Common use of Ineffective Progressing Effective Highly Effective Clause in Contracts

Ineffective Progressing Effective Highly Effective. The evidence indicates that the teacher did not or infrequently displayed knowledge of the important content in the discipline and identification of possible student misconceptions. The evidence indicates that the teacher displayed limited knowledge of the important content in the discipline and identification of possible student misconceptions. The evidence indicates that the teacher displayed knowledge of the important content in the discipline, used multiple representation and explanations, understood how these relate to each other, and identified student misconceptions The evidence indicates that the teacher displayed extensive knowledge of the important concepts in the discipline by consistently and effectively using multiple representations, explanations, and a wide variety of experiences and opportunities. The evidence indicates that the teacher did not or infrequently used strategies to build understanding of content for all students. The evidence indicates that the teacher began to use strategies to build understanding of content for all students. The evidence indicates that the teacher regularly used strategies to build a deep understanding of content for all students. The evidence indicates that the teacher consistently and effectively used strategies to build a deep understanding of content for all students. Knowledge of content by encouraging use of multiple representations, explanations, and a wide variety of experiences Xxxxxx plans aligned to content standards Curriculum committee work documentation Observations of strategies used to deliver content (by peers or evaluators) Evidence observed shows the teacher consistently provides a variety of instructional strategies that provide students a range of experiences to learn content. Built student understanding Student work samples Student feedback and reflection pieces Teacher developed assessments and rubrics Student involvement in content contests Student work, judged according to a rubric, consistently shows understanding of key content area topics.

Ineffective Progressing Effective Highly Effective. The evidence indicates that the teacher did not or infrequently displayed knowledge of the important content in the discipline and identification of possible student misconceptions. The evidence indicates that the teacher displayed limited knowledge of the important content in the discipline and identification of possible student misconceptions. The evidence indicates that the teacher displayed knowledge of the important content in the discipline, used multiple representation and explanations, understood how these relate to each other, and identified student misconceptions The evidence indicates that the teacher displayed extensive knowledge of the important concepts in the discipline by consistently and effectively using multiple representations, explanations, and a wide variety of experiences and opportunities. The evidence indicates that the teacher did not or infrequently used strategies to build understanding of content for all students. The evidence indicates that the teacher began to use strategies to build understanding of content for all students. The evidence indicates that the teacher regularly used strategies to build a deep understanding of content for all students. The evidence indicates that the teacher consistently and effectively used strategies to build a deep understanding of content for all students. Knowledge of content by encouraging use of multiple representations, explanations, and a wide variety of experiences Xxxxxx Lesson plans aligned to content standards Curriculum committee work documentation Observations of strategies used to deliver content (by peers or evaluators) Evidence observed shows the teacher consistently provides a variety of instructional strategies that provide students a range of experiences to learn content. Built student understanding Student work samples Student feedback and reflection pieces Teacher developed assessments and rubrics Student involvement in content contests Student work, judged according to a rubric, consistently shows understanding of key content area topics.