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

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. EvidenceEvidence APPENDIX A.5f

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 evidentevident . 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

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 two‐way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-waytwo‐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 evidentevident . 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 research‐based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence