Granite School District Educator Standards - Updated August 1, 2013
|
|
- Horace Reynolds
- 6 years ago
- Views:
Transcription
1 A: The educator consistently communicates clearly and accurately. Granite School District Educator s - Updated August 1, 2013 Vocabulary is inappropriate, vague, or used incorrectly INSTRUCTION AND ASSESSMENT - DOMAIN I Uses vocabulary that is developmentally appropriate for most students Uses language that is developmentally appropriate for students Vocabulary enriches the lesson Spoken language is inaudible, or written language may contain many grammar and syntax errors Writes clearly, legibly, and coherently Writes clearly, legibly, and coherently Teacher's spoken and written language is correct and expressive Using language that is developmentally appropriate for students Directions and procedures are confusing Avoids vulgar, profane, and crude language Avoids vulgar, profane, and crude language Writing clearly, legibly and coherently Avoiding vulgar, profane, or crude language Feedback is either not provided or is of poor quality Feedback is not provided in a timely manner Provides timely and constructive feedback for most objectives Provides timely and constructive feedback for all learners Directions and procedures are clear and anticipate possible misunderstanding Feedback is consistently related to student's individual needs Provision is made for students to use feedback in their Providing timely and constructive feedback for learners B: The educator uses a variety of effective al strategies. Demonstrating proficiency in explicit Selecting strategies that are developmentally and contextually appropriate (e.g. cooperative, teaming, and Sheltered English Strategies) Explicit is not provided when necessary Most is explicit Demonstrates proficiency in explicit Strategies are inappropriate to meet the needs of the learners Uses the same al strategies repeatedly Gives insufficient time to complete assignments Uses a variety of al strategies Appropriate time limits are given to complete assignments Materials address the varied modalities of students Selects strategies that are developmentally and contextually appropriate Assigns work and sets time limits allowing sufficient time for mastery Uses a variety of al materials and methods Enriching through the proficient use of technology Technology is not used in the classroom Technology is used, but not purposefully Technology use enhances the lesson Assigning work and setting time limits, allowing sufficient time for mastery Delivers with available resources and materials Differentiates, uses an extensive repertoire of strategies and materials Articulates a rationale for why specific al strategies are appropriate to or content objectives Assigned work and time limits vary to meet the needs of individual students Models effective al strategies within their classroom Enriches through the proficient use of technology Using a variety of al materials and methods C: The educator uses a variety of engagement strategies Environmental events impact positive demeanor and student interactions Impacts positive demeanor and student interactions Displays enthusiastic, positive demeanor Student to student interactions reflect the positive demeanor of the teacher Stimulates interest and enthusiasm in selected content areas Stimulates interest and enthusiasm in content areas Models and encourages positive interaction Rapport is apparent with all students Displaying enthusiastic, positive demeanor Praises inconsistently Praises students regularly Elicits confidence and respect Facilitates students' self-reflection and growth Modeling and encouraging positive interaction Some activities and assignments are appropriate to students and engage them mentally Most activities and assignments are appropriate to students and engage them mentally Stimulates interest and enthusiasm Eliciting confidence and respect Praising strengths and constructively addressing weaknesses Actively listening Connecting to cultural perspectives (e.g., gender, ethnicity, etc.) Praises strengths and constructively addresses weaknesses Actively listens Connects to cultural perspectives Facilitates activities and coursework that engage all students and are appropriate to age and cultural background
2 INSTRUCTION AND ASSESSMENT - DOMAIN I D: The educator involves students and / or staff in meaningful. Predominately lectures to deliver Uses a variety of teaching strategies Uses a variety of teaching strategies to promote problem solving activities and task completion Facilitates regular opportunities for students to design and implement inquiries and problem solving to analyze content and draw conclusions, considering multiple perspectives within and across subject matter Activities relate to some core curriculum standards Focuses questions on fact and key concepts to support to subject matter Focuses on quality work and high expectations Creates a context for and guides students to synthesize goals and objectives with what they know and develop their own complimentary goals Using a variety of teaching strategies to promote problem solving activities and task completing Focusing on quality work and high expectations Reflecting on and evaluating student performance for the purpose of improvement Using prior knowledge to connect new knowledge, skills and understanding Teaching integrated content and skills for real world application Evaluates student performance or prior knowledge Only a few students participate in the discussion Assessment is used to provide a grade not to determine areas of needed improvement Recognizes the value of students' prior knowledge and experience Reflects on and evaluates student performance for the purpose of improvement Teaches integrated content and skills for real-world application Opportunities are provided for real-world application E: The educator makes reasonable and appropriate individual accommodations. Aware of students' needs and provides minimal accommodations Aware of students' needs and provides a few accommodations Identifies special conditions that need accommodations Anticipates special conditions that need accommodations Uses available materials and resources for academic lessons with little attention to individual needs Uses available materials and resources for academic lessons with some attention to individual needs Designs and implements a variety of accommodations Designs to build on students' prior knowledge, al needs, linguistic needs, and diversity to challenge all students Identifying special conditions that are in need of accommodations (e.g. language, disabilities, emergencies, etc.) Uses available resources to inform and support the design and implementation of accommodations Designing and implementing a variety of accommodations Using available resources to inform and support the design and implementation of accommodations F: The educator uses assessment to guide Assessment approach contains no clear criteria or and verify that meaningful is standards taking place. Uses end of unit paper-and-pencil tests as the primary assessment strategy Uses both formal and informal measures Creates and uses authentic, embedded assessments connected to the subject / content area that are accompanied by scoring rubrics Does not provide feedback to learners Feedback is provided based on test results and assignments Demonstrates flexibility and responsiveness to assessment results Uses a variety of formal and informal performance assessments Supports students in assessing their own work and making al decisions based on multiple sources of data Using both formal and informal measures Provides timely and constructive feedback to learners Demonstrating flexibility and responsiveness to assessment results Evaluates student progress by such means as class participation, performance, tests, projects, work samples, portfolios, homework, student self-evaluation, etc Providing timely and constructive feedback to learners Evaluating student progress by such means as class participation, performance, tests, projects, work samples, portfolios, homework, student self evaluation, etc
3 G: The educator systematically reviews and reinforces concepts to support long-term. Uses only lecture and direct Directs experiences and monitors student progress within specific lessons Provides opportunities for guided practice and independent performance Offers multiple options for independent performance Lesson plan is set and there is little review or reinforcement of concepts evident Develops lessons to address a particular concept or skill Systematically reviews essential concepts utilizing available resources Sequences to help students synthesize, apply new knowledge, and make conceptual connections within and across subject matter areas Providing opportunities for guided practice and independent performance Systematically reviewing essential concepts Using a variety of strategies for application and review of concepts Strategies are retaught using the original method of Uses a variety of strategies for application and review of concepts A: The educator uses appropriate curriculum materials in planning for. Utah state core is not used to define al content Does not use district approved materials or follow district guidelines PLANNING AND PREPARATION - DOMAIN II Focuses on core curriculum and skills Utilizes district approved materials as a supplement for personal al purposes Uses the prescribed concepts from the Utah State Core Curriculum, Board of Education Goals, and Granite School District curriculum guidelines to define al context Consistently uses materials adopted by Granite School District Approved state and national guidelines and standards are the foundation for key concepts and underlying themes within and across the curriculum Actively uses and models core curriculum and district approved materials Using the prescribed concepts from the Utah State Core Curriculum, Board of Education Goals, and the Granite School District curriculum guidelines to define al context Uses adopted materials in accordance with district guidelines Serves on or gives input to materials adoption committees Consistently using materials adopted by Granite School District Using adopted materials in accordance with district guidelines B: The educator plans and prepares for the needs of diverse learners. Instruction is targeted to content not student needs Identifies student needs and addresses some of these needs Identifies the range of student needs and applies a variety of appropriate Assesses students' prior knowledge and specific needs and applies a variety of to address those needs Modifications are not provided for individual learners Makes few modifications for different learners Utilizes a variety of al materials and methods for skill development Uses a wide range of al materials that are gathered within and outside the school (i.e. workplace, internet) to inform modifications of lessons in advance Identifying the range of student needs and applying a variety of appropriate (e.g., styles, English language learners, gifted and talented, disability, etc.) Utilizes standard material such as text books. Additional materials are not provided Varies al materials found within the classroom or school to support skill development Utilizing a variety of al materials and methods for skill development C: The educator sets goals and makes al decisions based on data gathered from multiple sources. Instruction is not connected to standardized test results or other formal and informal measures ized test data is examined but not utilized to affect Uses one or two informal sources of information to assess student and monitor student progress Uses data from standardized tests to make adjustments to lesson design and al strategies Uses data from formal and informal measures to select al strategies, materials, and opportunities for review and practice Utilizes data from standardized tests to differentiate Embeds a wide range of ongoing assessments in al activities to provide consistent guidance for planning and Utilizes data from standardized tests to make adjustments to lesson design and al strategies Using data from formal and informal measures to select al strategies, materials, and opportunities for review and practice
4 D: The educator applies knowledge of developmentally appropriate practices when planning. Attention is focused on presenting the lesson rather than Off-task behavior is inconsistently addressed student on-task behavior Maximizes student time on task Supports students in assessing their own on-task behavior Outcomes are not identified Performance outcomes are established Establishes performance outcomes Provides options within performance outcomes Maximizing student time on task Instruction is not differentiated Differentiation occurs sporadically Uses differentiated al strategies Understands when differentiation is needed and actively incorporates differentiated al strategies appropriately Establishing performance outcomes Using differentiated al strategies E: The educator collaborates with colleagues in planning, effectively using resources and providing support for improved student. Teacher's relationships with colleagues are non-existent Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires Participates in professional work groups Support and cooperation characterize relationships with colleagues and ancillary staff Does not exchange or discuss student needs with other colleagues Works well with others on non-al issues. Addresses personal concerns, not group issues Collaborates and exchanges student information with colleagues Participating in school-wide discipline plans. Relationships are limited ("cliques") Seeks and uses support from ancillary staff Supporting colleagues in proper discipline procedures Consulting with other adults regarding the academic, social, physical, and emotional well being of students A: The educator shows and elicits respect while developing and maintaining positive rapport. Teacher interaction is negative, demeaning, or inappropriate to the age or culture of the students Builds rapport with most students Facilitates a caring and motivating environment. Encourages positive social interaction Meets regularly with team during the school day to plan, examine student work, and monitor student progress Collaborates with individuals in and out of school to promote student / teacher LEARNING ENVIRONNMENT - DOMAIN III Fosters a safe, inclusive and equitable community Disrespect is exhibited by both teacher and students Models respectful relationships Administers constructive discipline that does not demean the individual Facilitates student participation in creating and maintaining a climate of equity, caring, and respect Facilitating a caring and motivating environment Encouraging positive social interaction Administering constructive discipline that does not demean the individual Promoting cooperative and collaborative Formulating rules and expectations collaboratively Student interactions are characterized by conflict, sarcasm, or put-downs Rules are inconsistent based on the whim of the teacher Has some strategies to respond to unfairness and disrespect Uses some strategies and activities to develop students' individual responsibility and recognition of others' rights and needs Promotes cooperative and collaborative Formulates rules and expectations collaboratively Facilitates an environment in which students take initiative socially and academically to creatively solve problems and address conflict Promotes and supports student leadership beyond the classroom
5 B: The educator supports colleagues. Does not follow school-wide discipline plan or procedures Inconsistently follows school-wide discipline plan and procedures Participates in school-wide discipline plans Supports creation and effective implementation of discipline plans and procedures Makes no effort to share knowledge with others or to assume professional responsibilities Interacts with staff regarding academic and social wellbeing of students Supports colleagues in proper discipline Provides opportunities to collaborate with staff to support for all students Participating in school-wide discipline plans Gossips and talks negatively about students and other staff members Initiates positive working relationships with close colleagues and support staff Consults with other adults regarding the academic, social, physical, and emotional well-being of students Provides leadership for and contributes to the of all educators in the school Supporting colleagues in proper discipline procedures Collaborates with colleagues to plan curriculum, coordinate resources, and solve problems Works with other professionals to improve the overall environment Consulting with other adults regarding the academic, social, physical, and emotional well being of students Working with other professionals to improve the overall environment Guiding and supporting new colleagues C: The educator advocates, nurtures, and sustains a culture for. Guides and supports new colleagues Inconsistent or low expectations exist in the classroom Expectations exist in some content areas Sets and maintains high expectations Students are encouraged to set personal goals and high expectations Students are not expected to engage in their own or work with peers Engagement strategies are applied Develops self-motivation and active engagement in Challenges negative attitudes and helps ensure that all students, particularly those traditionally underserved, are honored in the school Setting and maintaining high expectations Connections are not made to other familiar environments Opportunities for group interaction are provided (i.e. cooperative ) Recognizes the importance of peer relationships in establishing a climate of Designs movement patterns and access to resources to promote individual and group engagement Developing self-motivation and active engagement in Recognizing the importance of peer relationships in establishing a climate of Connecting curriculum with other environments familiar to the learner Curriculum is connected to home and cultural environments Connects curriculum with other environments familiar to the learner D: The educator manages procedures. Minimal or no classroom rules or procedures are evident Establishes some procedures and classroom rules to support student Arranges and directs classroom and/or school procedures with minimum disruption Assists all students in developing and internalizing equitable routines, procedures and habits Directions and procedures are confusing to students Students are aware of the procedures Effectively manages transitions Arranging and directing classroom and / or school procedures with minimum disruption Effectively managing transitions Supporting school and district policies and procedures Disruptions and discipline problems consistently inhibit The majority of structured time (i.e. reading, content focus) is spent Supports school and district policies and procedures Follows procedures in responding to school crisis drills Chaos exists when responding to school crisis situations Maximizes the amount of class time spent in and situations Instructional time is lost during transitions and in performing non-al duties Applies procedures and enforces rules consistently and effectively Facilitates student ownership of classroom rules, habits and procedures Maximizing the amount of class time spent in Responds to school crisis drills and situations Applying procedures and enforcing rules consistently and effectively Responding to school crisis drills and situations
6 E: The educator manages student behavior. Rules are not defined or communicated to students Communicates rules and consequences Explains rules, expectations, and consequences Facilitates positive environments in which students are guided to take a strong role in maintaining and monitoring their own behavior Discipline is inconsistent and does not correlate to the infraction Responds to disruptive behavior Explains reasons for disciplinary actions Presents, adjusts, and facilitates and daily activities so all students are continually engaged Explaining rules, expectations, and consequences Explaining reasons for disciplinary action Interpersonal conflicts are ignored or dealt with inconsistently Develops some routines for classroom procedures Interpersonal conflicts are investigated Uses a range of behavior management strategies Administers discipline that fits the infraction in a calm, professional demeanor Facilitates student problem solving of interpersonal conflicts Using a range of strategies Uses fair and consistent practices Administering discipline that fits the infraction in a calm, professional demeanor Investigates and considers both sides of interpersonal conflicts Using fair and consistent practices Investigating and considering both sides of interpersonal conflict F: The educator prepares and maintains an environment conducive to. Movement patterns are awkward and resources are limited Arranges and manages room for easy movement and access to resources Designs movement patterns and access to resources to promote individual and group engagement Uses the physical environment completely as a resource to promote individual and group. Interactions are often inappropriate and disrespectful between student and teacher, and student to student Room displays represent current topics of study Room displays are used in activities Students are able to contribute to the changing design of the environment. Organizing the physical environment to maximize and to accommodate individual differences / disabilities Creating a safe environment for Managing available resources to encourage and stimulate A: The educator participates in professional growth - Reflection. Does not engage in Professional Development to enhance knowledge or skill Attends regular required professional development trainings Does not reflect on educational practice Sets goal through the PG&E process PROFESSIONAL RESPONSIBILITIES - DOMAIN IV Seeks out opportunities for professional Applies professional to individual educational settings Attends and applies professional to personal and professional growth Focus on continual Seeking out opportunities for professional Student progress is not monitored or used to plan Reflects on elements of teaching (e.g., pacing, procedures, discipline, movement, materials, etc.) Evaluates and refines educational practices on an ongoing basis Integrates analysis and reflection into daily practice Applying professional to individual educational settings Evaluating and refining educational practices on an on-going basis Engaging in annual self-reflection and evaluation of personal educational practices Demonstrating that students are (i.e. academic improvement) Staying current with advancements and developments within areas of responsibility Uses standardized testing information to determine student Engages in annual self-reflection and evaluation of personal educational practices Applies from a multitude of sources to refine student Stays current with one topic of study Demonstrates that students are Initiates collegial study to contribute to the profession Stays current with advancements and developments within areas of responsibility
7 B: The educator interacts and communicates Does not build relationships with parents, staff or the with all constituency groups. outside community Communicates with families at reporting periods and school events Develops positive and cooperative relationships with educational communities, students, parents, faculty, administration, staff, and community Engages families in a variety of responsive, ongoing, two-way communication in support of student success Communication is nonexistent Advises families of problems Establishes effective communications with students, parents, faculty, administration, staff, and community Structures a wide range of opportunities for families to contribute to the classroom and school community Developing positive and cooperative relationships with educational communities, students, parents, faculty, administration, Parents are unaware of student needs and/or problems staff, and community Establishing effective communications with students, parents, faculty, administration, staff, and community Consulting with individual parents regarding academic, social, and emotional needs Confidential information is freely shared Records are kept in an unsecured location Consults with individual parents regarding academic, social, and emotional needs Maintains confidentiality of records, releasing information only to those persons with legal access to information Involves parents in problem solving to address any academic, social and emotional needs of the student Actively engages all stake holders in improving student Maintaining confidentiality of records, releasing information only to those persons with legal access to information C: The educator maintains professional appearance and behavior. Dressing appropriately and practicing cleanliness Modeling and encouraging positive behaviors Demonstrating and promoting integrity, fairness, and ethical behavior Following educational codes of ethics as well as state, district, and school policies Solving problems at the appropriate level D: The educator performs necessary nonal duties. Dress and appearance inappropriate, sloppy or unkept Behavior is negative Demonstrates unethical behavior Problems are not addressed or addressed inappropriately Uses preparation time ineffectively or for outside purposes Dress is clean; but dress does not always reflect a professional standard Exhibits positive behavior but allows personal situations to impact demeanor Follows school policies. Are unaware of district and state policies Solves problems at the appropriate level Uses preparation time inconsistently Refuses to accept additional responsibilities Is easily distracted and taken off-task Utilizing consultation and preparation time for professional purposes Accepting necessary job related responsibilities including support of school programs and activities Performing necessary record keeping and reporting duties in a timely manner Directing, observing and providing feedback to para-educators, volunteers, and peer tutors E: The educator demonstrates professional leadership. Having professional vision and setting goals accordingly Does not maintain records Works alone without professional exchange with colleagues Views teaching as a job only with no vision of student growth Exists in isolation unaware of problems or goals of the school Decisions are based on immediate issues rather than long-term goals Accepts job related responsibilities when specifically asked Keeps required records Provides direction to para-educators, volunteers, and peer tutors without observation or feedback Sets goals as part of the PG&E process Participates in problem solving on select issues with select colleagues Makes decisions based on need Dresses appropriately and practices cleanliness Models and encourages positive behaviors Demonstrates and promotes integrity, fairness, and ethical behavior Follows educational codes of ethics as well as state, district, and school policies Solves problems at the appropriate level Utilizes consultation and preparation time for professional purposes Accepts necessary job related responsibilities including support of school programs and activities Performs necessary record keeping and reporting duties in a timely manner Directs, observes, evaluates, and provides feedback to para-educators, volunteers, and peer tutors Has professional vision and sets goals accordingly Participates in problem solving Participating in problem solving Feedback is avoided Feedback is accepted; but not solicited Makes informal and timely decisions Facilitating a progressive and goal-oriented environment Making informal and timely decisions Actively soliciting feedback from constituents PROFESSIONAL RESPONSIBILITIES - DOMAIN IV Sets an example to others in professional appearance and behavior Is a model of integrity, fairness, and ethical behavior Supports others in following codes of ethic as defined by state, district, and school Works with others in solving problems at the appropriate level Teacher volunteers to participate in school events, making a substantial contribution Maximizes consultation and preparation time individually and with colleagues Record keeping is accurate, timely is used to direct Supports others in growth through directing, observing, coaching and providing feedback to para-educators, volunteers and peer tutors Communicates a professional vision and collaborative focuses with others on setting goals Actively problem solves to reach goals and vision Facilitates a progressive and goal-oriented environment Makes ongoing adjustments in a timely manner Actively solicits feedback from constituents Solicits feedback and provides feedback to others within and outside of the school
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationParaprofessional Evaluation: School Year:
Paraprofessional Evaluation: School Year: 2014-2015 Name Evaluator Contributing Evaluator Program Grade Site Observat ion Date: Observation Date Post-Conference Date Additional Observation Date-As Needed
More informationFinal Teach For America Interim Certification Program
Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA
More informationCalifornia Professional Standards for Education Leaders (CPSELs)
Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element
More informationTEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationSPECIALIST PERFORMANCE AND EVALUATION SYSTEM
SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations
More informationSTANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION
Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division
More informationIndicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.
Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across
More informationWhat does Quality Look Like?
What does Quality Look Like? Directions: Review the new teacher evaluation standards on the left side of the table and brainstorm ideas with your team about what quality would look like in the classroom.
More information4a: Reflecting on Teaching
Domain 4: 4a: Reflecting on Teaching Professional Responsibilities Reflecting on teaching encompasses the teacher s thinking that follows any instructional event, an analysis of the many decisions made
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationKentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations
Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website
More informationStandards for Professional Practice
Standards for Professional Practice 1.0. Teaching and Assessment 1.1. Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities. 1.2. Identify
More informationCORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16
SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS
More informationClassroom Teacher Primary Setting Job Description
Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing
More informationPromotion and Tenure Guidelines. School of Social Work
Promotion and Tenure Guidelines School of Social Work Spring 2015 Approved 10.19.15 Table of Contents 1.0 Introduction..3 1.1 Professional Model of the School of Social Work...3 2.0 Guiding Principles....3
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of
More information$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT. &valuation *nstrument adopted +VOF
$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT &valuation *nstrument adopted +VOF ROCKWOOD SCHOOL DISTRICT CONTENT FACILITATOR, DATA ANALYST, AND INSTRUCTIONAL
More informationWest Georgia RESA 99 Brown School Drive Grantville, GA
Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationSTUDENT ASSESSMENT AND EVALUATION POLICY
STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationQualitative Site Review Protocol for DC Charter Schools
Qualitative Site Review Protocol for DC Charter Schools Updated November 2013 DC Public Charter School Board 3333 14 th Street NW, Suite 210 Washington, DC 20010 Phone: 202-328-2600 Fax: 202-328-2661 Table
More informationSchool Experience Reflective Portfolio
School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set
More informationAdditional Qualification Course Guideline Computer Studies, Specialist
Additional Qualification Course Guideline Computer Studies, Specialist Schedule D Teachers Qualifications Regulation July 2010 Ce document est disponible en français sous le titre Ligne directrice du cours
More informationCarolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationPSYC 620, Section 001: Traineeship in School Psychology Fall 2016
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:
More informationField Experience and Internship Handbook Master of Education in Educational Leadership Program
Field Experience and Internship Handbook Master of Education in Educational Leadership Program Together we Shape the Future through Excellence in Teaching, Scholarship, and Leadership College of Education
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationSelf Assessment. InTech Collegiate High School. Jason Stanger, Director 1787 Research Park Way North Logan, UT
Jason Stanger, Director 1787 Research Park Way North Logan, UT 84341-5600 Document Generated On June 13, 2016 TABLE OF CONTENTS Introduction 1 Standard 1: Purpose and Direction 2 Standard 2: Governance
More informationEnglish Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00
English 0302.203 Policy Statement and Syllabus Fall 2017 Instructor: Patti Thompson Phone: (806) 716-2438 Email addresses: pthompson@southplainscollege.edu or pattit22@att.net (home) Office Hours: RC307B
More information2020 Strategic Plan for Diversity and Inclusive Excellence. Six Terrains
2020 Strategic Plan for Diversity and Inclusive Excellence Six Terrains The University of San Diego 2020 Strategic Plan for Diversity and Inclusive Excellence identifies six terrains that establish vision
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationMATHS Required September 2017/January 2018
St Martin s School Hanging Hill Lane Hutton Brentwood ssex CM13 2HG Tel: 01277 238300 NOR: 1768 including 369 A-Level students Headteacher: Mike O Sullivan MATHS Required September 2017/January 2018 Main
More informationACCOMMODATIONS MANUAL. How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities
ACCOMMODATIONS MANUAL How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities 5 IMPORTANT STEPS 1. Expect students with disabilities to
More informationSocial Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth
SCOPE ~ Executive Summary Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth By MarYam G. Hamedani and Linda Darling-Hammond About This Series Findings
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More informationQueen's Clinical Investigator Program: In- Training Evaluation Form
Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5
More informationQueensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum
CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationCoping with Crisis Helping Children With Special Needs
Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National
More informationSan Marino Unified School District Homework Policy
San Marino Unified School District Homework Policy Philosophy The San Marino Unified School District through established policy recognizes that purposeful homework is an important part of the instructional
More informationKAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:
KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: 450 632-8770 Fax: 450 632-8042 JOB DESCRIPTION SPECIAL EDUCATION TEACHER ASSISTANT August 2013 SUMMARY DESCRIPTION: The teacher assistant,
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationPEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE
PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE
More informationEDUC-E328 Science in the Elementary Schools
1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationSY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits
SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits Instructor: Christina Flanders, Psy.D., NCSP Office: Samuel Read Hall, Rm 303 Email: caflanders1@plymouth.edu Office Hours:
More informationWorkload Policy Department of Art and Art History Revised 5/2/2007
Workload Policy Department of Art and Art History Revised 5/2/2007 Workload expectations for faculty in the Department of Art and Art History, in the areas of teaching, research, and service, must be consistent
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationExpanded Learning Time Expectations for Implementation
I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,
More informationOffice: Bacon Hall 316B. Office Phone:
Buffalo State College State University College at Buffalo Department of Elementary Education & Reading School of Education Course Information: PRACTICUM IN STUDENT TEACHING Course Number #: Semester: Spring
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationEvery curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.
1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it
More informationCONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education
CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More information1. Answer the questions below on the Lesson Planning Response Document.
Module for Lateral Entry Teachers Lesson Planning Introductory Information about Understanding by Design (UbD) (Sources: Wiggins, G. & McTighte, J. (2005). Understanding by design. Alexandria, VA: ASCD.;
More informationInquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving
Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch
More informationRED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education
RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5
More informationThe 21st Century Principal
THE DEPARTMENT OF DEFENSE EDUCATION ACTIVITY: DODEA The 21st Century Principal 21st Century Teaching, Learning, and Leading 21st Century Technical Work Group 1/7/2014 This document contains the four leadership
More informationSidney Sawyer Elementary School
Midway Elementary Network 5248 S Sawyer Ave Chicago, IL 60632 ISBE ID: 150162990252435 School ID: 610157 Oracle ID: 25231 Mission Statement is dedicated to setting high expectations for all students and
More informationNew Jersey Department of Education World Languages Model Program Application Guidance Document
New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission
More informationAPPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL
APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL PREAMBLE The practice of regular review of faculty and librarians based upon the submission of
More informationJEFFERSON COLLEGE COURSE SYLLABUS BUS 261 BUSINESS COMMUNICATIONS. 3 Credit Hours. Prepared by: Cindy Rossi January 25, 2014
JEFFERSON COLLEGE COURSE SYLLABUS BUS 261 BUSINESS COMMUNICATIONS 3 Credit Hours Prepared by: Cindy Rossi January 25, 2014 Ms. Linda Abernathy, Math, Science and Business Division Chair Ms. Shirley Davenport,
More informationA Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners
A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes
More informationOmak School District WAVA K-5 Learning Improvement Plan
Omak School District WAVA K-5 Learning Improvement Plan 2015-2016 Vision Omak School District is committed to success for all students and provides a wide range of high quality instructional programs and
More informationInternship Department. Sigma + Internship. Supervisor Internship Guide
Internship Department Sigma + Internship Supervisor Internship Guide April 2016 Content The place of an internship in the university curriculum... 3 Various Tasks Expected in an Internship... 3 Competencies
More informationTeacher of English. MPS/UPS Information for Applicants
Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in
More informationSACS Reaffirmation of Accreditation: Process and Reports
Agenda Greetings and Overview SACS Reaffirmation of Accreditation: Process and Reports Quality Enhancement h t Plan (QEP) Discussion 2 Purpose Inform campus community about SACS Reaffirmation of Accreditation
More informationStudent Assessment and Evaluation: The Alberta Teaching Profession s View
Number 4 Fall 2004, Revised 2006 ISBN 978-1-897196-30-4 ISSN 1703-3764 Student Assessment and Evaluation: The Alberta Teaching Profession s View In recent years the focus on high-stakes provincial testing
More informationChart 5: Overview of standard C
Chart 5: Overview of standard C Overview of levels of achievement of the standards in section C Indicate with X the levels of achievement for the standards as identified by each subject group in the table
More informationWhat Am I Getting Into?
01-Eller.qxd 2/18/2004 7:02 PM Page 1 1 What Am I Getting Into? What lies behind us is nothing compared to what lies within us and ahead of us. Anonymous You don t invent your mission, you detect it. Victor
More informationKelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)
Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE
More informationThis table contains the extended descriptors for Active Learning on the Technology Integration Matrix (TIM).
TIM: Active Learning This table contains the extended descriptors for Active Learning on the Technology Integration Matrix (TIM). The Active attribute makes the distinction between lessons in which students
More informationSSIS SEL Edition Overview Fall 2017
Image by Photographer s Name (Credit in black type) or Image by Photographer s Name (Credit in white type) Use of the new SSIS-SEL Edition for Screening, Assessing, Intervention Planning, and Progress
More informationIncorporating Social and Emotional Learning Into Classroom Instruction and Educator Effectiveness
Incorporating Social and Emotional Learning Into Classroom Instruction and Educator Effectiveness A Toolkit for Tennessee Teachers and Administrators JULY 2015 Center on GREAT TEACHERS & LEADERS at American
More informationArkansas Tech University Secondary Education Exit Portfolio
Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:
More informationCourse Syllabus Advanced-Intermediate Grammar ESOL 0352
Semester with Course Reference Number (CRN) Course Syllabus Advanced-Intermediate Grammar ESOL 0352 Fall 2016 CRN: (10332) Instructor contact information (phone number and email address) Office Location
More informationSeven Keys to a Positive Learning Environment in Your Classroom. Study Guide
Seven Keys to a Positive Learning Environment in Your Classroom By Tom Hierck Study Guide This study guide is a companion to the book Seven Keys to a Positive Learning Environment in Your Classroom by
More informationschool students to improve communication skills
Motivating middle and high school students to improve communication skills Megan Mahowald, Ph.D. CCC-SLP Indiana University mcmahowa@indiana.edu Case Study High Motivation Low Motivation Behaviors what
More informationAlvin Elementary Campus Improvement Plan
Goal 1: Student academic performance on state and national exams will reflect continuous improvement and excellence in learning. 1.1 Maintain 90% or higher of students in grades 3 through 5 passing the
More informationHead of Music Job Description. TLR 2c
Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained
More informationThe Tutor Shop Homework Club Family Handbook. The Tutor Shop Mission, Vision, Payment and Program Policies Agreement
The Tutor Shop Homework Club Family Handbook The Tutor Shop Mission, Vision, Payment and Program Policies Agreement Our Goals: The Tutor Shop Homework Club seeks to provide after school academic support
More informationASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY
ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle
More informationStudent-Athlete. Code of Conduct
Student-Athlete Code of Conduct Student-Athlete Code of Conduct The Student-Athlete Code of Conduct explains the responsibilities of student athletes and serves as a guide for their conduct. If there are
More informationDESIGNPRINCIPLES RUBRIC 3.0
DESIGNPRINCIPLES RUBRIC 3.0 QUALITY RUBRIC FOR STEM PHILANTHROPY This rubric aims to help companies gauge the quality of their philanthropic efforts to boost learning in science, technology, engineering
More informationThe Political Engagement Activity Student Guide
The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT
More informationThameside Primary School Rationale for Assessment against the National Curriculum
Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.
More informationSpecial Education Services Program/Service Descriptions
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationField Experience Verification and Mentor Teacher Evaluation Form
Name Student ID # 3 Course EDU223AA Section Course Instructor ALL PAGES MUST BE ATTACHED Hours must add up to the total required in each section for this course. Incomplete documents or those with errors
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationACADEMIC AFFAIRS GUIDELINES
ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy
More informationSpecial Educational Needs & Disabilities (SEND) Policy
Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016
More information