should not be required to submit additional pieces of evidence to address all indicators. The professionalism section of the rubric may use evidence collected during the pre-observation and post-observation conferences as well as information from the Professional Growth and/or Improvement Plan (if applicable).

ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How will you check for understanding during the lesson? • What products or demonstrations will assess student learning / achievement of goals for instruction? Evaluators should bring the following to the formal observation: • The most recent version of the teacher’s Pre-Observation Planning and Lesson Reflection Form (with any revisions from the conference) • The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre-Conference Date & Time of Observation Date & Time of Post-Conference DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) • Communication of clear learning goals • Use of activities to promote independence and problem-solving • Use of content- specific instructional strategies to teach concepts and skills • Application of knowledge of how students learn to instructional design and delivery • Lesson objectives communicated or posted • Explicit reference to objectives • Clear procedures • Clarity of objectives • Student understanding of objectives and of how to participate • Meaningful use of examples to support student learning • Student behaviors and products that indicate engagement TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) • Identification, instruction and intervention for special populations • Evidence of differentiation • Attempt to modify pace, content, products for individuals or groups • All students appear appropriately challenged • Differentiation of instruction to support learning needs of all students RESOURCES (Standard 2: Content / Standard 4: Instruction) • Resources appropriate to students • Resources aligned with objectives • Use of varied resources to support learner needs TEACH CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Environment) • Use of strategies to motivate students to work productively and assume responsibility. • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students • Students are engaged • Students are working independently • Students are working in different groups, independently, as a whole class • Involvement of students ASSESS ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Assessment strategies align to objectives • Assessments allow for demonstration of learning • Assessments are varied • Assessments are systematic • Assessments are appropriate to lesson/students • Understanding is monitored through: o Checking work o Asking questions o Verbal/nonverbal cues o Feedback BOWLING GREEN CITY SCHOOL DISTRICT Evaluator’s Rubric - A-7 Note: The teacher and evaluator will sign the Observation Narrative Form to indicate that the lesson has been reviewed and discussed, not that the teacher necessarily agrees with the observation comments on this form. The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the teacher. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference. The evaluator is to consider evidence gathered during the pre-observation conference, the observation, the post-observation conference, and classroom walkthroughs (if applicable).when completing the performance rubric, please note that evaluators are not expected to gather evidence on all indicators for each observation cycle. Likewise, teachers should not be required to submit additional pieces of evidence to address all indicators. The professionalism section of the rubric may use evidence collected during the pre-observation and post-observation conferences as well as information from the Professional Growth and/or Improvement Plan (if applicable).

ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How will you check for understanding during the lesson? • What products or demonstrations will assess student learning / achievement of goals for instruction? Evaluators should bring the following to the formal observation: • The most recent version of the teacher’s Pre-Observation Planning and Lesson Reflection Form (with any revisions from the conference) • The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre-Conference Date & Time of Observation Date & Time of Post-Conference DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) • Communication of clear learning goals • Use of activities to promote independence and problem-solving • Use of content- specific instructional strategies to teach concepts and skills • Application of knowledge of how students learn to instructional design and delivery • Lesson objectives communicated or posted • Explicit reference to objectives • Clear procedures • Clarity of objectives • Student understanding of objectives and of how to participate • Meaningful use of examples to support student learning • Student behaviors and products that indicate engagement TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) • Identification, instruction and intervention for special populations • Evidence of differentiation • Attempt to modify pace, content, products for individuals or groups • All students appear appropriately challenged • Differentiation of instruction to support learning needs of all students RESOURCES (Standard 2: Content / Standard 4: Instruction) • Resources appropriate to students • Resources aligned with objectives • Use of varied resources to support learner needs TEACH CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Environment) • Use of strategies to motivate students to work productively and assume responsibility. • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students • Students are engaged • Students are working independently • Students are working in different groups, independently, as a whole class • Involvement of students ASSESS ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Assessment strategies align to objectives • Assessments allow for demonstration of learning • Assessments are varied • Assessments are systematic • Assessments are appropriate to lesson/students • Understanding is monitored through: o Checking work o Asking questions o Verbal/nonverbal cues o Feedback Date Date Note: The teacher and evaluator will sign the Observation Narrative Form to indicate that the lesson has been reviewed and discussed, not that the teacher necessarily agrees with the observation comments on this form. The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the teacher. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference. The evaluator is to consider evidence gathered during the pre-observation conference, the observation, the post-observation conference, and classroom walkthroughs (if applicable).when completing the performance rubric, please note that evaluators are not expected to gather evidence on all indicators for each observation cycle. Likewise, teachers should not be required to submit additional pieces of evidence to address all indicators. The professionalism section of the rubric may use evidence collected during the pre-observation and post-observation conferences as well as information from the Professional Growth and/or Improvement Plan (if applicable).

ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • ● How will you check for student understanding during the lesson? • ● What products or demonstrations potential learning obstacles might students encounter and how will assess instruction be modified to meet the needs of groups of students? ● What different methods of assessment are used in this lesson? How will you support students’ self-assessment? ● What data was analyzed to create your lesson, and how was this data used to plan for instruction including differentiated instruction? ● How will you use assessment data to inform your next steps? ● What evidence does high-quality student data provide about student learning? ● Discuss ways you reflect on and analyze your teaching. ● How do you collaborate with colleagues to improve student learning / achievement of and instructional practice? ● How do you promote two-way communication with students? With families? ● What are some proactive ways you further your own professional growth? ● How do you think the lesson went? ● Were the instructional goals for met? What evidence do you have to support this? ● What and how will high quality student data be used to move forward with planning and instruction? Evaluators should ● If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? ● During your lesson, did you depart from your instructional plans as you taught the lesson? Why? ● If you had the opportunity to teach this lesson again to this same group of students, what would you do differently? Why? ● What are your next steps for your growth plan? ● What support or resources do you need from your administrator to meet your goals? Patient Name: Employee Name: Home Address (Street, City, State, Zip): DOB: Insurance ID # Coverage: Single Family Date of Exam: I, (patient name ) grant permission to Dr. to notify the Xxxxx-Xxxxxxx Local School District that I have completed a wellness exam. Patient Signature: Date: Faculty, staff and spouses are encouraged to participate in the wellness incentive program, a program providing a financial incentive to all benefit-eligible employees covered under Xxxxx-Xxxxxxx Local SchoolDistrict (LHLSD) High Deductible Health Plan (HDHP/HSA). By participating in this voluntary program and completing a wellness exam from your primary care physician, you will receive a $500 contribution to your HSA. If on a family plan, both employee and spouse must have a wellness exam in order for the contribution to be made to their HSA. This form must be completed by your primary care physician and returned to the LHSD Treasurer's office. Contributions will be based on wellness exams each calendar year. Incentives will not be given until the forms have been submitted and approved. Contributions will be paid to qualifying employees' HSA accounts in June (documentation must be submitted no later than June 15) or in December (documentation must be submitted no later than December 15). Contributions for wellness exams occurring after or verified after December 15 of any calendar year will be paid in June of the following to calendar year. No employee may receive more than one contribution in a calendar year. A wellness exam must be performed by your Primary Care Physician and consists of a physical exam, a review of your biometric screening results including glucose, cholesterol (Total, LDL, and HDL), triglycerides, A1-C, blood pressure, height and weight, a discussion of your overall health, and applicable preventive screenings. Wellness exams are covered at 100% via the formal observationSCOIC health plan; therefore, there is no out-of-pocket cost. Physician Signature: • The most recent version Date: Physician Name: Xxxxx-Xxxxxxx Local School District Phone: Address: Office of the teacher’s PreTreasurer - Attn: Xxxxx Xxxx Fax: 000-Observation Planning and Lesson Reflection Form (with any revisions from the conference) • The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre000-Conference Date & Time of Observation Date & Time of Post-Conference DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) • Communication of clear learning goals • Use of activities to promote independence and problem-solving • Use of content- specific instructional strategies to teach concepts and skills • Application of knowledge of how students learn to instructional design and delivery • Lesson objectives communicated or posted • Explicit reference to objectives • Clear procedures • Clarity of objectives • Student understanding of objectives and of how to participate • Meaningful use of examples to support student learning • Student behaviors and products that indicate engagement TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) • Identification, instruction and intervention for special populations • Evidence of differentiation • Attempt to modify pace, content, products for individuals or groups • All students appear appropriately challenged • Differentiation of instruction to support learning needs of all students RESOURCES (Standard 2: Content / Standard 4: Instruction) • Resources appropriate to students • Resources aligned with objectives • Use of varied resources to support learner needs TEACH CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Environment) • Use of strategies to motivate students to work productively and assume responsibility. • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students • Students are engaged • Students are working independently • Students are working in different groups, independently, as a whole class • Involvement of students ASSESS ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Assessment strategies align to objectives • Assessments allow for demonstration of learning • Assessments are varied • Assessments are systematic • Assessments are appropriate to lesson/students • Understanding is monitored through: o Checking work o Asking questions o Verbal/nonverbal cues o Feedback Note: The teacher and evaluator will sign the Observation Narrative Form to indicate that the lesson has been reviewed and discussed, not that the teacher necessarily agrees with the observation comments on this form. The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the teacher. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference. The evaluator is to consider evidence gathered during the pre-observation conference, the observation, the post-observation conference, and classroom walkthroughs (if applicable).when completing the performance rubric, please note that evaluators are not expected to gather evidence on all indicators for each observation cycle. Likewise, teachers should not be required to submit additional pieces of evidence to address all indicators. The professionalism section of the rubric may use evidence collected during the pre-observation and post-observation conferences as well as information from the Professional Growth and/or Improvement Plan (if applicable).0000

ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How will you check for understanding during the lesson? • What products or demonstrations will assess student learning / achievement of goals for instruction? XXXXXXX XXXXX XXXX XXXXXX XXXXXXXX Evaluators should bring the following to the formal observation: • The most recent version of the teacher’s Pre-Observation Planning and Lesson Reflection Form (with any revisions from the conference) • The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre-Conference Date & Time of Observation Date & Time of Post-Conference BOWLING GREEN CITY SCHOOL DISTRICT DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) • Communication of clear learning goals • Use of activities to promote independence and problem-solving • Use of content- specific instructional strategies to teach concepts and skills • Application of knowledge of how students learn to instructional design and delivery • Lesson objectives communicated or posted • Explicit reference to objectives • Clear procedures • Clarity of objectives • Student understanding of objectives and of how to participate • Meaningful use of examples to support student learning • Student behaviors and products that indicate engagement BOWLING GREEN CITY SCHOOL DISTRICT TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) • Identification, instruction and intervention for special populations • Evidence of differentiation • Attempt to modify pace, content, products for individuals or groups • All students appear appropriately challenged • Differentiation of instruction to support learning needs of all students RESOURCES (Standard 2: Content / Standard 4: Instruction) • Resources appropriate to students • Resources aligned with objectives • Use of varied resources to support learner needs BOWLING GREEN CITY SCHOOL DISTRICT TEACH CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Environment) • Use of strategies to motivate students to work productively and assume responsibility. • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students • Students are engaged • Students are working independently • Students are working in different groups, independently, as a whole class • Involvement of students ASSESS ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Assessment strategies align to objectives • Assessments allow for demonstration of learning • Assessments are varied • Assessments are systematic • Assessments are appropriate to lesson/students • Understanding is monitored through: o Checking work o Asking questions o Verbal/nonverbal cues o Feedback BOWLING GREEN CITY SCHOOL DISTRICT Evaluator’s Rubric - A-7 Note: The teacher and evaluator will sign the Observation Narrative Form to indicate that the lesson has been reviewed and discussed, not that the teacher necessarily agrees with the observation comments on this form. The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the teacher. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference. The evaluator is to consider evidence gathered during the pre-observation conference, the observation, the post-observation conference, and classroom walkthroughs (if applicable).when completing the performance rubric, please note that evaluators are not expected to gather evidence on all indicators for each observation cycle. Likewise, teachers should not be required to submit additional pieces of evidence to address all indicators. The professionalism section of the rubric may use evidence collected during the pre-observation and post-observation conferences as well as information from the Professional Growth and/or Improvement Plan (if applicable).

ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) •  How will you check for understanding during the lesson? •  What products or demonstrations will assess student learning / achievement of goals for instruction? XXXXXXX XXXXX XXXX XXXXXX XXXXXXXX Evaluators should bring the following to the formal observation: •  The most recent version of the teacher’s Pre-Observation Planning and Lesson Reflection Form (with any revisions from the conference) •  The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre-Conference Date & Time of Observation Date & Time of Post-Conference BOWLING GREEN CITY SCHOOL DISTRICT DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) •  Communication of clear learning goals •  Use of activities to promote independence and problem-solving •  Use of content- specific instructional strategies to teach concepts and skills •  Application of knowledge of how students learn to instructional design and delivery •  Lesson objectives communicated or posted •  Explicit reference to objectives •  Clear procedures •  Clarity of objectives •  Student understanding of objectives and of how to participate •  Meaningful use of examples to support student learning •  Student behaviors and products that indicate engagement BOWLING GREEN CITY SCHOOL DISTRICT TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) •  Identification, instruction and intervention for special populations •  Evidence of differentiation •  Attempt to modify pace, content, products for individuals or groups •  All students appear appropriately challenged •  Differentiation of instruction to support learning needs of all students RESOURCES (Standard 2: Content / Standard 4: Instruction) •   Resources appropriate to students • Resources aligned with objectives •  Use of varied resources to support learner needs BOWLING GREEN CITY SCHOOL DISTRICT TEACH CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Environment) •  Use of strategies to motivate students to work productively and assume responsibility. •  Creation of learning situations for independent and collaborative work •  Maintenance of an environment that is conducive to learning for all students •  Students are engaged •  Students are working independently •  Students are working in different groups, independently, as a whole class •  Involvement of students ASSESS ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) •  Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction •  Assessment strategies align to objectives • Assessments allow for demonstration of learning • Assessments are varied • Assessments are systematic • Assessments are appropriate to lesson/students • Understanding is monitored through: o Checking work o Asking questions o Verbal/nonverbal cues o Feedback   Analysis of data to monitor student progress and to plan, differentiate, and modify instruction  XXXXXXX XXXXX XXXX XXXXXX XXXXXXXX Note: The teacher and evaluator will sign the Observation Narrative Form to indicate that the lesson has been reviewed and discussed, not that the teacher necessarily agrees with the observation comments on this form. The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the teacher. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference. The evaluator is to consider evidence gathered during the pre-observation conference, the observation, the post-observation conference, and classroom walkthroughs (if applicable).when completing the performance rubric, please note that evaluators are not expected to gather evidence on all indicators for each observation cycle. Likewise, teachers should not be required to submit additional pieces of evidence to address all indicators. The professionalism section of the rubric may use evidence collected during the pre-observation and post-observation conferences as well as information from the Professional Growth and/or Improvement Plan (if applicable).