Common use of Reflecting on Teaching Clause in Contracts

Reflecting on Teaching. Unsatisfactory Basic Proficient Distinguished Teacher does not know whether a lesson was e¤ective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s e¤ectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional out- comes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoires of skills, teacher offers specific alternative actions, complete with probable success of difference courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its e¤ectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were e¤ective. The teacher o¤ers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of e¤ectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire.

Reflecting on Teaching. Unsatisfactory Basic Proficient Distinguished Teacher does not know whether a lesson was e¤ective effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s e¤ectiveness e effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s e¤ectiveness e effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s e¤ectiveness effectiveness and the extent to which it achieved its instructional out- comes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoires of skills, teacher offers specific alternative actions, complete with probable success of difference courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its e¤ectivenesse effectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were e¤ectivee effective. The teacher o¤ers o ers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of e¤ectivenesse effectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire.

Reflecting on Teaching. Unsatisfactory Basic Proficient Distinguished Teacher does not know whether a lesson was e¤ective or achieved its Reflecting on teaching encompasses the teacher’s thinking that follows any instructional outcomesevent, or he/she profoundly misjudges an analysis of the success many decisions made in both the planning and the implementation of a lesson. Teacher By considering these elements in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect on their practice through collegial conversations, journal writing, examining student work, conversations with students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able to use in future teaching what has no suggestions for how been learned, is an acquired skill; mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time, this way of thinking both reflectively and self- critically and of analyzing instruction through the lens of student learning—whether excellent, adequate, or inadequate—becomes a lesson could habit of mind, leading to improvement in teaching and learning. The elements of component 4a are: ● Accuracy ○ As teachers gain experience, their reflections on practice become more accurate, corresponding to the assessments that would be improvedgiven by an external and unbiased observer. Teacher has a generally accurate impression of a lesson’s e¤ectiveness and Not only are the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional outcomes and reflections accurate, but teachers can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional out- comes, citing many provide specific examples from the lesson to support their judgments. ● Use in future teaching ○ If the potential of reflection to improve teaching is to be fully realized, teachers must use their reflections to make adjustments in their practice. As their experience and weighing the relative strengths of each. Drawing on an extensive repertoires of skillsexpertise increases, teacher offers specific alternative actions, complete with probable success of difference courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its e¤ectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were e¤ective. The teacher o¤ers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of e¤ectiveness. Teacher’s suggestions for improvement teachers draw on an extensive repertoire.ever-increasing repertoire of strategies to inform these adjustments. Indicators include: ● Accurate reflections on a lesson ● Citation of adjustments to practice that draw on a repertoire of strategies 4b Maintaining Accurate Records An essential responsibility of professional educators is keeping accurate records of both instructional and non- instructional events. These include student completion of assignments, student progress in learning, and non- instructional activities that are part of the day-to-day functions in a school setting, such as the return of signed permission slips for a field trip and money for school pictures. Proficiency in this component is vital because these records inform interactions with students and parents and allow teachers to monitor learning and adjust instruction accordingly. The methods of keeping records vary as much as the type of information being recorded. For example, teachers may keep records of formal assessments electronically, using spreadsheets and databases, which allow for item analysis and individualized instruction. A less formal means of keeping track of student progress may include anecdotal notes that are kept in student folders. The elements of component 4b are: ● Student completion of assignments ○ Most teachers, particularly at the secondary level, need to keep track of student completion of assignments, including not only whether the assignments were actually completed but also students’ success in completing them. ● Student progress in learning ○ In order to plan instruction, teachers need to know where each student “is” in his or her learning. This information may be collected formally or informally but must be updated frequently. ● Non-instructional records ○ Non-instructional records encompass all the details of school life for which records must be maintained, particularly if they involve money. Examples include tracking which students have returned their permission slips for a field trip or which students have paid for their school pictures. Indicators include: ● Routines and systems that track student completion of assignments ● Systems of information regarding student progress against instructional outcomes ● Processes of maintaining accurate non-instructional records 4c Communicating with Families Although the ability of families to participate in their child’s learning varies widely because of other family or job obligations, it is the responsibility of teachers to provide opportunities for them to understand both the instructional program and their child’s progress. Teachers establish relationships with families by communicating to them about the instructional program, conferring with them about individual students, and inviting them to be part of the educational process itself. The level of family participation and involvement tends to be greater at the elementary level, when young children are just beginning school. However, the importance of regular communication with families of adolescents cannot be overstated. A teacher’s effort to communicate with families conveys the teacher’s essential caring, valued by families of students of all ages. The elements of component 4c are: ● Information about the instructional program ○ The teacher frequently provides information to families about the instructional program. ● Information about individual students ○ The teacher frequently provides information to families about students’ individual progress. ● Engagement of families in the instructional program ○ The teacher frequently and successfully offers engagement opportunities to families so that they can participate in the learning activities. Indicators include: ● Frequent and culturally appropriate information sent home regarding the instructional program and student progress ● Two-way communication between the teacher and families ● Frequent opportunities for families to engage in the learning process 4d Participating in the Professional Community Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with their colleagues to share strategies, plan joint efforts, and plan for the success of individual students. Schools are, in other words, professional organizations for teachers, with their full potential realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual support and respect, as well as by recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and to contribute to the life of the school. Inevitably, teachers’ duties extend beyond the doors of their classrooms and include activities related to the entire school or larger district, or both. These activities include such things as school and district curriculum committees or engagement with the parent-teacher organization. With experience, teachers assume leadership roles in these activities. The elements of component 4d are: ● Relationships with colleagues ○ Teachers maintain professional collegial relationships that encourage sharing, planning, and working together toward improved instructional skill and student success. ● Involvement in a culture of professional inquiry ○ Teachers contribute to and participate in a learning community that supports and respects its members’ efforts to improve practice. ● Service to the school ○ Teachers’ efforts move beyond classroom duties by contributing to school initiatives and projects. ● Participation in school and district projects ○ Teachers contribute to and support larger school and district projects designed to improve the professional community. Indicators include: ● Regular teacher participation with colleagues to share and plan for student success ● Regular teacher participation in professional courses or communities that emphasize improving practice ● Regular teacher participation in school initiatives ● Regular teacher participation in and support of community initiatives 4e Growing and Developing Professionally As in other professions, the complexity of teaching requires continued growth and development in order for teachers to remain current. Continuing to stay informed and increasing their skills allows teachers to become ever more effective and to exercise leadership among their colleagues. The academic disciplines themselves evolve, and educators constantly refine their understanding of how to engage students in learning; thus, growth in content, pedagogy, and information technology are essential to good teaching. Networking with colleagues through such activities as joint planning, study groups, and lesson study provides opportunities for teachers to learn from one another. These activities allow for job-embedded professional development. In addition, professional educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university classes. As they gain experience and expertise, educators find ways to contribute to their colleagues and to the profession. The elements of component 4e are: ● Enhancement of content knowledge and pedagogical skill ○ Teachers remain current by taking courses, reading professional literature, and remaining current on the evolution of thinking regarding instruction. ● Receptivity to feedback from colleagues ○ Teachers actively pursue networks that provide collegial support and feedback. ● Service to the profession ○ Teachers are active in professional organizations in order to enhance both their personal practice and their ability to provide leadership and support to colleagues. Indicators include: ● Frequent teacher attendance in courses and workshops; regular academic reading ● Participation in learning networks with colleagues; freely shared insights ● Participation in professional organizations supporting academic inquiry 4f Showing Professionalism Expert teachers demonstrate professionalism in service both to students and to the profession. Teaching at the highest levels of performance in this component is student focused, putting students first regardless of how this stance might challenge long-held assumptions, past practice, or simply the easier or more convenient procedure. Accomplished teachers have a strong moral compass and are guided by what is in the best interest of each student. They display professionalism in a number of ways. For example, they conduct interactions with colleagues in a manner notable for honesty and integrity. Furthermore, they know their students’ needs and can readily access resources with which to step in and provide help that may extend beyond the classroom. Seeking greater flexibility in the ways school rules and policies are applied, expert teachers advocate for their students in ways that might challenge traditional views and the educational establishment. They also display professionalism in the ways they approach problem solving and decision making, with student needs constantly in mind. Finally, accomplished teachers consistently adhere to school and district policies and procedures but are willing to work to improve those that may be outdated or ineffective. The elements of component 4f are: ● Integrity and ethical conduct ○ Teachers act with integrity and honesty. ● Service to students ○ Teachers put students first in all considerations of their practice. ● Advocacy ○ Teachers support their students’ best interests, even in the face of traditional practice or beliefs. ● Decision making ○ Teachers solve problems with students’ needs as a priority. ● Compliance with school and district regulations ○ Teachers adhere to policies and established procedures. Indicators include: ● The teacher having a reputation as being trustworthy and often sought as a sounding board ● The teacher frequently reminding participants during committee or planning work that students are the highest priority ● The teacher supporting students, even in the face of difficult situations or conflicting policies ● The teacher challenging existing practice in order to put students first ● The teacher consistently fulfilling district mandates regarding policies and procedures MCPS Teacher Evaluation Process

Reflecting on Teaching. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher does not know whether a lesson was e¤ective effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s e¤ectiveness effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s e¤ectiveness effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s e¤ectiveness effectiveness and the extent to which it achieved its instructional out- comesoutcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoires repertoire of skills, teacher offers specific alternative actions, complete with the probable success of difference different courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its e¤ectivenesseffectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were e¤ectiveeffective. The teacher o¤ers offers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: :” Teacher’s assessment of the lesson is thoughtful and includes specific indicators of e¤ectivenesseffectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire.

Reflecting on Teaching. Unsatisfactory Basic Proficient Distinguished Teacher makes a thoughtful and accurate assessment Teacher does not know whether a lesson was e¤ective eff ective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s e¤ectiveness eff ectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s e¤ectiveness eff ectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s e¤ectiveness eff ectiveness and the extent to which it achieved its instructional out- comes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoires repertoire of skills, teacher offers off ers specific alternative actions, complete with the probable success of difference diff erent courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its e¤ectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were e¤ective. The teacher o¤ers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of e¤ectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire.