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 - X-0 Xxxxxxx Xxxxx Xxxx Xxxxxx Xxxxxxxx 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.
Appears in 1 contract
Samples: Collective Bargaining
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 - X-0 Xxxxxxx Xxxxx Xxxx Xxxxxx Xxxxxxxx XXXXXXX XXXXX XXXX XXXXXX XXXXXXXX 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 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.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Conference Formal Observation Classroom. Walkthroughs/ 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 inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. 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. Classroom Environment (cont.) 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 Evaluator’s Rubric - X-0 Xxxxxxx Xxxxx Xxxx Xxxxxx Xxxxxxxx Instruction B1 Creates a climate that promotes fairness B2 Establishes and maintains rapport with students B4 Establishes and maintains consistent standards of classroom behavior B5 Makes the physical environment as safe and conducive to learning as possible C5 Uses instructional time effectively (time on task) INSTRUCTION AND ASSESSMENT (cont.) INEFFECTIVE DEVELOPING SKILLED ACCOMPLISHED Assessment Ineffective Developing Skilled Accomplished Instruction and Assessment ASSESSMENT OF STUDENT LEARNING 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 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 teacherinformation. 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 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 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-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. The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. The teacher gathers and uses student data from a variety of 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 to meet the needs of individual students as well as the whole class. Assessment of Student Learning (cont.) 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-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 A5 Uses a variety of evaluation strategies that are appropriate for the students and Assessment Ineffective Developing Skilled Accomplished Professionalism PROFESSIONAL RESPONSIBILITIES that are aligned with the goals of the lesson C4 Monitors students’ understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands D1 Reflects on the extent to which the learning goals were met D4 Communicates with parents or guardians about student learning PROFESSIONALISM INEFFECTIVE DEVELOPING SKILLED ACCOMPLISHED Professional Responsibilities (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Plan Pre-conference; Conference Post-conference; daily interaction Conference Daily Interaction with others The teacher fails to communicate communicated 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-short- and long-term professional goals based on self-self- assessment and analysis of student learning evidence. Evidence BOWLING GREEN D3 Builds professional relationships with colleagues to share teaching insights and to coordinate learning activities for students D5 Is punctual to class and has a good attendance record D6 Dresses appropriately D7 Maintains and submits in a timely matter accurate records and reports D8 Grows and develops professionally Overall Rating: Accomplished Skilled Developing Ineffective Evaluator’s Signature Date Teacher’s Signature Date The signature of the teacher does not indicate agreement with the ratings or comments but rather that he/she received a copy of this form. WALKTHROUGH/INFORMAL OBSERVATION APPENDIX B 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 FOCUS ON LEARING Learning outcomes and goals are clearly communicated to students DIFFERENTIATION Instruction and lesson activities are accessible and challenging for students ASSESSMENT DATA Multiple methods of assessments of student learning are utilized to guide instruction RESOURCES Varied instructional tools and strategies reflect student needs and learning objectives PRIOR CONTENT KNOWLEDGE/SEQUENCE/CONNECTIONS Content presented is accurate and grade appropriate Teacher connects lesson to real-life applications Lesson content is linked to previous and future learning CLASSROOM ENVIRONMENT Classroom learning environment is safe and conducive to learning Instructional time is used effectively Routines support learning goals and activities LESSON DELIVERY Instruction is developmentally appropriate ASSESSMENT OF STUDENT LEARNING Teacher provides students with timely and responsive feedback Other: Other: Recommendations: Evaluator Summary Comments: Note: The teacher may provide additional information to the evaluator within 10 working days of the receipt of this form, and may request a second conference with the evaluator. Any additional information will become part of the summative record. APPENDIX C DOVER CITY SCHOOL DISTRICT Final Summative Rating A-8 Final Summative Rating TEACHER CLASSROOM OBSERVATION FORM AND PERFORMANCE RATING Teacher Observer Grade/Subject Observation Date Appraisal Scale: E = Excellent G = Good S = Satisfactory NI = Needs Improvement U = Unsatisfactory NO = Not Observed Starting Time Ending Time Domain A: Organizes Content Knowledge for Student Learning A1. Is familiar with relevant aspects of Teacher Effectiveness Proficiency on Standards 50% Ineffective Developing Skilled Accomplished Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas students’ background knowledge and experiences A2. Articulates clear learning goals for the lesson that are appropriate for the students A3. Demonstrates an understanding 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 the connections between the content that was learned previously, the teacher current content, and evaluator have discussed the Summative Ratingcontent that remains to be learned in the future.
Appears in 1 contract
Samples: Negotiated Agreement
Conference Formal Observation Classroom. Walkthroughs/ 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. Classroom Environment (cont.) 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 Evaluator’s Rubric - X-0 Xxxxxxx Xxxxx Xxxx Xxxxxx Xxxxxxxx Instruction B1 Creates a climate that promotes fairness B2 Establishes 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 maintains rapport with students B4 Establishes and families or collaborate maintains consistent standards of classroom behavior B5 Makes the physical environment as safe and conducive to learning as possible C5 Uses instructional time 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 (time 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 task) INSTRUCTION AND ASSESSMENT (Holistic Rating using Performance Rubriccont.) 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.INEFFECTIVE 🞏 DEVELOPING 🞏 SKILLED 🞏 ACCOMPLISHED 🞏
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Samples: Negotiated Agreement
