Common use of Ineffective Developing Skilled Accomplished Clause in Contracts

Ineffective Developing Skilled Accomplished. INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data 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 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. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) 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-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.

Ineffective Developing Skilled Accomplished. INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data 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 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. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) 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 confusion. 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 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.

Ineffective Developing Skilled Accomplished. INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, mastery but may not differentiate instruction based on this information. The teacher uses assessment data 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 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. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) 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 students). The teacher responds to student misunderstandings by providing additional clarification. 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.

Ineffective Developing Skilled Accomplished. INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate notdifferentiate instruction based on this information. The teacher uses assessment data 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 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. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) 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-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.. Sources of Evidence: Pre-

Ineffective Developing Skilled Accomplished. INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate notdifferentiate instruction based on this information. The teacher uses assessment data 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 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. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) 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-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 concepttheconcept.

Ineffective Developing Skilled Accomplished. INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data 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 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. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) 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 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-class 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.