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Standard 6 Assessment Uses (DuBose, Capers, Beck, Chesston, Williams)

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Standard 6 Assessment Uses (DuBose, Capers, Beck, Chesston, Williams)

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Proficiency (Level 3):
-all cameras are on for monitoring purposes
-teacher plans a variety of formal and informal assessments results to measure student mastery of learning objectives. -Uses assessment data to develop learning goals for students, to differentiate instruction, and to document learning.
-teacher uses assessment tools for both formative and summative purposes to inform, guide, and adjust instruction.
-teacher analyzes and uses data to measure student progress and design appropriate interventions

Exemplary (Level 4):
- same components shown as proficient, but teacher will also take a leadership role in guiding other teachers. Teacher will attend PLs to further teaching practice and act as a leader in school community.

Administrators to SEE or HEAR during the observation of this standard:
-teacher providing opportunities increase/makeup grades (remediation)

-teacher providing timely and informative feedback

-teacher gathering information to plan instruction

-positive reinforcement from teacher

-student goal setting

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Standard 7: Positive Learning Environment ( Ms.Page, Ms.Spikes, Ms.Weaver, Ms.Vela) 

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Standard 7: Positive Learning Environment ( Ms.Page, Ms.Spikes, Ms.Weaver, Ms.Vela) 

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Ritual and Routines in place for small groups, whole group lesson, transitions( Posted on the wall and accessible for students) ·
Friendly reminders of Rituals and Routines through the day, year.
Positive feedback on student work and their engagement
Safe environment for student to ask for help ·
Encourage students to work collaboratively, and support each other. ·
Provide Opportunities to build relationships with peers

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(Mosley, Avni, Lipkin, Zook, Grant)
Examples of evidence would be clear differentiated groups per subject with differentiated activities and resources for each group.

There should be a variety of assignments and accommodations happening in the classroom upon observation.

Students should have access to their individual or group goals and up to date data progress.

Administrators should see these groups and assignments and accommodations change throughout the year, as differentiation is fluid and changes as the students grow.

Administrators should see students in differentiated groups, actively working at their level with some challenge.

Administrators want to hear students talking in complete sentences, collaborating, and understanding what they are working on. Students should be able to teach or explain to an administrator what they are doing and why it is important.

Administrators should be able to see differentiation in the lesson plans.

Level 4: Teachers are able to teach other colleagues about effective differentiation using data including flexible grouping. Teachers need to keep up with additional PD's and redeliver to colleagues about effective differentiation strategies.

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Standard #1 (Instructional Planning) Gordon, Parker, Stoneman, Thomas, Lowe, Brooks

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Standard #1 (Instructional Planning) Gordon, Parker, Stoneman, Thomas, Lowe, Brooks

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Lesson plans: Differentiated

Teaching materials

Student data

Teachers conducting and leading PL sessions
Collaborative planning with Grade level and other support staff

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B. Boyd
S. Boyd
M. Stewart
R. Withers

Proficiency (Level 3): Teacher produces formative and summative assessments that aligns to the standards and data. Teacher communicates with students and provides frequent feedback and guiding misconceptions. Teacher provides students with assessments that are developmentally appropriate. Teacher consistently uses a rubric to appropriately grade assessments.

Exemplary (Level 4): Teacher teaches colleagues about effective formative and summative assessment strategies to use in the classroom. Teacher collaborates with and guides others.

Examples: Students can explain what a rubric is and how they are being graded. Teacher provides various assessment methods for students to show their understanding.

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Standard 1- Professional Knowledge - Ms. Weinstein, Ms. Bizzell, Ms. Banks, Mr. Morgan, Ms. Tyars, Mr. Dodson

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Standard 1- Professional Knowledge - Ms. Weinstein, Ms. Bizzell, Ms. Banks, Mr. Morgan, Ms. Tyars, Mr. Dodson

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·      Demonstrates deep knowledge of subject matter.

·      Implements higher level thinking skills for grade level content.

·      Teacher displays understanding of intellectual, social-emotional, and physical development of age group.

·      Teacher is able to link material to past and present experiences of students.

·      Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.

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Examples of evidence of proficiency or exemplary observations:

Level 3:
Respond promptly to emails
Communicating effectively

Collaborating across the grade level

Professional Learning

Attendance (arrive on time)

Keep student data confidential

Adhere to District protocols

Level 4:
Attend district professional learning opportunities and redeliver for staff

Ms. Mitchell, Ms. Black, Mr. Castillo, Mrs. Washington, Mr. Magnes

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Standard 3: Instructional Strategies (Group 5- Brooks, Dietrich, Foster, Skarzinski, & Wu)

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Standard 3: Instructional Strategies (Group 5- Brooks, Dietrich, Foster, Skarzinski, & Wu)

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Evidence of Proficient and Exemplary Observations:
Evidence:

- Uses research-based strategies

- Moves students to higher-order thinking

- Teaches appropriately to the content area

- Engages students in active learning

- See and hear:

- Questions for students

- two-way dialogue, not lecturing

- Motivated learning
-Exhibits pedagogical skills relevant to the subject area(s) taught and best practices based on current research.
-The teacher uses multiple instructional materials, activities, strategies, and assessment techniques to meet students’ needs and maximize the learning of all students.

-The teacher uses multiple levels of questioning to stimulate student thinking and monitor student learning.

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Standard 3: Instructional Strategies: (Paden, Smith, Martin) 

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Standard 3: Instructional Strategies: (Paden, Smith, Martin) 

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Level 3:  Differentiation: teacher using multiple instructional materials, activities, strategies, etc...teacher providing opportunities for higher order thinking...teacher providing opportunities for collaboration among students keeping them engaged and excited about learning...teacher using effective questioning techniques to engage students...providing relevant learning opportunities (choice boards for students' varying interest levels).

Level 4: Teachers continually seeking ways to educate fellow educators on successful instructional strategies

What we want administrators to SEE and HEAR: higher order thinking questions/activities...flexible groups...high student engagement (student-led dialogue)

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Standard 8: Academically Challenging Environment (Childs, Stephens, Penhollow, Buckmire, Powell)

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Standard 8: Academically Challenging Environment (Childs, Stephens, Penhollow, Buckmire, Powell)

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Active Engagement, Clear academic focus, Reflective learnings, clear learning objectives, Self Regulation/ Active Ownership for kids.

Addressing family, music, breaks, kahoot, dojo points, project based learning, scavenger hunt, competition, and open ended questions.

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-Parent contact logs

-Collaborate with team

-Communicating with admin.

-Giving a PL on communication