Common use of Conference Formal Observation Classroom Clause in Contracts

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher creates a learning environment that allows for little or no communication or engagement with families. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. The teacher welcomes communication from families and replies in a timely manner. 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. The teacher has positive rapport with students and demonstrates respect for and interest in all students. For example, the teacher makes eye contact and connects with individual students. Routines and procedures run smoothly throughout the lesson, and students assume age- appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. 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. The teacher has positive rapport with students and demonstrates respect for and interest in individual students' experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. 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. 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 Evaluator’s Rubric - A-7 Bowling Green City School District Instruction and Assessment Ineffective Developing Skilled Accomplished Instruction and Assessment ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence Pre-Conference formal Observation 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 does not provide students with feedback about their learning. 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. Students receive occasional or limited feedback about their performance from the teacher. The teacher uses assessment data tot 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 provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. 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. 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. 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 Bowling Green City School District Evaluator’s Rubric - A-7 Instruction and Assessment Ineffective Developing Skilled Accomplished Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher 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 BOWLING GREEN CITY SCHOOL DISTRICT Final Summative Rating A-8 Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% Ineffective Developing Skilled Accomplished Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Data 50% Least Effective Approaching Average Average Above Average Most Effective Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Final Summative (Overall) Rating Ineffective Developing Skilled Accomplished Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Information Observations • There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. • There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. • Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. • The teacher creates a learning environment that allows for little or no communication or engagement with families. • Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. • The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. • Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. • The teacher transitions between learning activities, but occasionally loses some instructional time in the process. • The teacher welcomes communication from families and replies in a timely manner. • 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. • The teacher has positive rapport with students and demonstrates respect for and an interest in all students. For example, the teacher makes eye contact and connects with individual students. • Routines and procedures run smoothly throughout the lesson, and students assume age- age-appropriate levels of responsibility for the efficient operation of the classroom. • Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group group, and independent work). • The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. • 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. • The teacher has positive rapport with students and demonstrates respect for and an interest in individual students' ’ experiences, thoughts thoughts, and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. • Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. • Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. • 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. • 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 Evaluator’s Rubric - A-7 Bowling Green City School District Instruction and Assessment I N S T R U C T I O N A N D A S S E S S M E N T EVIDENCE Rating (circle one) Ineffective = 1 Developing = 2 Skilled = 3 Accomplished = 4 SCORE FOR SECTION 8 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished Instruction and Assessment 9 ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence Evidence: Pre-Conference formal 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 does not provide students with feedback about their learning. • The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information 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. • Students receive occasional or limited feedback about their performance from the teacher. • The teacher uses assessment data tot 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 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 provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. • 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. • The teacher continually checks for understanding and makes adjustments accordingly (whole-whole class or individual students). When an explanation is not effectively leading students student to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative alternate 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. • 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 Bowling Green City School District Evaluator’s Rubric - A-7 Instruction and Assessment I N S T R U C T I O N A N D A S S E S S M E N T EVIDENCE Rating (circle one) Ineffective = 1 Developing = 2 Skilled = 3 Accomplished = 4 SCORE FOR SECTION 9 = PROFESSIONALISM Ineffective Developing Skilled Accomplished Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher 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 BOWLING GREEN CITY SCHOOL DISTRICT Final Summative Rating A-8 Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% Ineffective Developing Skilled Accomplished Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Data 50% Least Effective Approaching Average Average Above Average Most Effective Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Final Summative (Overall) Rating Ineffective Developing Skilled Accomplished Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.Accomplished

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher creates a learning environment that allows for little or no communication or engagement with families. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. The teacher welcomes communication from families and replies in a timely manner. 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. The teacher has positive rapport with students and demonstrates respect for and interest in all students. For example, the teacher makes eye contact and connects with individual students. Routines and procedures run smoothly throughout the lesson, and students assume age- appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. 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. The teacher has positive rapport with students and demonstrates respect for and interest in individual students' experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. 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. 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 Bowling Green City School District Evaluator’s Rubric - A-7 Bowling Green City School District Instruction and Assessment Ineffective Developing Skilled Accomplished Instruction and Assessment ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence Pre-Conference formal Observation 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 does not provide students with feedback about their learning. 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. Students receive occasional or limited feedback about their performance from the teacher. The teacher uses assessment data tot 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 provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. 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. 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. 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 Bowling Green City School District Evaluator’s Rubric - A-7 Instruction and Assessment Ineffective Developing Skilled Accomplished Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher 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 BOWLING GREEN CITY SCHOOL DISTRICT Final Summative Rating A-8 X-0 Xxxxxxx Xxxxx Xxxx Xxxxxx Xxxxxxxx Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% Ineffective Developing Skilled Accomplished Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Data 50% Least Effective Approaching Average Average Below Expected Growth Expected Growth Above Average Most Effective Expected Growth Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Final Summative (Overall) Rating Ineffective Developing Skilled Accomplished Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher creates a learning environment that allows for little or no communication or engagement with families. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. The teacher welcomes communication from families and replies in a timely manner. 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. The teacher has positive rapport with students and demonstrates respect for and interest in all students. For example, the teacher makes eye contact and connects with individual students. Routines and procedures run smoothly throughout the lesson, and students assume age- appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. 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. The teacher has positive rapport with students and demonstrates respect for and interest in individual students' experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. 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. 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 BOWLING GREEN CITY SCHOOL DISTRICT Evaluator’s Rubric - A-7 Bowling Green City School District Instruction and Assessment Ineffective Developing Skilled Accomplished Instruction and Assessment ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence Pre-Conference formal Observation 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 does not provide students with feedback about their learning. 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. Students receive occasional or limited feedback about their performance from the teacher. The teacher uses assessment data tot 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 provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. 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. 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. 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 Bowling Green City School District BOWLING GREEN CITY SCHOOL DISTRICT Evaluator’s Rubric - A-7 Instruction and Assessment Ineffective Developing Skilled Accomplished Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher 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 BOWLING GREEN CITY SCHOOL DISTRICT Final Summative Rating A-8 X-0 XXXXXXX XXXXX XXXX XXXXXX XXXXXXXX Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% Ineffective Developing Skilled Accomplished Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Data 50% Least Effective Approaching Average Average Below Expected Growth Expected Growth Above Average Most Effective Expected Growth Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Final Summative (Overall) Rating Ineffective Developing Skilled Accomplished Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.