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. Relies primarily on newsletters and other one-way media to communicate with families; usually responds promptly and respectfully to communications from families, but demonstrates inconsistent or little understanding of different home languages, cultures, and values. Regularly communicates with families about student learning and performance, and invites and responds promptly to communications from families while demonstrating understanding of and respect for different home languages, cultures, and values. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student learning and performance, while demonstrating understanding of and appreciation for different families’ home language, culture, and values. Models this practice for others. Indicator IV-A. Reflection Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. 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 by oneself, 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; uses and shares back with colleagues insights gained to improve practice and student learning. IV-A-2. Goal Setting Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach. Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited self- assessment and analysis of student learning data. Proposes and monitors challenging, measurable professional practice and student learning goals that are based on thorough self-assessment and analysis of student learning data. Individually and with colleagues proposes and monitors challenging, measurable goals that are based on thorough self-assessment and analysis of student learning data, and that elevate educator practice as well as student learning. Models this practice for others. Indicator IV-B. Professional Growth Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. Unsatisfactory Needs Improvement Proficient Exemplary IV-B-1. Professional Learning and Growth Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice. Participates only in required professional development activities and/or inconsistently or inappropriately applies new learning to improve practice. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instructional and leadership responsibilities. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources in a way that builds expertise of self and other educators, and improves student learning; assumes different instructional and leadership responsibilities. Indicator IV-C. Collaboration Collaborates effectively with colleagues on a wide range of tasks. Unsatisfactory Needs Improvement Proficient Exemplary IV-C-1. Professional Collaboration Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on improving student learning. Does not consistently collaborate with colleagues in ways that support productive team effort. Consistently and effectively collaborates with colleagues on a wide range of tasks such as implementing standards-based units and well-structured lessons, examining student work, analyzing student performance, and planning appropriate interventions. Effectively leads peer collaboration in areas such as implementing standards-based units and well- structured lessons, examining student work, analyzing student performance, and planning appropriate intervention. Indicator IV-D. Decision-Making Becomes involved in schoolwide decision making, and takes an active role in school improvement planning. Unsatisfactory Needs Improvement Proficient Exemplary IV-D-1. Decision-Making Participates in planning and decision making at the school, department, and/or grade level only when asked and rarely contributes relevant ideas or expertise. May participate in planning and decision making at the school, department, and/or grade level but rarely contributes relevant ideas or expertise. Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level. Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level that are critical to school improvement efforts.
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
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. Relies primarily on newsletters and other one-way media to communicate with families; usually responds promptly and respectfully to communications from families, but demonstrates inconsistent or little understanding of different home languages, cultures, and values. Regularly communicates with families about student learning and performance, and invites and responds promptly to communications from families while demonstrating understanding of and respect for different home languages, cultures, and values. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student learning and performance, while demonstrating understanding of and appreciation for different families’ home language, culture, and values. Models this practice for others. Indicator IV-A. Reflection Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. 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 by oneself, 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; uses and shares back with colleagues insights gained to improve practice and student learning. IV-A-2. Goal Setting Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach. Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited self- assessment and analysis of student learning data. Proposes and monitors challenging, measurable professional practice and student learning goals that are based on thorough self-assessment and analysis of student learning data. Individually and with colleagues proposes and monitors challenging, measurable goals that are based on thorough self-assessment and analysis of student learning data, and that elevate educator practice as well as student learning. Models this practice for others. Indicator IV-B. Professional Growth Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. Unsatisfactory Needs Improvement Proficient Exemplary IV-B-1. Professional Learning and Growth Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice. Participates only in required professional development activities and/or inconsistently or inappropriately applies new learning to improve practice. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instructional and leadership responsibilities. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources in a way that builds expertise of self and other educators, and improves student learning; assumes different instructional and leadership responsibilities. Indicator IV-C. Collaboration Collaborates effectively with colleagues on a wide range of tasks. Unsatisfactory Needs Improvement Proficient Exemplary IV-C-1. Professional Collaboration Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on improving student learning. Does not consistently collaborate with colleagues in ways that support productive team effort. Consistently and effectively collaborates with colleagues on a wide range of tasks such as implementing standards-based units and well-structured lessons, examining student work, analyzing student performance, and planning appropriate interventions. Effectively leads peer collaboration in areas such as implementing standards-based units and well- structured lessons, examining student work, analyzing student performance, and planning appropriate intervention. Indicator IV-D. Decision-Making Becomes involved in schoolwide decision making, and takes an active role in school improvement planning. Unsatisfactory Needs Improvement Proficient Exemplary IV-D-1. Decision-Making Participates in planning and decision making at the school, department, and/or grade level only when asked and rarely contributes relevant ideas or expertise. May participate in planning and decision making at the school, department, and/or grade level but rarely contributes relevant ideas or expertise. Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level. Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level that are critical to school improvement efforts.
Appears in 1 contract
Samples: Collective Bargaining Agreement
