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. Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.

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. Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.

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. Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.