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1.1
Connecting
student’s prior knowledge, life experience, and interests
with
learning goals.
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Questioning
Students
Kitchen
Science
Show
& Tell
Pre-Test
Hands-on
experience
Walking
experience
Students
share knowledge
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Connect
to current events
Life
experiences
Guest
Speakers
See: K
of KWL
Field
experiences
Reflective
journal
Hear: “Yesterday we talked about…”
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1.2
Using a variety of instructional strategies and resources to respond
to students’
diverse needs.
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Use
overhead
Cooperative
learning
Chants
and songs
Guest
speakers
Role-playing
Student
sharing
Student
choice
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Lecture
and lab
Video,
computers, technology
Teacher
moves about the room
Field
Trips
Peer and
cross-age tutoring
Class
books
ELL
strategies
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Kinesthetic
activities (clap, rhythm, movement)
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1.3
Facilitating
learning experiences that promote autonomy,
interaction, and choice.
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Cooperative
groups
Literature
circles
Routines
Differentiated
Instruction
Independent
projects
Teacher
modeling
Established
routines
Reading
groups
Team
teaching
Large
group discussions
Use
of manipulatives
Variety
of learning modalities
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Student
choice
Accessible
materials
Choice
of strategies
Centers
with choice of activities
Role-playing
Writer’s
workshop (peer editing, revising)
Organized,
accessible materials
Math
groups
Variety
of resources
Journal
writing
Support
in other languages
Modified
assignments
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1.4
Engaging
students in problem solving, critical thinking, and other activities that
make the subject matter meaningful.
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Manipulatives
Simulations
Rewrite
story end
Open-ended
questions
Opinions
Problem
solving
Open-ended
activities
Hear: “Why” and “What if” questions
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Journal
Writing
Role-playing
Drama
Interpret
data
Cooperative
groups
Group
work for research
Challenge
activities
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1.5
Promoting
self-directed, reflective learning for all students.
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Portfolio
Centers
Choice
of assignment
Self-reflection
Criteria
for assessment
Reflective
journals
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Rubrics
KWL
charts
Self
assessment
Writing
Conferences
Writer’s
Workshop (peer editing, feedback)
Student
selected topics
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STANDARD TWO: CREATING AND MAINTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
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2.1
Creating
a physical environment that engages all students.
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Display student work
Furniture
arrangement
Class
rules posted
Technology
Word
walls
Portfolios
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Routines
Neat,
clean, and safe
Safety
Names on
sticks
Designated
areas for reading, art
See: carpet
area accommodates class
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Hear: Student aware of safety, appropriate ways to move from
centers, organized labeled
material available to all students.
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2.2
Establishing
a climate that promotes fairness and respect.
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Consistency
Modeling
behavior
Character
Education
Hear: “OK, it’s your turn”
Teacher
demonstrates fairness
Small
group discussions
Student
problem-solving
Consistent
responses from teacher
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Rubrics
Cultural
sensitivity
Class
standards
See: Students helping each other
Display
artifacts
Students
participate in discussions
Calling
on a variety of students
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2.3 Promoting social development
and group responsibility.
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Group projects
Cooperative
groups
Procedures
Tasks
assigned within groups
Student-led
groups
Work turned in on time
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Literature
Circles
Group
and individual rewards
Multiple
perspectives
Students
taking risks
Students
praising one another
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See: New student in class, others helping him fit in
Hear: “Who would like to go first?”
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2.4 Establishing
and maintaining standards for student behavior.
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Seating chart
Consistent
consequences
Daily
student planners
Role-playing
Class
meetings
Conflict
mediation
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Class
rules posted
Phone
call home
Modeling
Independent
activities
Proximity
Behavior
chart
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Students display appropriate
behavior outside of class
Student
reflection on behavior
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2.5
Planning
and implementing classroom procedures and
routines
that support student learning.
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Planner
Reasonable
noise level
Planning
and organization
Daily/weekly
agendas
Class
rules posted
Class
helper charts
Organized
transitions
See: “Traffic pattern”
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Communicate
with parents
Behavior
chart
Homework
log
Behavior
management plan
Designated
areas
Materials
organized and accessible
Teacher
praising
On-task
behavior
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Hear: “Shh, we’re supposed to work quietly.”
Classroom
and teacher time used effectively
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2.6
Using
instructional time effectively.
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Sponge
activity
Start
on time
Use
timer
Routines
Pacing
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Plan
ahead
Organized
Smooth
transitions
Class agenda/schedule
Non-instructional
time minimized
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See: Students engaged after completing assignment
Hear: “You have 10 minutes to finish.”
Options
for additional learning experiences
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STANDARD THREE: UNDERSTANDING AND ORGANIZING SUBJECT
MATTER FOR STUDENT LEARNING
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3.1
Demonstrating
knowledge of subject matter content and
and student development.
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Quality
of student work
Appropriate
activities
Bridges
for learning
Cognitive
development
KWL
chart
Direct
teacher instruction
Large
group discussions
Hear: Lectures
Teacher
working with different small groups
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Correct
pronunciation and grammar
Lesson
extensions
Provide
background info
Methods
of inquiry
Sequential
plans
Visual
aids
See: Developmental checklists
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3.2
Organizing
curriculum to support student understanding of
subject matter.
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Lesson
Plans
Pre/Post
test
Scaffolding
Assess
prior knowledge
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Sequential
Realia
Progression
of concepts
Manipulatives
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3.3
Interrelating
ideas and information within and across subject matter areas.
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Cross-curricular lessons
Investigations
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Thematic
units
Inquiries
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3.4
Developing
student understanding through instructional
strategies that are appropriate to the subject matter.
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Teach to all modalities – -
- Auditory, visual, kinesthetic
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Manipulatives
Visual
aids
Peer
Coaching
Pairing
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Realia
Directed
teaching
Cooperative
learning
Small
group instruction
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3.5
Using
materials, resources, and technologies to make
subject matter accessible to students.
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Technology
Art
Tapes
Music
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Multiple
intelligences
Movement
Video
Computers
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STANDARD
FOUR: PLANNING INSTRUCTION
AND DESIGNING
LEARNING
EXPERIENCES FOR ALL STUDENTS
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4.1
Drawing
on and valuing students’ backgrounds, interests,
and developmental learning needs.
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Planning
Prior
knowledge
Bridging
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Consultation
Cultural
diversity
Differentiated
Instruction
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4.2
Establishing
and articulating goals for student learning.
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Short term
planning
Goals
communicated
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Long
term planning
Backward
planning
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4.3
Developing
and sequencing instructional activities and
materials for student learning.
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Structure
Logical
progression of ideas
Connections
Directions
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Variety
Summary
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4.4
Designing
short-term and long-term plans to foster student
learning.
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Backward
planning
Grade
level expectations
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Use of
district standards and curriculum
Grade
level planning
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4.5
Modifying
instructional plans to adjust for student needs.
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Pacing
Examining
student work
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Differentiated
Instruction
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STANDARD FIVE: ASSESSING STUDENT LEARNING
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5.1
Establishing
and communicating learning goals for all
students.
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Learning
goals appropriate
Inquiry/Discovery
Focus
on standards
Rubrics
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Modification
Differentiated
Instruction
Revise
goals as necessary
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5.2
Collecting
and using multiple sources of information to
assess student growth.
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Running
records
Writing
conferences
Observation
Content
area tests
Examining
student work
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Interviews
Standardized
tests
Teacher-made
tests
Self-assessment
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5.3
Involving
and guiding all students in assessing their own
learning.
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Clear
Criteria
Written
notes
Student
Study Team
Examining
student work
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Telephone
calls
Conferencing
Specific
feedback
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5.4
Using
the results of assessments to guide instruction.
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Prior
knowledge
Differentiated
Instruction
Examining
student work
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Modify
lessons
Prior
Mastery
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5.5
Communicating
with students, families, and other
audiences about student progress.
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Clear
criteria
Written
notes
Student
Study Team
Examining Student work
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Telephone
calls
Conferencing
Specific
feedback
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STANDARD SIX: DEVELOPING AS A PROFESSIONAL EDUCATOR
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6.1
Establishing
professional goals and pursuing opportunities to grow professionally.
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Pursue
improved teaching practices
Know
personal strengths
Know
personal areas for growth
Assess
personal growth over time
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Self-assessment
of teaching
Consider
alternative teaching strategies
Professional
conversations with collegues
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Use reflection to plan
professional development
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6.2
Establishing
professional goals and pursuing opportunities to grow professionally.
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Develop
professional goals
Read
professional books/journals
Attend
classes
Active
in professional organizations
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Present
at professional meetings
Attend
professional development
BTSA
Induction Support Provider
BTSA
Induction Participating Teacher
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Volunteer in after school
programs (at home and at school
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6.3
Working
with communities to improve professional practice.
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Respect students’ cultures
Access
community resource
Understand
equity and diversity
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Understand
cultural differences
Know
about community agencies
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6.4
Working
with families to improve professional practice.
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Connect
instruction to life at home
Class
newsletter
Parent
Evenings
Student
portfolios
Parents
aid in the classroom
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Keep
family informed of student progress
Engage
families in the instructional program
Understand
students’ family backgrounds
Student-led
conferences
On-going
communication with families
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6.5
Working
with colleagues to improve professional practice.
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Collaborative with specialists
Learn
from other educators
BTSA
Induction Support Provider
Share
with colleagues
Serve
on district-wide committees
Attend
professional development
Contribute
to district-wide decision making
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Serve on
school-wide committees
Plan
with colleagues
BTSA
Induction Participating Teacher
Consult
colleagues
Contribute
it school-wide decision making
Reflect
on teacher with colleagues
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6.6
Balancing
professional responsibility and maintaining motivation.
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At this
time, ERUSD chooses not to include the underlined portion of this element in the formal evaluation
document.
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