Common use of Novice Educator Developing Educator Proficient Educator Distinguished Educator Clause in Contracts

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator seldom assesses student progress on an individual basis or in group work; usually only one method of assessment is used. The lesson is usually not modified to meet students’ needs. □ The Educator uses assessment data from one type of assessment. Students are not aware of the criteria and standards of which their work will be assessed. □The Educator provides little feedback on each student’s achievement of content standards. The Educator shows difficulty in guiding student learning. □ The Educator sometimes assesses student progress on an individual basis and in group work. One or two forms of assessment are consistently used. The lesson may be modified to meet students’ needs. □ The Educator uses assessment data from several types of assessments. Some students are aware of the criteria and standards of which their work will be assessed. □ Feedback is given on an all- class basis and is not individualized for students. The Educator expects that students will achieve and expresses this in class-wide statements. The Educator guides some students in their learning but no notice given for all students’ efforts. □ The Educator regularly assesses student progress on an individual basis and in group work. The Educator relies on several different methods of assessments. The lesson is usually modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Most students are fully aware of the criteria and standards of which their work will be assessed. □Feedback is somewhat consistent but may not reach all students. The Educator promotes student achievement in a general manner. The Educator guides a majority of the students in their learning and tends to individualize it for the students. □ The Educator consistently and effectively assesses student progress on an individual basis and in group work. Multiple methods of assessment are used. The lesson is modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Students are fully aware of the criteria and standards of which their work will be assessed and are involved in the development of the criteria for the lesson when appropriate. □ Consistent and effective feedback helps guide the student through the learning process. Student achievement is consistently promoted by the Educator. The Educator effectively guides all students’ learning on an individual basis. Comments: What is Demonstrated? Sources of Evidence Assessment and Feedback The lesson’s structure is clear and allows for different pathways according to the student’s needs. Educator provides frequent information to parents about their child’s progress Students know ahead of time how their work will be assessed Rubrics and standards are posted before work begins Educator performs progress monitoring for all students There is consistent, timely, and appropriate feedback provided for all students Formative and summative assessments are used Classroom walkthrough observations Scored rubrics from performance assessments State and National student test data Local testing data (for example, MAP student data) Student presentations Lesson plans linking activities to assessment results Written feedback on student work Educator/student conferences Data from pre and post assessments Other Specify: Element 3: The Instruction Effective Educators understand the need for planning instructional lessons that are developmentally appropriate, engaging, and challenging for students. Effective Educators use a variety of instructional methods and strategies to engage students in learning. They use multiple types of assessments to gauge students’ achievement and then use the student data to modify and improve instruction.

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator seldom assesses student progress on an individual basis or in group work; usually only one method of assessment is used. The lesson is usually not modified to meet students’ needs. □ The Educator uses assessment data from one type of assessment. Students are not aware of the criteria and standards of which their work will be assessed. □The Educator provides little feedback on each student’s achievement of content standards. The Educator shows difficulty in guiding student learning. □ The Educator sometimes assesses student progress on an individual basis and in group work. One or two forms of assessment are consistently used. The lesson may be modified to meet students’ needs. □ The Educator uses assessment data from several types of assessments. Some students are aware of the criteria and standards of which their work will be assessed. □ Feedback is given on an all- class basis and is not individualized for students. The Educator expects that students will achieve and expresses this in class-wide statements. The Educator guides some students in their learning but no notice given for all students’ efforts. □ The Educator regularly assesses student progress on an individual basis and in group work. The Educator relies on several different methods of assessments. The lesson is usually modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Most students are fully aware of the criteria and standards of which their work will be assessed. □Feedback is somewhat consistent but may not reach all students. The Educator promotes student achievement in a general manner. The Educator guides a majority of the students in their learning and tends to individualize it for the students. □ The Educator consistently and effectively assesses student progress on an individual basis and in group work. Multiple methods of assessment are used. The lesson is modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Students are fully aware of the criteria and standards of which their work will be assessed and are involved in the development of the criteria for the lesson when appropriate. □ Consistent and effective feedback helps guide the student through the learning process. Student achievement is consistently promoted by the Educator. The Educator effectively guides all students’ learning on an individual basis. Comments: What is Demonstrated? Sources of Evidence Assessment and Feedback The lesson’s structure is clear and allows for different pathways according to the student’s needs. Educator provides frequent information to parents about their child’s progress Students know ahead of time how their work will be assessed Rubrics and standards are posted before work begins Educator performs progress monitoring for all students There is consistent, timely, and appropriate feedback provided for all students Formative and summative assessments are used Classroom walkthrough observations Scored rubrics from performance assessments State and National student test data Local testing data (for example, MAP student data) Student presentations Lesson plans linking activities to assessment results Written feedback on student work Educator/student conferences Data from pre and post assessments Other Specify: Element 3: The Instruction Effective Educators understand the need for planning instructional lessons that are developmentally appropriate, engaging, and challenging for students. Effective Educators use a variety of instructional methods and strategies to engage students in learning. They use multiple types of assessments to gauge students’ achievement and then use the student data to modify and improve instruction. Standard 3.3: Strategies: The Educator uses appropriate strategies and resources to adapt instruction to the needs of the individual student and groups of students. The Educator provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances. The Educator uses a variety of methods to engage learners; collaborates with students to evaluate the learning environment and makes appropriate adjustments. The Educator facilitates the learners’ use of current tools, resources, and technology to maximize content learning in varied contexts. Technology is integrated and utilized in the instruction and learning.

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator seldom assesses student progress on an individual basis or in group work; usually only one method rarely utilizes multiple methods of assessment is used. The lesson is usually not modified to meet students’ needsmonitor progress and guide decision making. □ The Educator uses sometimes utilizes multiple methods of assessment data from one type to monitor progress and guide decision making. □ The Educator regularly utilizes multiple methods of assessmentassessment to monitor progress and guide decision making. Students □ The Educator almost always utilizes multiple methods of assessment to monitor progress and guide decision making. □ The Educator rarely ensures that students are not aware of the □ The Educator sometimes ensures that students are □ The Educator regularly ensures that students are □ The Educator almost always ensures that students are criteria and standards on which work will be assessed, and students are rarely involved in development of the criteria for the lesson. aware of the criteria and standards of on which their work will be assessed. □The Educator provides little feedback on each student’s achievement of content standards. The Educator shows difficulty in guiding student learning. □ The Educator sometimes assesses student progress on an individual basis , and in group work. One or two forms of assessment are consistently used. The lesson may be modified to meet students’ needs. □ The Educator uses assessment data from several types of assessments. Some students are sometimes involved in development of the criteria for the lesson. aware of the criteria and standards of on which their work will be assessed. □ Feedback is given on an all- class basis , and is not individualized for students. The Educator expects that students will achieve and expresses this in class-wide statements. The Educator guides some students in their learning but no notice given for all students’ efforts. □ The Educator regularly assesses student progress on an individual basis and in group work. The Educator relies on several different methods of assessments. The lesson is usually modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Most students are fully regularly involved in development of the criteria for the lesson. aware of the criteria and standards of on which their work will be assessed. □Feedback is somewhat consistent but may not reach all students. The Educator promotes student achievement in a general manner. The Educator guides a majority of the , and students in their learning and tends to individualize it for the students. □ The Educator consistently and effectively assesses student progress on an individual basis and in group work. Multiple methods of assessment are used. The lesson is modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Students are fully aware of the criteria and standards of which their work will be assessed and are almost always involved in the development of the criteria for the lesson when appropriatelesson. □ Consistent and effective The Educator rarely uses feedback helps to help guide the student through the learning process. Student achievement is consistently promoted by the Educator. □ The Educator effectively guides all students’ sometimes uses feedback to help guide the student through the learning on an individual basisprocess. □ The Educator regularly uses feedback to help guide the student through the learning process. □ The Educator almost always uses feedback to help guide the student through the learning process. Comments: What is Demonstrated? Sources of Evidence Assessment Standards, assessment, and Feedback The lesson’s feedback Lesson structure is clear and allows for different various pathways according to the student’s needs. student needs Educator provides frequent information to parents about their child’s regarding student progress Students know ahead of time understand how their work will be assessed Rubrics and standards are posted before work begins Educator performs progress monitoring for all students There is consistentConsistent, timely, and appropriate feedback is provided for all students Formative and summative assessments are used Classroom walkthrough observations Scored rubrics from performance assessments State and National student test data Local testing data (for example, MAP student data) Student presentations Lesson plans linking link student activities to assessment results Written feedback on student work Educator/student conferences Data from pre and post assessments Other Specify: Element 3: The Instruction Effective Educators understand the need for planning instructional lessons that are developmentally appropriate, engaging, and challenging for students. Effective Educators use a variety of instructional methods and strategies to engage students in learning. They use multiple types of assessments to gauge students’ achievement and then use the student data to modify and improve instruction.:

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator seldom assesses student progress on an individual basis or in group work; usually only one method rarely utilizes multiple methods of assessment is used. The lesson is usually not modified to meet students’ needs. □ The Educator uses assessment data from one type of assessment. Students are not aware of the criteria monitor progress and standards of which their work will be assessed. □The Educator provides little feedback on each student’s achievement of content standards. The Educator shows difficulty in guiding student learningguide decision making. □ The Educator sometimes assesses student progress on an individual basis and in group work. One or two forms utilizes multiple methods of assessment are consistently used. The lesson may be modified to meet students’ needsmonitor progress and guide decision making. □ The Educator uses regularly utilizes multiple methods of assessment data from several types to monitor progress and guide decision making. □ The Educator almost always utilizes multiple methods of assessmentsassessment to monitor progress and guide decision making. Some □ The Educator rarely ensures that students are aware of the criteria and standards of on which their work will be assessed. □ Feedback is given on an all- class basis , and is not individualized students are rarely involved in development of the criteria for students. The Educator expects that students will achieve and expresses this in class-wide statements. The Educator guides some students in their learning but no notice given for all students’ effortsthe lesson. □ The Educator regularly assesses student progress on an individual basis and in group work. The Educator relies on several different methods of assessments. The lesson is usually modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Most sometimes ensures that students are fully aware of the criteria and standards of on which their work will be assessed. □Feedback is somewhat consistent but may not reach all students. The Educator promotes student achievement , and students are sometimes involved in a general manner. The Educator guides a majority development of the students in their learning and tends to individualize it criteria for the studentslesson. □ The Educator consistently and effectively assesses student progress on an individual basis and in group work. Multiple methods of assessment regularly ensures that students are used. The lesson is modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Students are fully aware of the criteria and standards of on which their work will be assessed assessed, and students are regularly involved in the development of the criteria for the lesson when appropriatelesson. □ Consistent The Educator almost always ensures that students are aware of the criteria and effective standards on which work will be assessed, and students are almost always involved in development of the criteria for the lesson. □ The Educator rarely uses feedback helps to help guide the student through the learning process. Student achievement is consistently promoted by the Educator. □ The Educator effectively guides all students’ sometimes uses feedback to help guide the student through the learning on an individual basisprocess. □ The Educator regularly uses feedback to help guide the student through the learning process. □ The Educator almost always uses feedback to help guide the student through the learning process. Comments: What is Demonstrated? Sources of Evidence Assessment Standards, assessment, and Feedback The lesson’s feedback Lesson structure is clear and allows for different various pathways according to the student’s needs. student needs Educator provides frequent information to parents about their child’s regarding student progress Students know ahead of time understand how their work will be assessed Rubrics and standards are posted before work begins Educator performs progress monitoring for all students There is consistentConsistent, timely, and appropriate feedback is provided for all students Formative and summative assessments are used Classroom walkthrough observations Scored rubrics from performance assessments State and National student test data Local testing data (for example, MAP student data) Student presentations Lesson plans linking link student activities to assessment results Written feedback on student work Educator/student conferences Data from pre and post assessments Other Other: Specify: Element 3: The Instruction Effective Educators understand the need for planning instructional lessons that are developmentally appropriate, engaging, and challenging for students. Effective Educators use a variety of instructional methods and strategies to engage students in learning. They use multiple types of assessments to gauge students’ achievement and then use the student data to modify and improve instruction.: