Sources of Evidence. Pre-Conference The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher explains the characteristics, uses, and limitations of various diagnostic, formative, and summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher demonstrates an understanding that assessment is a means of evaluating and supporting student learning through effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher purposefully plans assessments and differentiates assessment choices to match the full range of student needs, abilities, and learning styles, incorporating a range of appropriate diagnostic, formative, and summative assessments into lesson plans. The teacher does not use or only uses one measure of student performance. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning and delivery. The teacher employs a variety of formal and informal assessment techniques to collect evidence of students’ knowledge and skills and analyzes data to effectively inform instructional planning and delivery. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths and areas for student growth. Evidence INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished INSTRUCTIONAL PLANNING PRIOR CONTENT KNOWLEDGE / SEQUENCE / CONNECTIONS (Standard 1: Students; Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful. The teacher makes clear and coherent connections with students’ prior knowledge and future learning—both explicitly to students and within the lesson. The teacher uses the input and contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge and supporting their development. The teacher makes meaningful and relev...
Sources of Evidence. Pre-Conference The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher explains the characteristics, uses, and limitations of various diagnostic, formative, and summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher demonstrates an understanding that assessment is a means of evaluating and supporting student learning through effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher purposefully plans assessments and differentiates assessment choices to match the full range of student needs, abilities, and learning styles, incorporating a range of appropriate diagnostic, formative, and summative assessments into lesson plans.
Sources of Evidence. Pre-Conference The teacher does not use or only uses one measure of student performance. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning and delivery. The teacher employs a variety of formal and informal assessment techniques to collect evidence of students’ knowledge and skills and analyzes data to effectively inform instructional planning and delivery. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths and areas for student growth.
Sources of Evidence. Pre-Conference The teacher does not use or only uses one measure of student performance. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning and delivery. The teacher employs a variety of formal and informal assessment techniques to collect evidence of students' knowledge and skills and analyzes data to effectively inform instructional planning and delivery. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths and areas for student growth. Evidence INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished
Sources of Evidence. Pre-Conference The teacher does not use or only uses one measure of student performance. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning and delivery. The teacher employs a variety of formal and informal assessment techniques to collect evidence of students’ knowledge and skills and analyzes data to effectively inform instructional planning and delivery. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths and areas for student growth. Evidence APPENDIX B 4 of 34 INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished INSTRUCTIONAL PLANNING PRIOR CONTENT KNOWLEDGE / SEQUENCE / CONNECTIONS (Standard 1: Students; Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful. The teacher makes clear and coherent connections with students’ prior knowledge and future learning—both explicitly to students and within the lesson. The teacher plans and sequences instruction to include the important content, concepts, and processes in school and district curriculum priorities and in state standards. The teacher uses the input and contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge and supporting their development. The teacher makes meaningful and relevant connections between lesson content and other disciplines and real-world experiences and careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The teacher plans and sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, and processes in school and district curriculum priorities and in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline. Evidence APPENDIX ...
Sources of Evidence. Pre‐Conference The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher does not use or only uses one measure of student performance. The teacher explains the characteristics, uses, and limitations of various diagnostic, formative, and summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning and delivery. The teacher demonstrates an understanding that assessment is a means of evaluating and supporting student learning through effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher employs a variety of formal and informal assessment techniques to collect evidence of students’ knowledge and skills and analyzes data to effectively inform instructional planning and delivery. The teacher purposefully plans assessments and differentiates assessment choices to match the full range of student needs, abilities, and learning styles, incorporating a range of appropriate diagnostic, formative, and summative assessments into lesson plans. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths and areas for student growth. Evidence INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished
Sources of Evidence. Pre‐Conference The teacher plans and sequences instruction to include the important content, concepts, and processes in school and district curriculum priorities and in state standards. The teacher plans and sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, and processes in school and district curriculum priorities and in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline. Evidence INSTRUCTIONAL PLANNING KNOWLEDGE OF STUDENTS (Standard 1: Students) The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. The teacher demonstrates some familiarity with students’ background knowledge and experiences and describes one procedure used to obtain this information. The teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information. The teacher demonstrates an understanding of the purpose and value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge and experiences, and describes multiple procedures used to obtain this information. Sources of Evidence: Analysis of Student Data Pre‐Conference The teacher’s plan for instruction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences. The teacher’s instructional plan draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds and prior experiences and/or the plan is inappropriately tailored to the specific population of students in the classroom. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences. The teacher’s analysis of student data (student development, student learning and preferred learning styles, and student backgrounds/prior experiences) accurately connects the data to specific instructional strategies and plans. The teacher plans for and can articulate specific strategies, content, and delivery that will meet the needs of individual students and groups of students. Evidence Instruction and Assessment Ineffective Developing ...
Sources of Evidence. SC Self Assessment, Professional Development Plan, Code of Ethics, ASCA Legal, Ethical & Professional Standards, Professional association membership/activities, Conference presentations/attendance, Publications, Research and continuing education, Participation in district and building professional development, Membership and participation in the Licking County Counselors’ Association School Counselor: Evaluator: Date of Observation: As a part of professionalism, evaluators will address the above standard. The counselor will update the list of evidence throughout the year and provide supporting documentation in their portfolio. The evaluator will complete the Evaluator Observation Evidence with evidence collected during formal and informal observations during the year. The evaluator will give the counselor a final ranking at the Final Evaluation Conference based on evidence provided by the counselor in their portfolio and evidence collected by the evaluator during formal and informal observations. Additional evidence can be listed on a separate sheet if needed.
Sources of Evidence. SC Self Assessment, Professional Development Plan, Code of Ethics, ASCA Legal, Ethical & Professional Standards, Professional association membership/activities, Conference presentations/attendance, Publications, Research and continuing education, Participation in district and building professional development, Membership and participation in the Licking County Counselors’ Association School Counselor: Evaluator: Date of Observation: As a part of professionalism, evaluators will address the above standard. The counselor will update the list of evidence throughout the year and provide supporting documentation in their portfolio. The evaluator will complete the Evaluator Observation Evidence with evidence collected during formal and informal observations during the year. The evaluator will give the counselor a final ranking at the Final Evaluation Conference based on evidence provided by the counselor in their portfolio and evidence collected by the evaluator during formal and informal observations. Additional evidence can be listed on a separate sheet if needed. Counselor Provided Evidence Evaluator Observation Evidence Ineffective Developing Skilled Accomplished The school counselor does not adhere to the American School Counselor Association and other relevant ethical standards for school counselors nor the relevant federal, state and local codes and policies. The school counselor has limited adherence to the American School Counselor Association and other relevant ethical standards for school counselors and all relevant federal, state and local codes and policies. The school counselor adheres to the American School Counselor Association and other relevant ethical standards for school counselors and all relevant federal, state and local codes and policies. The school counselor adheres to the American School Counselor Association and other relevant ethical standards for school counselors and all relevant federal, state and local codes and policies. The counselor also helps colleagues access and interpret codes and policies and understand implications. The school counselor does not engage in self- The school counselor engages in limited self- The school counselor engages in thoughtful self- The school counselor engages in thoughtful and reflection of practice, review data to set goals for improvement or participate in professional learning. The school counselor does not attend professional meetings nor belong to organizations at the local, state or national ...
Sources of Evidence. The promotion and tenure committee will, among other things, consider the degree to which the candidate has disseminated his or her research to the broad scholarly community through the following means:
