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 students’ progress on an individual basis and/or in group work. The lesson is usually not modified to meet students’ needs. □ The Educator sometimes assesses student progress on an individual basis and in group work. The lesson is sometimes modified to meet the students’ needs. □ The Educator regularly assesses student progress on an individual basis and in group work. The lesson is regularly modified to meet the students’ needs. □ The Educator consistently and regularly assesses student progress on an individual basis and in group work. The lesson is consistently and effectively modified to meet the students’ needs. □ The Educator is not knowledgeable about developmentally appropriate instruction and does not plan appropriate learning experiences. □ Parent and family contact may occur only when a classroom situation arises. Information gained from the conversation is not used to help individualize student learning experiences. □ The Educator has partial knowledge about developmentally appropriate instruction but does not plan appropriate learning experiences. □ Parent and family contact may occur and the information from the discussion is sometimes used to help individualize student learning experiences. □ The Educator is knowledgeable about developmentally appropriate instruction and uses that information to plan many appropriate learning experiences. □ Parent and family contact is initiated and the information gained is used on a regular basis to help individualize student learning experiences. □ The Educator is knowledgeable about developmentally appropriate instruction and uses that information to regularly plan appropriate learning experiences. □ Parent and family contact is maintained on a regular basis and the information gained is consistently used to help individualize student learning experiences. Comments: Creating Learning organized in groups Lesson plans reflect understanding of prerequisite knowledge. Xxxxxx plans reflect familiarity of wide range of pedagogical techniques. Lesson plans reflect variety of approaches. Educator reflection. developmentally appropriate instruction Adapting instruction to meet students’ needs. Learning Styles Inventories Student Work Samples Observations by colleagues or administrators. Lesson plans with changes identified. Collaboration with stakeholders Conference notes with colleagues Other Specify: Element 1: The Learner: Effective Educators carry high expectations for their students and develop lessons that will engage and challenge their students. Their classrooms are places where positive interactions occur between Educator and student and between student and student. The Educator understands how their students’ learning develops and plans instruction that is appropriate and individualized for instruction. The effective Educator creates a safe, respectful, and academically challenging classroom for their students.

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator seldom assesses students’ progress on an individual basis and/or in group work. The lesson is usually not modified to meet students’ needs. □ The Educator sometimes assesses student progress on an individual basis and in group work. The lesson is sometimes modified to meet the students’ needs. □ The Educator regularly assesses student progress on an individual basis and in group work. The lesson is regularly modified to meet the students’ needs. □ The Educator consistently and regularly assesses student progress on an individual basis and in group work. The lesson is consistently and effectively modified to meet the students’ needs. □ The Educator is not knowledgeable about developmentally appropriate instruction and does not plan appropriate learning experiences. □ Parent and family contact may occur only when a classroom situation arises. Information gained from the conversation is not used to help individualize student learning experiences. □ The Educator has partial knowledge about developmentally appropriate instruction but does not plan appropriate learning experiences. □ Parent and family contact may occur and the information from the discussion is sometimes used to help individualize student learning experiences. □ The Educator is knowledgeable about developmentally appropriate instruction and uses that information to plan many appropriate learning experiences. □ Parent and family contact is initiated and the information gained is used on a regular basis to help individualize student learning experiences. □ The Educator is knowledgeable about developmentally appropriate instruction and uses that information to regularly plan appropriate learning experiences. □ Parent and family contact is maintained on a regular basis and the information gained is consistently used to help individualize student learning experiences. Comments: Creating Learning organized in groups Lesson plans reflect understanding of prerequisite knowledge. Xxxxxx Lesson plans reflect familiarity of wide range of pedagogical techniques. Lesson plans reflect variety of approaches. Educator reflection. developmentally appropriate instruction Adapting instruction to meet students’ needs. Learning Styles Inventories Student Work Samples Observations by colleagues or administrators. Lesson plans with changes identified. Collaboration with stakeholders Conference notes with colleagues Other Specify: Element 1: The Learner: Effective Educators carry high expectations for their students and develop lessons that will engage and challenge their students. Their classrooms are places where positive interactions occur between Educator and student and between student and student. The Educator understands how their students’ learning develops and plans instruction that is appropriate and individualized for instruction. The effective Educator creates a safe, respectful, and academically challenging classroom for their students.