Common use of EVIDENCE OF STANDARDS Clause in Contracts

EVIDENCE OF STANDARDS. (During Observation) Please check one: All other evaluator notes are attached. Number of pages attached: No additional evaluator notes have been taken. Evaluator Teacher Date CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION STANDARD I Engaging and Supporting All Students in Learning *Connecting students' prior knowledge, life experience, and interests with learning goal. *Using a variety of instructional strategies and resources to students' diverse needs. *Facilitating learning experiences that promote autonomy, interaction, and choices. *Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful. *Promoting self-directed, reflective learning for all students. Standard II - Creating & Managing Effective Environments for All *Creating a physical environment that engages all students *Establishing a climate that promotes fairness and respect. *Promoting social development and group responsibility. *Establishing and maintaining standards for student behavior. *Planning and implementing classroom procedures and routines that support student learning. Standard III - Understanding & Organizing Subject Matter for *Demonstrates knowledge of subject matter content and student development *Organizing curriculum to support student understanding of subject matter> *Interrelating ideas and information within and across subject matter areas *Developing student understanding through instructional strategies that are appropriate to the subject matter. *Using materials, resources, and technologies to make subject matter accessible to students. Standard IV - Planning Instruction & Developing Learning *Drawing on a valuing student's backgrounds, interests, and developmental learning needs. *Establishing and articulating goals for student learning. *Developing and sequencing instructional activities and materials for student learning *Designing short-term and long-term plans to xxxxxx student learning. *Modifying instructional plans to adjust for student needs. Standard V - Assessing Student Learning *Establishing and communicating learning goals for all students. *Collecting and using multiple sources of information to assess student learning. *Involving and guiding students in assessing their own learning. *Using results of assessments to guide instruction. *Communicating with students/families/others about student progress Standard VI - Developing as a Professional Educator *Reflecting on teaching practice and planning professional development *Establishing professional goals and pursuing opportunities to grow professionally. *Working with communities to improve professional practice. *Working with families to improve professional practice. *Working with colleagues to improve professional practice. *Balancing professional responsibilities/maintaining motivatio Standards 1 - 6 apply to Goals, Evaluation and Improvement Plan, Standards 1 - 5 apply to Formal Observations and mandatory participation in PAR. Appendix D HELENDALE SCHOOL DISTRICT SUMMARY EVALUATION OF TEACHING PERFORMANCE HELENDALE SCHOOL DISTRICT Teacher Date School Grade/School Period Covered by this Evaluation Dates of Conference Dates of Observation(s) Status of Teacher Probationary 1 Probationary 2 Permanent Years in District 1 STRONG - Exceeds Standards =1.0-1.2 2 SATISFACTORY - Meets Standards =1.3-2.4 3 NEEDS IMPROVEMENT - Below standards =2.5-3.3 4 UNSATISFACTORY - Does Not Meet Standards =3.4-4.0 Numerical value is derived by adding total score in domain and dividing sum by number of criteria

EVIDENCE OF STANDARDS. (During Observation) Please check one: All other evaluator notes are attached. Number of pages attached: No additional evaluator notes have been taken. Evaluator Teacher Date CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION STANDARD I Engaging and Supporting All Students in Learning *Connecting students' ’ prior knowledge, life experience, and interests with learning goal. *Using a variety of instructional strategies and resources to students' ’ diverse needs. *Facilitating learning experiences that promote autonomy, interaction, and choices. *Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful. *Promoting self-directed, reflective learning for all students. Standard II - – Creating & Managing Effective Environments for All *Creating a physical environment that engages all students *Establishing a climate that promotes fairness and respect. *Promoting social development and group responsibility. *Establishing and maintaining standards for student behavior. *Planning and implementing classroom procedures and routines that support student learning. Standard III - – Understanding & Organizing Subject Matter for *Demonstrates knowledge of subject matter content and student development *Organizing curriculum to support student understanding of subject matter> *Interrelating ideas and information within and across subject matter areas *Developing student understanding through instructional strategies that are appropriate to the subject matter. *Using materials, resources, and technologies to make subject matter accessible to students. Standards 1 – 6 apply to Goals, Evaluation and Improvement Plan, Standards 1 – 5 apply to Formal Observations and mandatory participation in PAR. Standard IV - – Planning Instruction & Developing Learning *Drawing on a valuing student's ’s backgrounds, interests, and developmental learning needs. *Establishing and articulating goals for student learning. *Developing and sequencing instructional activities and materials for student learning *Designing short-term and long-term plans to xxxxxx student learning. *Modifying instructional plans to adjust for student needs. Standard V - – Assessing Student Learning *Establishing and communicating learning goals for all students. *Collecting and using multiple sources of information to assess student learning. *Involving and guiding students in assessing their own learning. *Using results of assessments to guide instruction. *Communicating with students/families/others about student progress Standard VI - – Developing as a Professional Educator *Reflecting on teaching practice and planning professional development *Establishing professional goals and pursuing opportunities to grow professionally. *Working with communities to improve professional practice. *Working with families to improve professional practice. *Working with colleagues to improve professional practice. *Balancing professional responsibilities/maintaining motivatio Standards 1 - 6 apply to Goals, Evaluation and Improvement Plan, Standards 1 - 5 apply to Formal Observations and mandatory participation in PAR. Appendix D 24otivation HELENDALE SCHOOL DISTRICT SUMMARY EVALUATION OF TEACHING PERFORMANCE HELENDALE SCHOOL DISTRICT Teacher Date School Grade/School Period Covered by this Evaluation Dates of Conference Dates of Observation(s) Status of Teacher Probationary 1 Probationary 2 Permanent Years in District Appendix D 1 STRONG - – Exceeds Standards =1.0-1.2 2 SATISFACTORY - – Meets Standards =1.3-2.4 3 NEEDS IMPROVEMENT - – Below standards =2.5-3.3 4 UNSATISFACTORY - – Does Not Meet Standards =3.4-4.0 Numerical value is derived by adding total score in domain and dividing sum by number of criteriacriteria STANDARD I Engaging and Supporting All Students in Learning 1 2 3 4 *Connecting student’s prior knowledge, life experience, and interests with learning goals *Using a variety of instructional strategies and resources to students’ diverse needs *Facilitating learning experiences that promote autonomy, interaction, and choice *Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful. * Promoting self-directed, reflective learning for all students. STANDARD II – Creating & Managing Effective Environments for Student Learning 1 2 3 4 *Creating a physical environment that engages all students. *Establishing a climate that promotes fairness and respect. *Promoting social development and group responsibility. Establishing and maintaining standards for student behavior. *Planning and implementing classroom procedures and routines that support student learning *Using instructional time effectively. STANDARD III – Understanding and Organizing Student Matter for Student Learning 1 2 3 4 *Demonstrates knowledge of subject matter content and student development. *Organizing curriculum to support student understanding of subject matter. *Interrelating ideas and information within and across subject matter areas. *Developing student understanding through instructional strategies that are appropriate to the subject matter *Using materials, resources and technologies to make subject matter accessible to students STANDARD IV – Planning Instruction & Designing Learning Experiences for All Students 1 2 3 4 *Drawing on a valuing students’ backgrounds, interests, and developmental learning needs. *Establishing and articulating goals for student learning. *Developing and sequencing instructional activities and materials for student learning. *Designing short-term and long-term plans to xxxxxx student learning. *Modifying instructional plans to adjust for student needs. STANDARD V – Assessing Student Learning 1 2 3 4 *Establishing and communicating learning goals for all students. *Collecting and using multiple sources of information to assess student learning. *Involving and guiding students in assessing their own learning. *Using results of assessments to guide instruction. *Communicating with students/families/others about student progress. STANDARD VI – Developing as a Professional Educator 1 2 3 4 *Reflecting on teaching practice and planning professional development. *Establishing professional goals and pursuing opportunities to grow professionally. *Working with communities to improve professional practice. *Working with families to improve professional practice. *Working with colleagues to improve professional practice. *Balancing professional responsibilities/maintaining motivation. COMMENTS: Commendations and recommendations must include those relative to the Standard. An overall evaluation that denotes “Needs Improvement” or “Unsatisfactory” must be accompanied by a District Improvement Plan. OVERALL EVALUATION □ Refer to PAR □ Strong Exceeds Standards □ Satisfactory – Meets Standards □ Needs Improvement – Some Standards Met □ Unsatisfactory – Does not Meet Standards Standards 1 -6 apply to Goals, Evaluations and Improvement Plan. RE-EMPLOYMENT RECOMMENDATION □Retain Standards 1 – 5 apply to Formal Observations and mandatory □ Do not Retain participation in PAR SIGNATURES Evaluator Date This report has been discussed with me in conference with the evaluator. An opportunity has been extended to me to attach comments regarding this evaluation. A SIGNATURE ON THIS EVALUATION DOES NOT NECESSARILY SIGNIFY AGREEMENT WITH THE EVALUATION. Teacher Date Appendix E Alternative Performance Evaluation Goal Sheet Employee Date School Position Title of Project Goal(s): Plan to Achieve Goal(s): Goal(s)/Plan Teacher Signature Evaluator Signature Date Mid-Year Report Teacher Signature Evaluator Signature Date Final Evaluation Teacher Signature Evaluator Signature Date Employee signature signifies employee has received a copy of this report. HELENDALE SCHOOL DISTRICT SUMMARY EVALUATION OF ALTERNATIVE TEACHING PERFORMANCE HELENDALE SCHOOL DISTRICT Teacher Date School Grade/School Period Covered by this Evaluation Dates of Conference Dates of Observation(s) Status of Teacher Years in District 2 SATISFACTORY – Meets Standards 3 NEEDS IMPROVEMENT – Below standards 4 UNSATISFACTORY – Does Not Meet Standards 1 2 3 4 STANDARD I Engaging and Supporting All Students in Learning STANDARD II – Creating & Managing Effective Environments for Student Learning STANDARD III – Understanding and Organizing Student Matter for Student Learning STANDARD IV – Planning Instruction & Designing Learning Experiences for All Students STANDARD V – Assessing Student Learning STANDARD VI – Developing as a Professional Educator COMMENTS: Commendations and recommendations must include those relative to the Project. An overall evaluation that denotes “Needs Improvement” or “Unsatisfactory” must be accompanied by a District Improvement Plan. OVERALL EVALUATION □ Strong Exceeds Standards □ Satisfactory – Meets Standards □ Needs Improvement – Some Standards Met □ Unsatisfactory – Does not Meet Standards SIGNATURES Evaluator Date This report has been discussed with me in conference with the evaluator. An opportunity has been extended to me to attach comments regarding this evaluation. A SIGNATURE ON THIS EVALUATION DOES NOT NECESSARILY SIGNIFY AGREEMENT WITH THE EVALUATION. Teacher Date Appendix F HELENDALE SCHOOL DISTRICT IMPROVEMENT PLAN EMPLOYEE GRADE/SUBJECT EVALUATOR SCHOOL DATE IMPROVEMENT PLAN INTIATED TIME PERIOD FOR IMPROVEMENT PLAN DATE FOR EVALUATION OF PROGRESS ON IMPROVEMENT Instructions: When the evaluation identifies standards needing improvement, an improvement plan shall be developed by the evaluator and the employee to improve specific suggestions for improvement. The evaluator retains the right to approval of the plan. The employee has the right to attach comments. STANDARDS NEEDING IMPROVEMENT: ACTIVITIES TO BE IMPLEMENTED TO IMPROVE IDENTIFIED TEACHING STANDARDS: IMPROVEMENT PLAN ESTABLISHED: EVALUATOR DATE EMPLOYEE DATE EVALUATION OF PROGRESS ON IMPROVEMENT PLAN: IMPROVEMENT COMPLETED IMPROVEMENT CONTINUING NO IMPROVEMENT □ □ PROGRESS SATISFACTORY □ □ PROGRESS UNSATISFACTORY COMMENTS The employee’s signature indicates that the employee has seen and discussed this report, however, it does not necessarily indicate complete agreement with all portions of the evaluation. EVALUTOR DATE EMPLOYEE DATE NOTE: Attach to Summative Evaluation Report CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION Appendix G STANDARD I Engaging and Supporting All Students in Learning *Connecting students’ prior knowledge, life experience, and interests with learning goal. *Using a variety of instructional strategies and resources to students’ diverse needs. *Facilitating learning experiences that promote autonomy, interaction, and choices. *Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful. *Promoting self-directed, reflective learning for all students. Standard II – Creating & Managing Effective Environments for All *Creating a physical environment that engages all students *Establishing a climate that promotes fairness and respect. *Promoting social development and group responsibility. *Establishing and maintaining standards for student behavior. *Planning and implementing classroom procedures and routines that support student learning. *Using instructional time effectively. Standard III – Understanding & Organizing Subject Matter for *Demonstrate knowledge of subject matter content and student development. *Organizing curriculum to support student understanding of subject matter. *Interrelating ideas and information within and across subject matter areas. *Developing student understanding through instructional strategies that are appropriate to the subject matter. *Using materials, resources, and technologies to make subject matter accessible to students. Standard IV – Planning Instruction & Developing Learning *Drawing on a valuing student’s backgrounds, interests, and developmental learning needs. *Establishing and articulating goals for student learning. *Developing and sequencing instructional activities and materials for student learning *Designing short-term and long-term plans to xxxxxx student learning. *Modifying instructional plans to adjust for student needs. Standard V – Assessing Student Learning *Establishing and communicating learning goals for all students. *Collecting and using multiple sources of information to assess student learning. *Involving and guiding students in assessing their own learning. *Using results of assessments to guide instruction. *Communicating with students/families/others about student progress Standard VI – Developing as a Professional Educator *Reflecting on teaching practice and planning professional development *Establishing professional goals and pursuing opportunities to grow professionally. *Working with communities to improve professional practice. *Working with families to improve professional practice. *Working with colleagues to improve professional practice. *Balancing professional responsibilities/maintaining motivation. Appendix H San Bernardino County Small School Districts Consortium Peer Assistance and Review Program A partnership between San Bernardino County California Teachers Associations, Small School Districts in Sax Xxxxxxxxxx Xxxxxx xxx xxx Xxx Xxxxxxxxxx Xxxxxx Xuperintendent of Schools May 4, 2000 INTRODUCTION In the fall of 1999, the San Bernardino County School District Peer Assistance and Review Task Force, comprised of district and teacher association members, and staffed by county office personnel, developed PAR model contract language to support districts as they developed their PAR programs. Upon examining the completed document, small district superintendents in San Bernardino County, indicated that they would like to have a document that would play a similar role in supporting the development of a regional small school district PAR consortium. A subcommittee from the original task force comprised of county office and CAT staff was formed at the request of the small district superintendents. The document is the result of the work of that task force and is presented as the PAR program for the small school district consortium. The following are key components of the consortium:

EVIDENCE OF STANDARDS. (During Observation) Please check one: All other evaluator notes are attached. Number of pages attached: No additional evaluator notes have been taken. Evaluator Teacher Date CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION STANDARD I Engaging and Supporting All Students in Learning *Connecting students' prior knowledge, life experience, and interests with learning goal. *Using a variety of instructional strategies and resources to students' diverse needs. *Facilitating learning experiences that promote autonomy, interaction, and choices. *Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful. *Promoting self-directed, reflective learning for all students. Standard II - Creating & Managing Effective Environments for All *Creating a physical environment that engages all students *Establishing a climate that promotes fairness and respect. *Promoting social development and group responsibility. *Establishing and maintaining standards for student behavior. *Planning and implementing classroom procedures and routines that support student learning. Standard III - Understanding & Organizing Subject Matter for *Demonstrates knowledge of subject matter content and student development *Organizing curriculum to support student understanding of subject matter> *Interrelating ideas and information within and across subject matter areas *Developing student understanding through instructional strategies that are appropriate to the subject matter. *Using materials, resources, and technologies to make subject matter accessible to students. Standards 1 - 6 apply to Goals, Evaluation and Improvement Plan, Standards 1 - 5 apply to Formal Observations and mandatory participation in PAR. Standard IV - Planning Instruction & Developing Learning *Drawing on a valuing student's backgrounds, interests, and developmental learning needs. *Establishing and articulating goals for student learning. *Developing and sequencing instructional activities and materials for student learning *Designing short-term and long-term plans to xxxxxx student learning. *Modifying instructional plans to adjust for student needs. Standard V - Assessing Student Learning *Establishing and communicating learning goals for all students. *Collecting and using multiple sources of information to assess student learning. *Involving and guiding students in assessing their own learning. *Using results of assessments to guide instruction. *Communicating with students/families/others about student progress Standard VI - Developing as a Professional Educator *Reflecting on teaching practice and planning professional development *Establishing professional goals and pursuing opportunities to grow professionally. *Working with communities to improve professional practice. *Working with families to improve professional practice. *Working with colleagues to improve professional practice. *Balancing professional responsibilities/maintaining motivatio Standards 1 - 6 apply to Goals, Evaluation and Improvement Plan, Standards 1 - 5 apply to Formal Observations and mandatory participation in PAR. Appendix D HELENDALE SCHOOL DISTRICT SUMMARY EVALUATION OF TEACHING PERFORMANCE HELENDALE SCHOOL DISTRICT Teacher Date School Grade/School Period Covered by this Evaluation Dates of Conference Dates of Observation(s) Status of Teacher Probationary 1 Probationary 2 Permanent _ Years in District 1 STRONG - Exceeds Standards =1.0-1.2 2 SATISFACTORY - Meets Standards =1.3-2.4 3 NEEDS IMPROVEMENT - Below standards =2.5-3.3 4 UNSATISFACTORY - Does Not Meet Standards =3.4-4.0 Numerical value is derived by adding total score in domain and dividing sum by number of criteria