Common use of Conference Formal Observation Classroom Clause in Contracts

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations • The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. • The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through some students may not be able to access certain parts of the lesson and/or some may not be challenged. • The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group. • The teacher matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. • The teacher effectively uses independent, collaborative, and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery. 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 6 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished 7 RESOURCES (Standards 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference Formal Observation Classroom Walkthroughs/ Informal Observations • Instructional materials and resources used for instruction are not relevant to the lesson or are inappropriate for students. • The teacher uses appropriate instructional materials to support learning goals, but may not meet individual students’ learning styles/ needs or actively engage them in learning. • Instructional materials and resources are aligned to the instructional purposes and are appropriate for students’ learning styles and needs, actively engaging students. • Instructional materials and resources are aligned to instructional purposes. • Instructional materials are varied and appropriate to ability levels of students. • Instructional materials actively engage students in ownership of their learning. 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 7 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished

Conference Formal Observation Classroom. Walkthroughs/ Walkthroughs/Informal Observations • The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. • The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through though some students may not be able to access certain parts of the lesson and/or some may not be challenged. • The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group. • The teacher matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. • The teacher effectively uses independent, collaborative, collaborative and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery. Evidence B3 Communicates challenging learning expectations to each student D2 Demonstrates the belief that 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 am responsible for teaching all students INEFFECTIVE  DEVELOPING  SKILLED  ACCOMPLISHED  Resources (circle one) Ineffective = 1 Developing = 2 Skilled = 3 Accomplished = 4 SCORE FOR SECTION 6 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished 7 RESOURCES (Standards Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference Formal Observation Classroom Walkthroughs/ Walkthroughs/Informal Observations • Instructional materials and resources used for instruction are not relevant to the lesson or are inappropriate for students. • The teacher uses appropriate instructional materials to support learning goals, but may not meet individual students’ learning styles/ styles/needs or actively engage them in learning. • Instructional materials and resources are aligned to the instructional purposes and are appropriate for students’ learning styles and needs, actively engaging students. • Instructional materials and resources are aligned to instructional purposes. • Instructional materials , are varied and appropriate to ability levels of students. • Instructional materials , and actively engage students them in ownership of their learning. 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 7 = Evidence C6 Incorporates and implements technology usage in the classroom INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished(cont.) INEFFECTIVE  DEVELOPING  SKILLED  ACCOMPLISHED 

Conference Formal Observation Classroom. Walkthroughs/ Walkthroughs/Informal Observations • The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. • The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through though some students may not be able to access certain parts of the lesson and/or some may not be challenged. • The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group. • The teacher matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. • The teacher effectively uses independent, collaborative, collaborative and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery. Evidence B3 Communicates challenging learning expectations to each student D2 Demonstrates the belief that 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 am responsible for teaching all students INEFFECTIVE 🞏 DEVELOPING 🞏 SKILLED 🞏 ACCOMPLISHED 🞏 Resources (circle one) Ineffective = 1 Developing = 2 Skilled = 3 Accomplished = 4 SCORE FOR SECTION 6 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished 7 RESOURCES (Standards Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference Formal Observation Classroom Walkthroughs/ Walkthroughs/Informal Observations • Instructional materials and resources used for instruction are not relevant to the lesson or are inappropriate for students. • The teacher uses appropriate instructional materials to support learning goals, but may not meet individual students’ learning styles/ styles/needs or actively engage them in learning. • Instructional materials and resources are aligned to the instructional purposes and are appropriate for students’ learning styles and needs, actively engaging students. • Instructional materials and resources are aligned to instructional purposes. • Instructional materials , are varied and appropriate to ability levels of students. • Instructional materials , and actively engage students them in ownership of their learning. 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 7 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled AccomplishedEvidence C6 Incorporates and implements technology usage in the classroom