Needs Improvement Proficient Exemplary Sample Clauses

Needs Improvement Proficient Exemplary. III-A-1. Family Engagement Does not welcome families to become participants in the classroom and school community or actively discourages their participation. Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning. Uses a variety of culturally responsive practices and communication strategies to support every family to participate actively and appropriately in the classroom and/or school community. Engages all families using a variety of culturally responsive practices and communication strategies that result in increased and/or more meaningful participation in the classroom and/or school community. Models this practice for others. Does not inform families about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides families with clear, user-friendly expectations for student learning and behavior. Successfully communicates to families student learning and behavior expectations and their purposes, such that they can be readily reinforced at home. Models this practice for others. Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. Unsatisfactory Needs Improvement Proficient Exemplary III-B-2. Curriculum Support Rarely, if ever, communicates with families on ways to support children at home or at school. Sends home occasional suggestions on how families can support children at home or at school. Regularly updates families on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Regularly updates families on curriculum throughout the year, and prompts most families to use one or more suggested strategies for supporting learning at school and home. Consistently seeks out feedback and evidence of impact. Models this practice for others. Indicator III-C. Communication Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Culturally Proficient Communication Communicates with or responds to families only through report cards, and/or communicates with families inappropriately or disrespectfully; makes no effort to understand different home languages, cultures, and values....
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Needs Improvement Proficient Exemplary. I-A-3. Plans individual lessons rather than Designs units of instruction that Designs units of instruction with Designs integrated units of instruction Rigorous units of instruction, or designs units of address some knowledge and skills measurable outcomes and with measurable, accessible Standards- Based Unit instruction that are not aligned with state standards/ local curricula, lack defined in state standards/local curricula, but some student outcomes challenging tasks requiring higher- order thinking skills that enable outcomes and challenging tasks requiring higher-order thinking skills Design measurable outcomes, and/or include are poorly defined and/or tasks rarely students to learn the knowledge that enable students to learn and tasks that mostly rely on lower level require higher-order thinking skills. and skills defined in state apply the knowledge and skills thinking skills. standards/local curricula. defined in state standards/local curricula. Is able to model this element. I-A-4. Develops lessons with inappropriate Develops lessons with only some Develops well-structured lessons Develops well-structured and highly Well- student engagement strategies, elements of appropriate student with challenging, measurable engaging lessons with challenging, Structured pacing, sequence, activities, engagement strategies, pacing, objectives and appropriate student measurable objectives and Lessons materials, resources, and/or grouping for the intended outcome or for the students in the class. sequence, activities, materials, resources, and grouping. engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student's needs. Is able to model this element. Note: At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model." Part Ill: Appendix C. ESE Model Rubric for Teachers January 2012 page X-0xx X-00
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Needs Improvement Proficient Exemplary. Does little to welcome families as members of the classroom or school community or tolerates an environment that is unwelcoming to some families. Makes some attempts to welcome families as members of the classroom and school community but does not consistently use culturally responsive practices and/or work to identify and remove barriers to family involvement. Engages with families in a way that is culturally responsive and collaborative to ensure that all families are welcome and can contribute to the classroom, school, and community’s effectiveness. Works with staff to identify and remove barriers to families’ involvement, including but not limited to families with limited access to technology, and families whose home language is not English. Successfully engages with families in a way that is culturally responsive and collaborative to ensure meaningful contributions to classroom, school, and community effectiveness. Works with staff, families, and organizations to identify and remove barriers, and to create opportunities for all families to get involved, including but not limited to families with limited access to technology, and families whose home language is not English. Models this practice for others.
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Needs Improvement Proficient Exemplary. Supports and cooperates with appropriate personnel to enhance student learning and development. Makes little effort to cooperate with appropriate personnel to enhance student learning and development. Sometimes cooperates with appropriate personnel to enhance student learning and development. Regularly cooperates with appropriate personnel to enhance student learning and development. Always cooperates with appropriate personnel to enhance student learning and development. Is able to model this element. Communicates effectively with supervisor and administration. Rarely, if ever, communicates with supervisor or administration. Sometimes communicates with supervisor or administration. Regularly communicates with supervisor or administration. Always communicates with supervisor or administration. Is able to model this element.
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Needs Improvement Proficient Exemplary. Refuses to be trained in one or more of the areas identified in the job description. Inconsistently demonstrates this knowledge in daily work. Reluctant to be trained in one or more of the areas identified in the job description. Sometimes demonstrates this knowledge in daily work. Trained or willing to be trained in the areas identified in the job description. Consistently demonstrates this knowledge in daily work. Trained or willing to be trained in the areas identified in the job description. Demonstrates this knowledge in daily work and applies concepts appropriately in new situations. Performance: Performs work consistently, accurately, and effectively. Appropriate and effectively employs skills, techniques and methods learned in training using the methods techniques and skills. Work completed meets expectations for quality and performance responsibilities.
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Needs Improvement Proficient Exemplary. Seldom acknowledges and uses areas of strength in performing the assignment. Seldom acts on suggestions from the supervisor to improve job performance. Sometimes acknowledges and uses areas of strength in performing the assignment. Sometimes acts on suggestions from the supervisor to improve job performance. Consistently acknowledges and uses areas of strength in performing the assignment. Acts on suggestions from the supervisor to improve job performance. Builds skills in areas of strength in performing the assignment. Seeks out and acts on suggestions from the supervisor to improve job performance.
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Needs Improvement Proficient Exemplary. Seldom maintains effective, professional working relationships with others. Seldom seeks to resolve conflicts with and without assistance. Sometimes maintains effective, professional working relationships with others. Sometimes seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance, and help others resolve conflicts by adding information, ideas and suggestions to the professional. Name: ___________________________________ School: ______________________________ Assignment: ____________________________ Supervisors Name: ____________________________________________________________________ Paraprofessional’s initials ______ and date ________ (This indicates s/he has read this Paraprofessional Evaluation document at the beginning of each school year or at the time of hire.) Note: The attached job description describes the specific responsibilities for each different role (e.g., SPED, ELL, computer lab).
Sample 1
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Needs Improvement Proficient Exemplary. Seldom maintains effective, professional working relationships with others. Seldom seeks to resolve conflicts with and without assistance. Sometimes maintains effective, professional working relationships with others. Sometimes seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance, and help others resolve conflicts by adding information, ideas and suggestions to the professional.
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Related to Needs Improvement Proficient Exemplary

  • Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

  • Selection of Subcontractors, Procurement of Materials and Leasing of Equipment The contractor shall not discriminate on the grounds of race, color, religion, sex, national origin, age or disability in the selection and retention of subcontractors, including procurement of materials and leases of equipment. The contractor shall take all necessary and reasonable steps to ensure nondiscrimination in the administration of this contract. a. The contractor shall notify all potential subcontractors and suppliers and lessors of their EEO obligations under this contract. b. The contractor will use good faith efforts to ensure subcontractor compliance with their EEO obligations.

  • Needs Improvement the Educator’s performance on a standard or overall is below the requirements of a standard or overall, but is not considered to be unsatisfactory at this time. Improvement is necessary and expected.

  • DEVELOPMENT OR ASSISTANCE IN DEVELOPMENT OF SPECIFICATIONS REQUIREMENTS/ STATEMENTS OF WORK

  • Quality Improvement VRC shall develop programs designed to improve the quality of care provided by the Radiologists and encourage identification and adoption of best demonstrated processes. Practice and VRC acknowledge that, in connection with such quality improvement activities, it may be necessary to provide VRC with Protected Health Information and Practice and VRC agree to treat such information in accordance with Article 9;

  • Supplier Diversity Seller shall comply with Xxxxx’s Supplier Diversity Program in accordance with Appendix V.

  • Personnel Equipment and Material Engineer shall furnish and maintain, at its own expense, quarters for the performance of all Engineering Services, and adequate and sufficient personnel and equipment to perform the Engineering Services as required. All employees of Engineer shall have such knowledge and experience as will enable them to perform the duties assigned to them. Any employee of Engineer who, in the reasonable opinion of County, is incompetent or whose conduct becomes detrimental to the Engineering Services shall immediately be removed from association with the Project when so instructed by County. Engineer certifies that it presently has adequate qualified personnel in its employment for performance of the Engineering Services required under this Contract, or will obtain such personnel from sources other than County. Engineer may not change the Project Manager without prior written consent of County.

  • Contractor Project Manager The Contractor Project Manager shall serve, from the Effective Date, as the Contractor project manager and primary Contractor representative under this Agreement. The Contractor Project Manager shall (i) have overall responsibility for managing and coordinating the performance of Contractor’s obligations under this Agreement, including the performance of all Subcontractors; and (ii) be authorized to act for and bind Contractor and Subcontractors in connection with all aspects of this Agreement. The Contractor Project Manager shall respond promptly and fully to all inquiries from the JBE Project Manager.

  • Reasonable Suspicion Testing All Employees Performing Safety-Sensitive Functions A. Reasonable suspicion testing for alcohol or controlled substances may be directed by the Employer for any employee performing safety-sensitive functions when there is reason to suspect that alcohol or controlled substance use may be adversely affecting the employee’s job performance or that the employee may present a danger to the physical safety of the employee or another. B. Specific objective grounds must be stated in writing that support the reasonable suspicion. Examples of specific objective grounds include but are not limited to: 1. Physical symptoms consistent with alcohol and/or controlled substance use; 2. Evidence or observation of alcohol or controlled substance use, possession, sale, or delivery; or 3. The occurrence of an accident(s) where a trained manager, supervisor or lead worker suspects alcohol or other controlled substance use may have been a factor.

  • School Improvement 1. The Board and the Association agree that employee participation in decision making is effective in providing positive results for education. 2. The provisions contained in this section shall apply to all school improvement plans, programs or processes set forth by school improvement committees established in the Xxxxxxx-Xxxxxx School District as a result of Section 1277 of the Revised School Code. 3. It is understood that participation on school improvement committees is voluntary. Further, employees who participate, or are non-participants, in such activities shall not be negatively evaluated for any conduct relative to such committees. 4. In the event that any provision(s) of a school improvement plan, program or process or application thereof violates, contradicts, or is inconsistent with this Collective Bargaining Agreement, the Collective Bargaining Agreement shall prevail.

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