Common use of Conference Formal Observation Classroom Clause in Contracts

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence APPENDIX B Instruction and Assessment Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Professionalism Instruction and Assessment Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Ohio Teacher Evaluation System Classroom Walkthroughs and Informal Observations Informal Observation: General Form Teacher Name: Grade(s)/Subject Area(s): Date: Evaluator Name: Time Walkthrough Begins: Time Walkthrough Ends: Directions: This form serves as a record of an informal walkthrough by the teacher’s evaluator. The evaluator will likely not observe all the teaching elements listed below in any one informal observation. This record, along with records of additional informal observations, will be used to inform the summative evaluation of the teacher. EVALUATOR OBSERVATIONS Instruction is developmentally appropriate Lesson content is linked to previous and future learning Learning outcomes and goals are clearly communicated to students Classroom learning environment is safe and conducive to learning Varied instructional tools and strategies reflect student needs and learning objectives Teacher provides students with timely and responsive feedback Content presented is accurate and grade appropriate Instructional time is used effectively Teacher connects lesson to real-life applications Routines support learning goals and activities Instruction and lesson activities are accessible and challenging for understanding and makes adjustments accordingly (wholestudents Multiple methods of assessment of student learning are utilized to guide instruction Other: Other: Evaluator Summary Comments: Recommendations for Focus of Informal Observations: Evaluator Signature: Photocopy to Teacher Planning for the Post-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.Observation Conference Ohio Teacher Evaluation System

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Union Local School District Appendix G Professional Growth Plan Teacher Name School Year Evaluator Building Self-Directed / Teacher Developed Collaborative / Co-Developed with evaluator ANNUAL FOCUS These are addressed by the evaluator as appropriate for understanding this teacher. DATE Record dates when discussed AREAS FOR PROFESSIONAL GROWTH supports needed, resources, professional development Comments during conference with teacher and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students evaluator are made appropriate to understand the content, needs of the teacher adjusts quickly Goal 1: Student Achievement/Outcomes for Students Goal Statement: Evidence Indicators: Goal 2: Teacher Performance on the Ohio Standards for the Teaching Profession Goal Statement: Evidence Indicators: Comments: Teacher signature Date Evaluator signature Date *The signatures above verify that the teacher and seamlessly within the lesson evaluator have discussed and uses an alternative way to explain the concept.agreed upon this Professional Growth Plan. H

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment K37096 Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks for understanding uses effective communication strategies with students and makes adjustments accordingly (wholefamilies and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-class or individual based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students), families, and colleagues. When an explanation is not effectively leading students The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the content, the classroom. The teacher adjusts quickly sets and seamlessly within the lesson regularly modifies short-and uses an alternative way to explain the concept.long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Ohio Teacher Evaluation System Classroom Walkthroughs and Informal Observations ADDENDUM H - Infor ma l Obs e rv ation: Gene ra l Form Teacher Name: Grade(s)/Subject Area(s): Date: Evaluator Name: Time Walkthrough Begins: Time Walkthrough Ends: Directions: This form serves as a record of an informal walkthrough by the teacher’s evaluator. The evaluator will likely not observe all the teaching elements listed below in any one informal observation. This record, along with records of additional informal observations, will be used to inform the summative evaluation of the teacher. EVALUATOR OBSERVATIONS Instruction is developmentally appropriate Lesson content is linked to previous and future learning Learning outcomes and goals are clearly communicated to students Classroom learning environment is safe and conducive to learning Varied instructional tools and strategies reflect student needs and learning objectives Teacher provides students with timely and responsive feedback Content presented is accurate and grade appropriate Instructional time is used effectively Teacher connects lesson to real-life applications Routines support learning goals and activities Instruction and lesson activities are accessible and challenging for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students Multiple methods of assessment of student learning are utilized to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.guide instruction Other: Other: Evaluator Summary Comments: Recommendations for Focus of Informal Observations:

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Classroom Walkthroughs and Informal Observations Ohio Teacher Evaluation System Classroom Walkthroughs / Informal Observation An informal observation/ classroom walkthrough is a:  Tool to inform evaluation that provides the opportunity to gather evidence of instruction over a series of short classroom visits;  Process for understanding giving targeted evidenced-based feedback to teachers; and makes adjustments accordingly (whole-class or individual students) Means for principals to visit classrooms more frequently and more purposefully. When an explanation An informal observation/ classroom walkthrough is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.a(n):  Formal observation;

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post‐Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self‐assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre‐conference; Post‐conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self‐assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks for understanding uses effective communication strategies with students and makes adjustments accordingly (whole-class or individual families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data‐based short‐ and long‐term professional goals and takes action to meet these goals. The teacher communicates effectively with students), families, and colleagues. When an explanation is not effectively leading students The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the content, the classroom. The teacher adjusts quickly sets and seamlessly within the lesson regularly modifies short‐and long‐term professional goals based on self‐assessment and uses an alternative way to explain the concept.analysis of student learning evidence. Evidence BELMONT‐XXXXXXXX VOCATIONAL SCHOOL EDUCATION ASSOCIATION TABLE OF CONTENTS ARTICLE MASTER AGREEMENT……………………………………………………………. 1 I RECOGNITION……………………………………………………………………….. 2 II GRIEVANCE PROCEDURE……………………………………………………….. 5 III ASSOCIATION RIGHTS……………………………………………………………. 10 IV CONTRACTS…………………………………………………………………………… 16 V WORK DAY/CONTRACT YEAR………………………………………………… 18 VI REDUCTION IN STAFF – TEACHERS………………………………………… 19 VII LEAVES………………………………………………………………………………….. 22 VIII SCHOOL CALENDAR……………………………………………………………… 26 IX REGULAR PART‐TIME PROGRAMS & BENEFITS…………………….. 27 X INSURANCE………………………………………………………………………….. 28 XI SEVERANCE PAY…………………………………………………………………… 31 XII EXTENDED SERVICE…………………………………………………………….. 32 XIII PLACEMENT ON SALARY SCHEDULE…………………………………….. 33 XIV SALARY………………………………………………………………………………… 34 SALARY SCHEDULES…………………………………………………………….. 36 XV TUITION REIMBURSEMENT/LPDC & PROF DEVELOPMENT….. 39 XVI STRS – BOARD “PICK‐UP”……………………………………………………… 41 XVII TEACHER EVALUATION…………………………………………………………. 43 XVIII CREDIT FLEXIBILITY………………………………………………………………. 58 XIX RETIRE/REHIRE TEACHERS…………………………………………………… 59 XX RESIDENT EDUCATOR PROGRAM…………………………………………. 60 XXI PERSONNEL FILES………………………………………………………………… 64 XXII NO SMOKING POLICY………………………………………………………….. 66 XXIII MANAGEMENT RIGHTS………………………………………………………. 67 XXIV MAINTENANCE OF STANDARDS/SEVERABILITY……………………. 68 XXV DURATION OF AGREEMENT………………………………………………… 69 APPENDIX A TEACHER EVALUATION FORMS……………………………………………. 70

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence TEACHER OBSERVATION RECORD OBSERVATION RECORD was observed on for understanding and makes adjustments accordingly at least 30 minutes. Total time observed Teacher Signature Appraiser Signature OBSERVATION RECORD was observed on for at least 30 minutes. Total time observed Teacher Signature Appraiser Signature Policy 3220 HR – 010 – 08/13 Ohio Teacher Evaluation System Final Summative Rating Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% I N E F F E C T I V E De v e l o p i n g SKILLED Ac c o m p l i s h e d Cumulative Performance Rating (whole-class or individual students)Holistic Rating using Performance Rubric) Areas of reinforcement/ refinement: Student Growth Data 50% Be l o w Ex p e c t e d Gr o w t h Ex p e c t e d Gr o w t h Ab o v e Ex p e c t e d G R O W T H Student Growth Measure of Effectiveness Areas of reinforcement/ refinement: Final Summative (Overall) Rating I N E F F E C T I V E De v e l o p i n g SKILLED Ac c o m p l i s h e d Check here if Improvement Plan has been recommended. When an explanation is not effectively leading students to understand the content, Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher adjusts quickly and seamlessly within evaluator have discussed the lesson and uses an alternative way to explain the conceptSummative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence TEACHER OBSERVATION RECORD OBSERVATION RECORD was observed on for understanding at least 30 minutes. Total time observed Teacher Signature Appraiser Signature OBSERVATION RECORD was observed on for at least 30 minutes. Total time observed Teacher Signature Appraiser Signature Policy GCN-1 and makes adjustments accordingly AFC-1 BOARD APPROVED: 08/27/13 HR – 010 – revised 06/07/17 Final Summative Rating Ohio Teacher Evaluation System Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Cumulative Performance Rating (whole-class or individual students)Holistic Rating using Performance Rubric) Areas of reinforcement/ refinement: Student Growth Data 50% Be l o w Ex p e c t e d Gr o w t h Ex p e c t e d Gr o w t h Ab o v e Ex p e c t e d g r o w t h Student Growth Measure of Effectiveness Areas of reinforcement/ refinement: Final Summative (Overall) Rating I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Check here if Improvement Plan has been recommended. When an explanation is not effectively leading students to understand the content, Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher adjusts quickly and seamlessly within evaluator have discussed the lesson and uses an alternative way to explain the conceptSummative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Vinton County Local School District Observation Rubric Instruction and Assessment Ineffective Developing Skilled Accomplished Evidence APPENDIX B Instruction and Assessment Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence: Pre-Conference Formal Observation Classroom Walkthroughs/ Informal Observations Post-Conference The teacher does not routinely use assessments to measure student mastery. The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students).The teacher responds to student misunderstandings by providing additional clarification. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities to meet the needs of individual students as well as the whole class. Vinton County Local School District Observation Rubric Instruction and Assessment Ineffective Developing Skilled Accomplished The teacher does not provide students with feedback about their learning. Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher provides substantive, specific, and timely feedback to students, families, and other school personnel while maintaining confidentiality. The teacher provides the opportunity for students to engage in self-assessment and show awareness of their own strengths and weaknesses. The teacher uses student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to student success. Evidence Professionalism Ineffective Developing Skilled Accomplished

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence FORM G 1 of 3 Ohio Teacher Evaluation System Improvement Plan Improvement Plan: Evaluation of Plan Teacher Name: Grade Level/ Subject: School year: Building: Date of Evaluation: The improvement plan will be evaluated at the end of the time specified in the plan. Outcomes from the improvement plan demonstrate the following action to be taken; Improvement is demonstrated and performance standards are met to a satisfactory level of performance* The Improvement Plan should continue for understanding time specified: Dismissal is recommended. Comments: Provide justification for recommendation indicated above and attach evidence to support recommended course of action. I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I agree with this evaluation. Teacher’s Signature: Date: Evaluator’s Signature: Date: The evaluator’s signature on this form verifies that the proper procedures as detailed in the local contract have been followed. *The acceptable level of performance varies depending on the teacher’s years of experience. Teachers in residency—specifically in Years 1 through 4—are expected to perform at the Developing level or above. Experienced teachers—with five or more years of experience—are expected to meet the Skilled level or above. FORM G 2 of 3 Ohio Teacher Evaluation System Improvement Plan Improvement Plan Teacher Name: Grade Level/ Subject: School year: Building: Date of Improvement Plan Conference: Written improvement plans are to be developed in the circumstances when an educator makes adjustments accordingly (whole-class below expected academic growth with his/ her students AND/OR receives an overall ineffective rating or individual students)an ineffective rating on any of the components of the OTES system. When an explanation The purpose of the improvement plan is to identify specific deficiencies in performance and xxxxxx growth through professional development and targeted support. If corrective actions are not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly made within the lesson and uses an alternative way time as specified in the improvement plan, a recommendation may be made for dismissal or to explain continue on the conceptplan.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Classroom Walkthroughs and Informal Observations Ohio Teacher Evaluation System Classroom Walkthroughs / Informal Observation An informal observation/ classroom walkthrough is a: • Tool to inform evaluation that provides the opportunity to gather evidence of instruction over a series of short classroom visits; • Process for understanding giving targeted evidenced-based feedback to teachers; and makes adjustments accordingly (whole-class or individual students)• Means for principals to visit classrooms more frequently and more purposefully. When an explanation An informal observation/ classroom walkthrough is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.a(n): • Formal observation;

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to lessen disruptive behaviors and reinforce positive behaviorsstudent success. Evidence APPENDIX B Instruction and Assessment Professionalism Ineffective Developing Skilled Accomplished INSTRUCTION AND ASSESSMENT PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) PROFESSIONALISM Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher does not routinely use assessments fails to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths communicate clearly with students and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence TEACHER OBSERVATION RECORD OBSERVATION RECORD was observed on for understanding and makes adjustments accordingly at least 30 minutes. Total time observed Teacher Signature Appraiser Signature OBSERVATION RECORD was observed on for at least 30 minutes. Total time observed Teacher Signature Appraiser Signature Policy 3220 HR – 010 – 08/13 APPENDIX G-4 Ohio Teacher Evaluation System Final Summative Rating Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Cumulative Performance Rating (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the conceptHolistic Rating using Performance Rubric) Areas of reinforcement/ refinement: Student Growth Data 50% BE L O W EX P E C T E D GR O W T H EX P E C T E D GR O W T H AB O V E EX P E C T E D G R O W T H Student Growth Measure of Effectiveness Areas of reinforcement/ refinement: Final Summative (Overall) Rating I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Check here if Improvement Plan has been recommended.