The document outlines the North Carolina educator evaluation system. It describes the 4 main components of the evaluation process: 1) training and orientation, 2) self-assessment, goal setting and pre-conferencing, 3) observation cycles, and 4) summary evaluation and goal setting. Each component includes multiple steps to be completed within specified timeframes throughout the school year.
The document outlines the 8-step teacher evaluation process for North Carolina teachers. [1] The process begins with training and orientation for teachers, principals, and peer evaluators. [2] Teachers then complete a self-assessment using the evaluation rubric and set goals. [3] Observations, both formal and informal, are conducted by principals and peers within the first 9 weeks. [4] The process concludes before the end of the school year with a summary evaluation conference where teachers receive an overall rating and develop a professional development plan.
This rubric provides guidance for evaluating North Carolina teachers. It outlines four standards: (1) teachers demonstrate leadership, (2) teachers establish a respectful environment for students, (3) teachers know the content they teach, and (4) teachers facilitate learning for their students. For each standard, the rubric describes performance levels of developing, proficient, accomplished, and distinguished. Teachers are evaluated on both observed classroom instruction and artifacts that provide evidence of meeting each standard. The rubric is intended to be used for self-assessment, observations, and evaluation conferences to improve teacher effectiveness.
This document outlines strategies for using rubrics and checklists to facilitate student self-assessment and self-reflection. It discusses 4 strategies: 1) justifying quality levels with highlighting evidence in student work, 2) matching features of work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment and setting goals. The purpose is to engage students in assessing their own learning and progress toward standards to increase ownership over the learning process.
The document provides a checklist of tasks for a principal to complete when preparing for the opening of a new school year. For elementary schools, tasks include meeting with the superintendent, establishing goals, ensuring student IEPs are current, ordering student handbooks, and planning orientations for new students and parents. For secondary schools, similar tasks are outlined along with additional responsibilities like reviewing student schedules, verifying athletic paperwork is complete, and scheduling senior class pictures. Common tasks for both include filling staff vacancies, ordering textbooks, preparing opening remarks for teachers, and scheduling training. The checklist covers preparations related to students, faculty/staff, and miscellaneous administrative responsibilities.
Mentor training presentation for PCE programme, 2013James Atherton
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
New York State requires teachers to obtain certification in order to teach. There are two types of certifications - initial certification, which is entry-level, and professional certification, which is advanced-level. To obtain professional certification, teachers must complete a master's degree program, teach full-time for three years, complete a mentoring experience, and pass additional certification exams within five years of obtaining their initial certification. Teachers with professional certification must complete 175 hours of professional development every five years to maintain their certification.
Portfolio-based assessment involves students curating a collection of their work over time to demonstrate their progress and achievements. A portfolio contains both required "core" elements and optional student-selected items. It allows assessment of a variety of skills through samples of work showing growth. Effective portfolio assessment includes clear goals, student reflection, and feedback through student-teacher conferences where progress is discussed and future goals are set. Rubrics are used to guide self-assessment and evaluation of portfolio entries.
This document discusses teaching portfolios and portfolio assessment techniques. It defines a teaching portfolio as a collection of student work and other materials that can be used to objectively assess performance. It should show student abilities in a real work environment. When using portfolios, there should be mutual trust between teachers and students, confidentiality, and joint ownership. The document then outlines the steps to implement portfolio assessment techniques in the classroom, which includes explaining the purpose, deciding on examples, collecting and storing student work, assessing criteria, and allowing reworks. It notes the benefits of portfolio assessment, such as assessing student development, communication between teachers and parents, increasing student-teacher interaction, and motivating learning.
The document outlines the 8-step teacher evaluation process for North Carolina teachers. [1] The process begins with training and orientation for teachers, principals, and peer evaluators. [2] Teachers then complete a self-assessment using the evaluation rubric and set goals. [3] Observations, both formal and informal, are conducted by principals and peers within the first 9 weeks. [4] The process concludes before the end of the school year with a summary evaluation conference where teachers receive an overall rating and develop a professional development plan.
This rubric provides guidance for evaluating North Carolina teachers. It outlines four standards: (1) teachers demonstrate leadership, (2) teachers establish a respectful environment for students, (3) teachers know the content they teach, and (4) teachers facilitate learning for their students. For each standard, the rubric describes performance levels of developing, proficient, accomplished, and distinguished. Teachers are evaluated on both observed classroom instruction and artifacts that provide evidence of meeting each standard. The rubric is intended to be used for self-assessment, observations, and evaluation conferences to improve teacher effectiveness.
This document outlines strategies for using rubrics and checklists to facilitate student self-assessment and self-reflection. It discusses 4 strategies: 1) justifying quality levels with highlighting evidence in student work, 2) matching features of work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment and setting goals. The purpose is to engage students in assessing their own learning and progress toward standards to increase ownership over the learning process.
The document provides a checklist of tasks for a principal to complete when preparing for the opening of a new school year. For elementary schools, tasks include meeting with the superintendent, establishing goals, ensuring student IEPs are current, ordering student handbooks, and planning orientations for new students and parents. For secondary schools, similar tasks are outlined along with additional responsibilities like reviewing student schedules, verifying athletic paperwork is complete, and scheduling senior class pictures. Common tasks for both include filling staff vacancies, ordering textbooks, preparing opening remarks for teachers, and scheduling training. The checklist covers preparations related to students, faculty/staff, and miscellaneous administrative responsibilities.
Mentor training presentation for PCE programme, 2013James Atherton
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
New York State requires teachers to obtain certification in order to teach. There are two types of certifications - initial certification, which is entry-level, and professional certification, which is advanced-level. To obtain professional certification, teachers must complete a master's degree program, teach full-time for three years, complete a mentoring experience, and pass additional certification exams within five years of obtaining their initial certification. Teachers with professional certification must complete 175 hours of professional development every five years to maintain their certification.
Portfolio-based assessment involves students curating a collection of their work over time to demonstrate their progress and achievements. A portfolio contains both required "core" elements and optional student-selected items. It allows assessment of a variety of skills through samples of work showing growth. Effective portfolio assessment includes clear goals, student reflection, and feedback through student-teacher conferences where progress is discussed and future goals are set. Rubrics are used to guide self-assessment and evaluation of portfolio entries.
This document discusses teaching portfolios and portfolio assessment techniques. It defines a teaching portfolio as a collection of student work and other materials that can be used to objectively assess performance. It should show student abilities in a real work environment. When using portfolios, there should be mutual trust between teachers and students, confidentiality, and joint ownership. The document then outlines the steps to implement portfolio assessment techniques in the classroom, which includes explaining the purpose, deciding on examples, collecting and storing student work, assessing criteria, and allowing reworks. It notes the benefits of portfolio assessment, such as assessing student development, communication between teachers and parents, increasing student-teacher interaction, and motivating learning.
Implementing teacher portfolios for professional development tesol france 2...Caroline Campbell
The document discusses the implementation of teacher portfolios for professional development in Malta. It begins with facts about Malta and outlines the structure required for teacher portfolios by the EFL Monitoring Board, which includes an updated CV, summaries of development interviews, feedback on observations, lesson/course plans, and other relevant material. It then describes how one school implemented the policy, including an informative meeting to explain the purpose of portfolios, providing templates and support, and follow-up meetings. Teachers have found that maintaining a portfolio helps them reflect on their teaching and professional development.
This document provides an overview of assessment for learning at a high school. It begins by defining the different types of assessment: assessment as learning, assessment for learning, and assessment of learning. It then discusses key considerations around each type, including ensuring assessments provide feedback to students and teachers. The document also includes a rubric for evaluating how well assessment practices support student learning. The overall message is that alignment between intended learning outcomes and assessments is most important, and assessments should primarily support learning rather than act as judgments.
This is the power point presentation I used in one of my trainings for the ALC/Moldova staff in July 2009. For more information, contact me at danielamunca@gmail.com.
This workshop discusses the differences between high school and university study, setting goals, and time management. Specifically:
1) High school involves more teacher-led classes and direction, while university requires independent learning and self-management of time.
2) Successful students set long-term and short-term goals, from yearly aims down to daily tasks.
3) When setting goals, they should be SMART - specific, measurable, achievable, relevant, and time-bound.
Salam
Here is the suggested draft by the ministry in order to datp the old book " on the move" with the new 2G program
Hope this chart wil work and teacher will be able to plan their lessons
Good Luck
Mr Samir Bounab
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and areas the teacher wants support in. It also describes the class that will be observed. The observation form documents what the teacher and students did in the lesson related to discussing haiku and tanaga poetry forms. The post-observation form indicates that students gained knowledge of these forms and skills in creating their own examples. It describes how the teacher and students worked to achieve the objectives through examples and student work, and seeks assistance to improve future lessons.
This document outlines short term activities for three different classes at the Muslim Hands School of Excellence in Balakot.
The first activity is for a 5th grade Islamic studies class on the topic of "Musawat". It involves students visiting the library to read about the historical backgrounds of Muslim migration from Makkah to Madina. Students will then work in pairs and groups to define "Musawat", provide evidence from the Quran and life of Muhammad, and discuss how to implement equality in their society.
The second activity is for a 4th grade art and craft class on CD decoration. Students will observe and describe CDs, then work in groups to design and decorate their own CDs using various materials
This document provides an overview and requirements for portfolio assessment across 3 modules (CPD4518, CPD4519, CPD4520) for a specialist dyslexia training program. Each module requires completion of case studies and teaching practice activities focusing on assessment, lesson planning, and evaluating the effectiveness of multi-sensory teaching strategies for dyslexic students. Learners work directly with students to gain experience and submit annotated lesson plans, assessment reports, and reflections on teaching sessions for assessment.
This document outlines the four modules in the Cambridge International Diploma for Teachers & Trainers (CIDTT): Design, Practice, Assessment, and Evaluation. It discusses the contents of each module, including identifying learner needs, lesson planning, teaching skills, assessing student progress, and evaluating learning programs. It also provides examples of assignments, activities to understand learning styles and learner behavior, and the importance of needs analysis, goal setting, and designing lesson/session plans that incorporate learning theories and differentiation. Reflecting on teaching practices and continuously improving planning is emphasized.
This document contains monitoring tools to evaluate three school partnership projects between Inuman ES (Leader School) and Binayoyo ES (Partner School). The projects are titled Project TRUSTED, Project READER, and Project SAFE. Each monitoring tool assesses the objectives, strategies/activities, resources, time frame, and implementation of the respective projects. School leaders and superintendents will use these tools to rate project implementation on a scale of 1 to 4 and identify any problems, recommendations, or suggestions to improve the school partnership projects.
New employee orientations and onboarding programs have been shown to increase retention, productivity, and morale. Implementing effective orientations at Corning Glass increased retention by 69% over 3 years. Texas Instruments saw new hires reach full productivity 2 months earlier with their program. Onboarding is important for integrating new hires into the company culture and should include mentoring and check-ins during the first 3-6 months. Done right, orientations and onboarding communicate that employees are valued and increase engagement.
OSHA has mandated under OSHA 29 CFR 1910.1200 (C) that by December 1, 2013 employees who may be exposed to hazardous chemicals must undergo training prior to initial assignments and whenever hazards change.
Learn how to prevent or minimize employee exposure to hazardous materials and how to identify which workplace chemicals constitute health hazards. This discussion will include the new labeling requirements, pictograms, and how to comply with OSHA’s training mandate.
For quick access to the Workplace Answers website and/or the webinar, just click on one of the hyperlinks in the slideshow.
New Principal And Vice Principal Orientation 2008Bill Reid
The document provides an overview of the context and responsibilities of school administrators in School District 8 (Kootenay Lake) in British Columbia. It outlines the roles and responsibilities of the Ministry of Education, school boards, and school administrators. It also summarizes significant provincial documents, current priorities, policies, and procedures that school administrators must understand and implement. The document poses hypothetical scenarios administrators may face and advises them to refer to the School Act, policies, contracts, and consult the board office when addressing issues.
Nonprofit Boards and Effective Governance4Good.org
The nonprofit governing board has been described as an ineffective group of effective people. Trustees are recruited for their stature, skills or connections, and then are not fully engaged. Why do nonprofits so broadly fail to use their boards wisely? And how might they do better? We will look at four interrelated areas: membership (including recruitment, development, self-assessment), process (including structure, meetings), capacity, and fiduciary issues.
Top 10 community assistant interview questions and answersdarijom123
This document provides resources for preparing for a community assistant interview, including common interview questions, answers, and tips. It offers examples of 10 common interview questions and recommended responses. Additionally, it lists many useful links to ebooks and articles on interview preparation, example questions, thank you letters, resumes, cover letters, and other relevant topics. The document aims to equip job candidates with effective strategies and materials for interview success.
Onboarding & Orientation - How to on-board new employees. A Manual for HR and...HRM Toolshop
Is the on-boarding of new hires in your Company left to the Hiring Managers’ inspiration of the day? Do you want to help one of your clients in professionalizing their on-boarding process by offering them practical and effective on-boarding & orientation tools? Are you looking for best practices to ensure a successful integration of new employees in your company?
Step by step, this Guide describes how to thoroughly prepare the start of a new employee, organize an On-boarding Day, help the employee to get acclimatized in the new work environment, take care of the relevant post-arrival actions.
For each step in the Guide, you will be introduced to the relevant tools and templates and how to complete them: a Manual to help the Line Manager with the on-boarding process, an On-boarding Checklist, an Orientation Brochure, a Template for a First Impression Interview, and so much more.
The document provides an overview of the North Carolina teacher evaluation process. It discusses the performance rating scale, requirements for observations and conferences, development of professional development plans, and use of artifacts in evaluating teacher performance against standards. The key aspects of the evaluation process include teacher self-assessment, formal and informal observations by administrators, pre- and post-observation conferences, and an end-of-year summary evaluation conference where an overall performance rating is determined.
This document discusses three types of teacher supervision: clinical supervision, peer supervision, and intensive guided supervision.
Clinical supervision involves observing teachers, providing feedback, and developing improvement plans. It follows a five step process to improve teaching. Peer supervision allows teachers to observe and provide feedback to each other. Intensive guided supervision is used when a teacher's competency is in question and includes developing a plan with timelines and supports to improve or potentially lead to termination.
The document summarizes Burnsville-Eagan-Savage Public Schools' proposed Professional Pay (Pro-Pay) system for the 2012-2013 school year. Pro-Pay would compensate teachers for meeting expectations in four areas: a building goal, a collaborative team goal, a personalized professional learning plan, and observations and instructional coaching. It provides timelines and processes for developing goals and participating in professional development, observations, and coaching aligned with school and teacher needs. Meetings are scheduled in April and May for staff to learn more about Pro-Pay and provide input before the system is voted on and approved.
instructional management clinical, peer and intensive guided supervisionWendell Taraya
This document outlines three models of teacher supervision: clinical supervision, peer supervision, and intensive guided supervision. Clinical supervision involves observation, feedback, and guidance to help new or struggling teachers improve. It follows a five-step process. Peer supervision is a reciprocal arrangement where teachers work together for mutual learning and development. Intensive guided supervision is for teachers whose competency is in question, and involves the superintendent meeting with the teacher to outline expectations and supports for improvement within a specific timeline.
Evaluation system presentation12 28-12dionnesantos
The document outlines the personnel evaluation systems for teachers and school administrators in the CNMI Public School System. It describes the purpose of evaluating performance to improve practices. The process involves teacher/administrator self-assessments, observations by principals/Commissioner, and development of growth plans based on ratings in areas like planning, classroom environment, and professional responsibilities. Ratings are discussed with educators to develop individual, monitored, or directed growth plans to guide professional development.
This document outlines post-training activities for educators who have completed training in thematic and contextual learning. It includes:
1. Practicing thematic lesson plans developed during training over 6-8 lessons on a single theme.
2. Creating teaching journals after each lesson and performing various student assessments using checklists.
3. Collecting student work samples.
4. Discussing implementation experiences and student results in a follow-up consultation meeting.
The objectives are for educators to develop and implement thematic learning models at their own schools, practice the approach in their classrooms, and reflect on results with colleagues.
Implementing teacher portfolios for professional development tesol france 2...Caroline Campbell
The document discusses the implementation of teacher portfolios for professional development in Malta. It begins with facts about Malta and outlines the structure required for teacher portfolios by the EFL Monitoring Board, which includes an updated CV, summaries of development interviews, feedback on observations, lesson/course plans, and other relevant material. It then describes how one school implemented the policy, including an informative meeting to explain the purpose of portfolios, providing templates and support, and follow-up meetings. Teachers have found that maintaining a portfolio helps them reflect on their teaching and professional development.
This document provides an overview of assessment for learning at a high school. It begins by defining the different types of assessment: assessment as learning, assessment for learning, and assessment of learning. It then discusses key considerations around each type, including ensuring assessments provide feedback to students and teachers. The document also includes a rubric for evaluating how well assessment practices support student learning. The overall message is that alignment between intended learning outcomes and assessments is most important, and assessments should primarily support learning rather than act as judgments.
This is the power point presentation I used in one of my trainings for the ALC/Moldova staff in July 2009. For more information, contact me at danielamunca@gmail.com.
This workshop discusses the differences between high school and university study, setting goals, and time management. Specifically:
1) High school involves more teacher-led classes and direction, while university requires independent learning and self-management of time.
2) Successful students set long-term and short-term goals, from yearly aims down to daily tasks.
3) When setting goals, they should be SMART - specific, measurable, achievable, relevant, and time-bound.
Salam
Here is the suggested draft by the ministry in order to datp the old book " on the move" with the new 2G program
Hope this chart wil work and teacher will be able to plan their lessons
Good Luck
Mr Samir Bounab
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and areas the teacher wants support in. It also describes the class that will be observed. The observation form documents what the teacher and students did in the lesson related to discussing haiku and tanaga poetry forms. The post-observation form indicates that students gained knowledge of these forms and skills in creating their own examples. It describes how the teacher and students worked to achieve the objectives through examples and student work, and seeks assistance to improve future lessons.
This document outlines short term activities for three different classes at the Muslim Hands School of Excellence in Balakot.
The first activity is for a 5th grade Islamic studies class on the topic of "Musawat". It involves students visiting the library to read about the historical backgrounds of Muslim migration from Makkah to Madina. Students will then work in pairs and groups to define "Musawat", provide evidence from the Quran and life of Muhammad, and discuss how to implement equality in their society.
The second activity is for a 4th grade art and craft class on CD decoration. Students will observe and describe CDs, then work in groups to design and decorate their own CDs using various materials
This document provides an overview and requirements for portfolio assessment across 3 modules (CPD4518, CPD4519, CPD4520) for a specialist dyslexia training program. Each module requires completion of case studies and teaching practice activities focusing on assessment, lesson planning, and evaluating the effectiveness of multi-sensory teaching strategies for dyslexic students. Learners work directly with students to gain experience and submit annotated lesson plans, assessment reports, and reflections on teaching sessions for assessment.
This document outlines the four modules in the Cambridge International Diploma for Teachers & Trainers (CIDTT): Design, Practice, Assessment, and Evaluation. It discusses the contents of each module, including identifying learner needs, lesson planning, teaching skills, assessing student progress, and evaluating learning programs. It also provides examples of assignments, activities to understand learning styles and learner behavior, and the importance of needs analysis, goal setting, and designing lesson/session plans that incorporate learning theories and differentiation. Reflecting on teaching practices and continuously improving planning is emphasized.
This document contains monitoring tools to evaluate three school partnership projects between Inuman ES (Leader School) and Binayoyo ES (Partner School). The projects are titled Project TRUSTED, Project READER, and Project SAFE. Each monitoring tool assesses the objectives, strategies/activities, resources, time frame, and implementation of the respective projects. School leaders and superintendents will use these tools to rate project implementation on a scale of 1 to 4 and identify any problems, recommendations, or suggestions to improve the school partnership projects.
New employee orientations and onboarding programs have been shown to increase retention, productivity, and morale. Implementing effective orientations at Corning Glass increased retention by 69% over 3 years. Texas Instruments saw new hires reach full productivity 2 months earlier with their program. Onboarding is important for integrating new hires into the company culture and should include mentoring and check-ins during the first 3-6 months. Done right, orientations and onboarding communicate that employees are valued and increase engagement.
OSHA has mandated under OSHA 29 CFR 1910.1200 (C) that by December 1, 2013 employees who may be exposed to hazardous chemicals must undergo training prior to initial assignments and whenever hazards change.
Learn how to prevent or minimize employee exposure to hazardous materials and how to identify which workplace chemicals constitute health hazards. This discussion will include the new labeling requirements, pictograms, and how to comply with OSHA’s training mandate.
For quick access to the Workplace Answers website and/or the webinar, just click on one of the hyperlinks in the slideshow.
New Principal And Vice Principal Orientation 2008Bill Reid
The document provides an overview of the context and responsibilities of school administrators in School District 8 (Kootenay Lake) in British Columbia. It outlines the roles and responsibilities of the Ministry of Education, school boards, and school administrators. It also summarizes significant provincial documents, current priorities, policies, and procedures that school administrators must understand and implement. The document poses hypothetical scenarios administrators may face and advises them to refer to the School Act, policies, contracts, and consult the board office when addressing issues.
Nonprofit Boards and Effective Governance4Good.org
The nonprofit governing board has been described as an ineffective group of effective people. Trustees are recruited for their stature, skills or connections, and then are not fully engaged. Why do nonprofits so broadly fail to use their boards wisely? And how might they do better? We will look at four interrelated areas: membership (including recruitment, development, self-assessment), process (including structure, meetings), capacity, and fiduciary issues.
Top 10 community assistant interview questions and answersdarijom123
This document provides resources for preparing for a community assistant interview, including common interview questions, answers, and tips. It offers examples of 10 common interview questions and recommended responses. Additionally, it lists many useful links to ebooks and articles on interview preparation, example questions, thank you letters, resumes, cover letters, and other relevant topics. The document aims to equip job candidates with effective strategies and materials for interview success.
Onboarding & Orientation - How to on-board new employees. A Manual for HR and...HRM Toolshop
Is the on-boarding of new hires in your Company left to the Hiring Managers’ inspiration of the day? Do you want to help one of your clients in professionalizing their on-boarding process by offering them practical and effective on-boarding & orientation tools? Are you looking for best practices to ensure a successful integration of new employees in your company?
Step by step, this Guide describes how to thoroughly prepare the start of a new employee, organize an On-boarding Day, help the employee to get acclimatized in the new work environment, take care of the relevant post-arrival actions.
For each step in the Guide, you will be introduced to the relevant tools and templates and how to complete them: a Manual to help the Line Manager with the on-boarding process, an On-boarding Checklist, an Orientation Brochure, a Template for a First Impression Interview, and so much more.
The document provides an overview of the North Carolina teacher evaluation process. It discusses the performance rating scale, requirements for observations and conferences, development of professional development plans, and use of artifacts in evaluating teacher performance against standards. The key aspects of the evaluation process include teacher self-assessment, formal and informal observations by administrators, pre- and post-observation conferences, and an end-of-year summary evaluation conference where an overall performance rating is determined.
This document discusses three types of teacher supervision: clinical supervision, peer supervision, and intensive guided supervision.
Clinical supervision involves observing teachers, providing feedback, and developing improvement plans. It follows a five step process to improve teaching. Peer supervision allows teachers to observe and provide feedback to each other. Intensive guided supervision is used when a teacher's competency is in question and includes developing a plan with timelines and supports to improve or potentially lead to termination.
The document summarizes Burnsville-Eagan-Savage Public Schools' proposed Professional Pay (Pro-Pay) system for the 2012-2013 school year. Pro-Pay would compensate teachers for meeting expectations in four areas: a building goal, a collaborative team goal, a personalized professional learning plan, and observations and instructional coaching. It provides timelines and processes for developing goals and participating in professional development, observations, and coaching aligned with school and teacher needs. Meetings are scheduled in April and May for staff to learn more about Pro-Pay and provide input before the system is voted on and approved.
instructional management clinical, peer and intensive guided supervisionWendell Taraya
This document outlines three models of teacher supervision: clinical supervision, peer supervision, and intensive guided supervision. Clinical supervision involves observation, feedback, and guidance to help new or struggling teachers improve. It follows a five-step process. Peer supervision is a reciprocal arrangement where teachers work together for mutual learning and development. Intensive guided supervision is for teachers whose competency is in question, and involves the superintendent meeting with the teacher to outline expectations and supports for improvement within a specific timeline.
Evaluation system presentation12 28-12dionnesantos
The document outlines the personnel evaluation systems for teachers and school administrators in the CNMI Public School System. It describes the purpose of evaluating performance to improve practices. The process involves teacher/administrator self-assessments, observations by principals/Commissioner, and development of growth plans based on ratings in areas like planning, classroom environment, and professional responsibilities. Ratings are discussed with educators to develop individual, monitored, or directed growth plans to guide professional development.
This document outlines post-training activities for educators who have completed training in thematic and contextual learning. It includes:
1. Practicing thematic lesson plans developed during training over 6-8 lessons on a single theme.
2. Creating teaching journals after each lesson and performing various student assessments using checklists.
3. Collecting student work samples.
4. Discussing implementation experiences and student results in a follow-up consultation meeting.
The objectives are for educators to develop and implement thematic learning models at their own schools, practice the approach in their classrooms, and reflect on results with colleagues.
The document discusses instructional planning and lesson plan development. It describes several models for instructional planning including the process of instructional planning, outcomes-based education, and Understanding by Design. It also outlines the key elements and components of effective lesson plans, such as setting objectives and outcomes, designing assessments, and incorporating instructional activities. Various instructional strategies like direct and indirect instruction are also mentioned. Overall, the document provides an overview of different approaches to instructional planning and the essential parts of high-quality lesson plans.
The document defines rubrics and portfolios, and discusses their uses in assessment. It provides details on developing rubrics, including the advantages of analytic vs holistic rubrics. Portfolio types and guidelines for effective portfolio assessment are also outlined. Performance based assessment is defined as the direct observation of student performance based on predetermined criteria.
The document defines rubrics and their types, outlines steps for developing rubrics, compares portfolios to traditional assessments, lists portfolio types and guidelines, and defines performance-based assessment. Rubrics are scoring scales that assess student work against specific criteria. Developing effective rubrics involves determining learning outcomes, keeping rubrics concise, focusing on measureable skills, and reevaluating rubrics. Portfolios collect student work over time to measure growth, while performance-based assessment directly observes students applying skills through meaningful tasks.
This document outlines a 7-step process for designing performance assessment tasks:
Step 1 involves creating an engaging thematic focus and guiding question. Step 2 identifies what students must do to demonstrate learning. Step 3 evaluates the tasks against targeted proficiency levels.
Step 4 sorts tasks as formative or summative assessments. Step 5 fine-tunes summative tasks to integrate context and assessments in a cycle. Step 6 enriches the unit with other standards. Step 7 pilots the tasks with students and uses results to adjust assessments.
Instructional supervision involves guiding and assisting teachers to improve instruction and student learning. It has three phases: a pre-observation conference where the teacher and evaluator discuss the upcoming lesson; classroom observation of teaching and learning; and a post-observation conference where the teacher and evaluator reflect on the lesson. The goal is to improve teaching quality and student achievement through collaboration, goal-setting, and enhancing teacher skills. Teachers and observers have specific roles and responsibilities in the observation process.
The document provides an overview of Wisconsin's educator effectiveness system, which uses the Danielson Framework for Teaching to evaluate educators. It describes the key components of the system, including setting student learning objectives and professional practice goals to identify strengths and areas of growth. Data from pilots of the system found that educators rated themselves lowest on assessment-related practices and goals. The system is intended to improve student outcomes by supporting educators' professional development and reflection on their practice.
The document discusses various types of instructional plans including year plans, unit plans, lesson plans, and resource units. It provides the meaning and steps for developing each type of plan. A year plan involves organizing the curriculum into units and scheduling time for instruction. A unit plan includes selecting and analyzing a unit, determining objectives, and selecting teaching aids and evaluation. Developing a lesson plan requires stating objectives, indicating learning experiences, specifying instructional aids, and proposing evaluation strategies. A resource unit is a comprehensive collection of materials and activities on a topic prepared by subject experts.
This document summarizes a training for new support providers at the San Jose Unified School District. The goals of the training are to develop mentoring and coaching skills, understand the assessment of teaching and learning process, and learn how to utilize the continuum of teaching and learning. The training covers connecting teacher preparation standards to induction standards, formative assessment for California teachers, observation techniques, and identifying areas of focus for teacher growth. Attendees practice skills like observing objectively and asking reflective questions.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This document provides guidelines for a competency-based performance appraisal system for teachers in the Philippines. It outlines a 4-point rating scale to evaluate teachers' performance across several standards, including instructional competence, school and community linkages, and personal growth. Teachers are asked to self-rate their performance on various indicators using this scale. The document also describes a "Plus Factor" section where teachers can receive additional points for taking on leadership roles beyond basic job requirements, such as mentoring peers or serving as a demonstration teacher. The goal is to provide a standardized yet comprehensive way to holistically assess teacher performance and development needs.
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENTRhea Dulla
The document outlines 6 stages to implementing portfolio assessment:
1. Identifying teaching goals to assess and guide student work selection.
2. Introducing portfolio assessment to students who may not be familiar with it.
3. Specifying portfolio content including required and optional items and how each will be assessed.
4. Giving clear guidelines for portfolio presentation including formatting, drafts, and reflections.
5. Informing administrators, parents, and stakeholders about the new assessment procedure.
6. Supporting students through conferences, self-reflection, and feedback during portfolio development.
This document discusses evaluating different aspects of a visual art education curriculum. It describes evaluating the curriculum at various stages, from initial development through classroom implementation and student learning. Key aspects to evaluate include the supported curriculum materials, the written scope and sequence, how the curriculum is taught in the classroom, and whether students achieved the intended learning goals. The document provides frameworks and processes for evaluating each part of the curriculum through methods like alignment analyses, observations, student assessments, and end-of-unit test analyses. The overall goal is to engage in ongoing evaluation to monitor curriculum quality and ensure students are mastering the objectives.
NC-ACTE 2014 Fall Forum Luncheon Presentationrachelmcbroom
The document discusses recent changes to teacher licensure requirements and education program standards in North Carolina, including more rigorous licensing exams, incorporation of digital teaching competencies, and tying program approval to graduate effectiveness data. It also outlines the State Board of Education's strategic plan for education and includes objectives and measures for teacher and principal preparation programs. Recent legislative actions on topics like the Common Core are also mentioned, and enrollment and proficiency trends from the past five years are presented. Next steps at the state level include developing continuing approval standards aligned with the strategic plan and collaborating to reinstate graduate and employer surveys.
This document summarizes the key topics discussed at the NCICU Teacher Education Deans Meeting at High Point University on September 5, 2014. The meeting priorities included improving communication, the state program approval process, and reporting requirements. Updates were provided on licensure exam changes, graduate pay, and upcoming professional development opportunities. Time was also allotted for questions and comments from attendees.
This document discusses the EVAAS evaluation system for teachers and educator preparation programs in North Carolina. It provides an overview of how teacher effectiveness will be evaluated based on student growth and achievement data rather than solely on proficiency. Growth will be measured using EVAAS, which assesses the value added by a teacher in a given year. The document outlines the implications for exceptional children teachers, including how their standard 6 rating and effectiveness status will be calculated based on growth data. It also addresses how EVAAS data could factor into approvals for educator preparation programs at the campus and program level going forward.
This document summarizes the key topics discussed at the NCICU Teacher Education Deans Meeting at High Point University on April 4, 2014. It outlines priorities around communication, program approval, and reporting. Under communication, it discusses upcoming changes to licensure exams and the SBE strategic plan's goals to increase the number of teachers and principals graduating from quality programs. For program approval, it notes the superintendent licensure program remodeling and continuing state-level approval processes. Finally, it provides deadlines and resources for the upcoming Title II and IHE annual performance reports.
This document provides an agenda and information for a collaborative planning session on elementary and special education preparation programs. It discusses upcoming changes to licensure exam requirements in North Carolina, including information about a pilot program to test the new exams. Participants will receive updates on testing schedules and requirements, analyze practice test data, and collaborate with other institutions of higher education on ensuring candidates are prepared for the new exams and integrating arts across the curriculum as required by state law. It also provides details on the standard setting process to determine passing scores for the new licensure exams.
NC-TEAN F13 Teacher Ed Forum NCDPI Updatesrachelmcbroom
The document summarizes updates from the NC Department of Public Instruction (NCDPI) presented at an education conference. Key points include:
1) NCDPI is transitioning to new Praxis exams and passing scores for teacher licensure. Praxis I will be replaced and changes to SAT/ACT exemption policies have been made.
2) All initial licensure applicants will soon be required to pass Praxis II exams under a new state law. Implementation is planned for July 2014.
3) New Foundations of Reading and General Curriculum exams will be required starting July 2014, with the first administration in spring 2014.
4) NCDPI is seeking feedback on testing processes and
NC-ACTE F13 Teacher Ed Forum NCDPI Updatesrachelmcbroom
The document discusses the changing landscape of educator preparation in North Carolina, including raising standards for entry into the teaching profession through requirements like higher GPA and exam scores. It also outlines changes to program standards and content, such as a focus on developing digital teaching competencies, as well as other legislative actions impacting teacher education. Trend data on programs in North Carolina shows changes in areas like lateral entry, enrollment, and student teaching over the past five years.
The NCICU Teacher Education Deans Meeting at High Point University focused on three priorities: communication, program approval, and reporting. Under communication, the document discussed updates to the NCDPI IHE website and listservs, as well as upcoming IHE institutes and RESA sessions. Program approval updates included remodeling the superintendent licensure program and developing new program approval standards. Reporting priorities included the Title II pass rate collection, educator preparation report cards, and incorporating roster verification into the annual performance report process.
This document summarizes the key topics discussed at the NCICU Teacher Education Deans Meeting at High Point University on April 19, 2013. Priority I was communication, including updates to the NCDPI IHE website, listservs for deans and faculty, Reading 3D trainings, IHE institutes and RESA sessions. Priority II covered program approval, including remodeling of superintendent licensure programs and a delayed meeting on continuing program approval. Priority III discussed reporting requirements, including Title II reports due April 30th and the IHE Performance Report portal opening May 1st.
Collaborative Planning Consortium April 2013rachelmcbroom
This document summarizes the priorities and updates discussed at the Collaborative Planning Consortium meeting at High Point University on April 12, 2013. The three main priorities are: 1) Communication through the IHE Wiki, updating the DPI website, listservs, and professional development; 2) Program approval through revising existing programs and guidelines for new programs; and 3) Reporting through the release of IHE Report Cards and disaggregated NCEES data. Testing requirements for elementary education and special education licensure areas will change starting July 1, 2014 to include MTEL assessments. SB 724 requires changes to ensure teacher preparation programs provide adequate reading and math instruction preparation aligned with state standards.
The document provides updates from the NC Department of Public Instruction (NCDPI) including:
1) The State Board of Education recommended changes to calculating teacher effectiveness and remodeling superintendent licensure programs.
2) New testing requirements for elementary education and special education licensure areas will take effect in July 2014, replacing Massachusetts tests with North Carolina versions.
3) Recent and upcoming legislation addresses teacher preparation program requirements around reading instruction, technology integration, and arts education.
1) The NCICU Teacher Education Deans Meeting provided updates on communication, program approval, and reporting from NCDPI and SBE.
2) Key topics included adoption of the MTEL exam, legislative updates, opportunities for professional development including upcoming institutes, and revisions to the program approval process.
3) Campuses will receive disaggregated NCEES data and must submit Title II reports by April 30th, while RttT report cards for IHEs are expected to be published by February 28th.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
3. Before I leave, I need to know…
• As you prepare to transition from evaluatee
to evaluator, what questions would you like
addressed during today’s session
4. Digital Disclaimer
The digital tools used during the course of this training
have been helpful to some educators across the state.
However, due to the rapidly changing digital environment,
NCDPI does not represent nor endorse that these tools
are the exclusive digital tools for the purposes outlined
during this session.
8. Before Week 3 of School Year
Component 2: Orientation
Within two weeks of teacher’s first day, the principal will provide:
A. The Rubric for Evaluating North Carolina Teachers;
B. Teacher Evaluation Policy ID Number: TCP-C-004
C. A schedule for completing evaluation process.
STEP 1:
Component 1: Training
Before participating in the evaluation Training and Orientation
process, all teachers, principals and
peer evaluators must complete training
on the evaluation process.
9. Before Week 3 of School Year
Component 2: Orientation
Within two weeks of teacher’s first day, the principal will provide:
A. The Rubric for Evaluating North Carolina Teachers;
B. Teacher Evaluation Policy ID Number: TCP-C-004
Time Matters!
C. A schedule for completing evaluation process.
Component 1: Training
Before participating in the evaluation
process, all teachers, principals and
peer evaluators must complete training
on the evaluation process.
10. Before First Formal Observation
Component 3: Teacher Self-Assessment
Using the Rubric , the teacher shall rate
their performance and reflect on his or her
STEP 2: performance throughout the year.
Self-Assessment, Component 4: Pre-Observation
Conference
Goal Setting and Before the first formal observation,
the principal meets with the
Pre-Conference teacher
to discuss: self- assessment,
professional growth plan a written
description of the lesson(s) to be
observed.
Goal: To prepare principal for the
observation.
11. Before First Formal Observation
Component 3: Teacher Self-Assessment
Time Matters! Using the Rubric , the teacher shall rate
their performance and reflect on his or her
performance throughout the year.
Component 4: Pre-Observation
Conference
Before the first formal observation,
the principal meets with the
teacher
to discuss: self- assessment,
professional growth plan a written
description of the lesson(s) to be
observed.
Goal: To prepare principal for the
observation.
12. Within the 1st nine weeks
Component 5: Observations
A. Formal observation:
STEP 3:3:
STEP 45 min. or entire class period
Observation
Observation Cycle B. Probationary Teachers:
Cycle
(Administrative and
3 formal by principal and 1 formal by peer
C. Career Status Teachers: Evaluated annually.
(Administrati
Peer) During the renewal year: 3 total- 1 must be formal
ve and Peer)
Observations shall be noted using the Rubric.
Component 6: Post-Observation Conference
The principal shall conduct a post-observation conference no later
than ten school days after each formal observation.
Discuss and Document strengths and weaknesses on the Rubric
13. Within the 1st nine weeks
Component 5: Observations
A. Formal observation:
STEP 3: 45 min. or entire class period
Observation B. Probationary Teachers:
Cycle 3 formal by principal and 1 formal by peer
(Administrati C. Career Status Teachers: Evaluated annually.
ve and Peer) During the renewal year: 3 total- 1 must be formal
Observations shall be noted using the Rubric.
Time Matters! Component 6: Post-Observation Conference
The principal shall conduct a post-observation conference no later
than ten school days after each formal observation.
Discuss and Document strengths and weaknesses on the Rubric
14. Before the End of the School Year
Component 8: PD Plans
Individual Growth Plans-“Proficient” or better
Monitored Growth Plans-At least 1 “Developing”
Directed Growth Plans-“not Demonstrated” or STEP 4:
“Developing” rating for 2 sequential yrs.
Summary Evaluation
and Goal Setting
Component 7: Summary Evaluation Conference and
Scoring the Teacher Summary Rating Form-
A. Give rating for each Element in Rubric
B. Comment on “Not Demonstrated”
C. overall rating of each Standard
D. Provide teacher with opportunity to add comments to the
Summary Rating Form
E. Review completed Teacher Summary Rating Form with
teacher and
F. Secure the teacher’s signature on the Record of Teacher
Evaluation Activities and Teacher Summary Rating Form.
15. Before the End of the School Year
Component 8: PD Plans
Individual Growth Plans-“Proficient” or better
Monitored Growth Plans-At least 1 “Developing”
Directed Growth Plans-“not Demonstrated” or
“Developing” rating for 2 sequential yrs.
Component 7: Summary Evaluation Conference and
Scoring the Teacher Summary Rating Form-
A. Give rating for each Element in Rubric
B. Comment on “Not Demonstrated”
C. overall rating of each Standard
D. Provide teacher with opportunity to add comments to the
Summary Rating Form
E. Review completed Teacher Summary Rating Form with
Time Matters!
teacher and
F. Secure the teacher’s signature on the Record of Teacher
Evaluation Activities and Teacher Summary Rating Form.
16. Our Goal is to have a Distinguished
Teacher in every classroom
17.
18. Standard 4:Teachers facilitate learning for their students
a. Teachers know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional development of
their students.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
19. Standard 4:Teachers facilitate learning for their students
a. Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving
skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
20. Standard 4:Teachers facilitate learning for their students
a. Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving
skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
21. Standard 4:Teachers facilitate learning for their students
a. Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving
skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
28. What helped you grow?
• THINK of a reflective question you have
been asked by an evaluator that helped you
to grow as a classroom teacher.
• PAIR with a partner discuss your reflective
questions.
• SHARE with your group, share the reflective
questions and identify one question to use
in a later activity.
29. Probe, Push Activity
• In your groups, discuss the following:
– Identify the standard and element that is probed
by the reflective question your group selected in
the Think-Pair-Share activity.
– Determine which performance rating the
reflective question pushes teachers
30. What are some questions you would
ask teachers to promote growth?
31. Meet Ms. Rose Carter
Using the link on today’s agenda, read the
Pre-Reading Handout and review Ms.
Carter’s classroom wiki.
Complete Activity 1 before lunch.
Introduce yourself and allow participants to introduce themselves.
What component is the greatest barrier for you as an evaluator?
Resources in Red
What ideas and best practices can you share that would help us work smarter with the NC Educator Evaluation Process?
Have folks identify which type of teacher they feel most comfortable coaching. Review 4 different types of teachers Begin with the end in mind How do we have those crucial conversations that coach a teacher to grow? We must first identify what level a teacher is performing.
All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.
Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards
Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards
Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards
Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards