Common use of Directions Clause in Contracts

Directions. Teachers should record evidence to indicate strengths and areas for growth for each standard. Then, look across all of the standards holistically and identify two priorities for the upcoming year. Note these two priorities with check marks in the far-right column. APPENDIX B Name Date Standard 1: Students • Knowledge of how students learn and of student development • Understanding of what students know and are able to do • High expectations for all students • Respect for all students • Identification, instruction and intervention for special populations Standard 2: Content • Knowledge of content • Use of content-specific instructional strategies to teach concepts and skills • Knowledge of school and district curriculum priorities and Ohio academic content standards • Relationship of knowledge within the discipline to other content areas • Connection of content to life experiences and career opportunities Standard 3: Assessment • Knowledge of assessment types • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Communication of results • Inclusion of student self-assessment and goal-setting Standard 4: Instruction • Alignment to school and district priorities and Ohio academic content standards • Use of student information to plan and deliver instruction • Communication of clear learning goals • Application of knowledge of how students learn to instructional design and delivery • Differentiation of instruction to support learning needs of all students • Use of activities to promote independence and problem-solving • Use of varied resources to support learner needs Standard 5: Learning Environment • Fair and equitable treatment of all students • Creation of a safe learning environment • Use of strategies to motivate students to work productively and assume responsibility for learning • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students Standard 6: Collaboration & Communication • Clear and effective communication • Shared responsibility with parents/caregivers to support student learning • Collaboration with other teachers, administrators, school and district staff • Collaboration with local community agencies Standard 7: Professional Responsibility and Growth • Understanding of and adherence to professional ethics, policies and legal codes • Engagement in continuous, purposeful professional development • Desire to serve as an agent of change, seeking positive impact on teaching quality and student achievement As a result of the evaluation process, teachers and evaluators should focus on accelerating and continuing teacher growth through professional development. Professional development should be individualized to the needs of the teacher, and specifically relate to his/her areas of refinement as identified in the teacher’s evaluation. The evaluator should recommend professional development opportunities, and support the teacher by providing resources (e.g., time, financial). Collaborative Teacher Evaluator _ Annual Focus These are addressed by the evaluator as appropriate for this teacher. Date Record dates when discussed Areas for Professional Growthsupports needed, resources, professional development Comments during conference with teacher and evaluator are made appropriate to the needs of the teacher.

Directions. Teachers should record evidence to indicate strengths and areas for growth for each standard. Then, look across all of the standards holistically and identify two priorities for the upcoming year. Note these two priorities with check marks in the far-right column. APPENDIX B A.1a Name Date Standard 1: Students • Knowledge of how students learn and of student development • Understanding of what students know and are able to do • High expectations for all students • Respect for all students • Identification, instruction and intervention for special populations Standard 2: Content • Knowledge of content • Use of content-specific instructional strategies to teach concepts and skills • Knowledge of school and district curriculum priorities and Ohio academic content standards • Relationship of knowledge within the discipline to other content areas • Connection of content to life experiences and career opportunities Standard 3: Assessment • Knowledge of assessment types • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Communication of results • Inclusion of student self-assessment and goal-setting Standard 4: Instruction • Alignment to school and district priorities and Ohio academic content standards • Use of student information to plan and deliver instruction • Communication of clear learning goals • Application of knowledge of how students learn to instructional design and delivery • Differentiation of instruction to support learning needs of all students • Use of activities to promote independence and problem-solving • Use of varied resources to support learner needs Standard 5: Learning Environment • Fair and equitable treatment of all students • Creation of a safe learning environment • Use of strategies to motivate students to work productively and assume responsibility for learning • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students Standard 6: Collaboration & Communication Communicatio n • Clear and effective communication • Shared responsibility with parents/caregivers to support student learning • Collaboration with other teachers, administrators, school and district staff • Collaboration with local community agencies Standard 7: Professional Responsibility and Growth • Understanding of and adherence to professional ethics, policies and legal codes • Engagement in continuous, purposeful professional development • Desire to serve as an agent of change, seeking positive impact on teaching quality and student achievement As a result of the evaluation process, teachers and evaluators should focus on accelerating and continuing teacher growth through professional development. Professional development should be individualized to the needs of the teacher, and specifically relate to his/her areas of refinement as identified in the teacher’s evaluation. The evaluator should recommend professional development opportunities, and support the teacher by providing resources (e.g., time, financial). Collaborative Teacher Evaluator _ Annual Focus These are addressed by the evaluator as appropriate for this teacher. Date Record dates when discussed Areas for Professional Growthsupports needed, resources, professional development Comments during conference with teacher and evaluator are made appropriate to the needs of the teacher.

Directions. Teachers should record evidence to indicate strengths and areas for growth for each standard. Then, look across all of the standards holistically and identify two priorities for the upcoming year. Note these two priorities with check marks in the far-right column. APPENDIX B Name Date Standard 1: Students •  Knowledge of how students learn and of student development •  Understanding of what students know and are able to do •  High expectations for all students •  Respect for all students •  Identification, instruction and intervention for special populations Standard 2: Content •  Knowledge of content •  Use of content-specific instructional strategies to teach concepts and skills •  Knowledge of school and district curriculum priorities and Ohio academic content standards •  Relationship of knowledge within the discipline to other content areas •  Connection of content to life experiences and career opportunities Standard 3: Assessment •  Knowledge of assessment types •  Use of varied diagnostic, formative and summative assessments •  Analysis of data to monitor student progress and to plan, differentiate, and modify instruction •  Communication of results •  Inclusion of student self-assessment and goal-setting Standard 4: Instruction •  Alignment to school and district priorities and Ohio academic content standards •  Use of student information to plan and deliver instruction •  Communication of clear learning goals •  Application of knowledge of how students learn to instructional design and delivery •  Differentiation of instruction to support learning needs of all students •  Use of activities to promote independence and problem-solving •  Use of varied resources to support learner needs Standard 5: Learning Environment •  Fair and equitable treatment of all students •  Creation of a safe learning environment •  Use of strategies to motivate students to work productively and assume responsibility for learning •  Creation of learning situations for independent and collaborative work •  Maintenance of an environment that is conducive to learning for all students Standard 6: Collaboration & Communication • Communicatio n  Clear and effective communication •  Shared responsibility with parents/caregivers to support student learning •  Collaboration with other teachers, administrators, school and district staff •  Collaboration with local community agencies Standard 7: Professional Responsibility and Growth •  Understanding of and adherence to professional ethics, policies and legal codes •  Engagement in continuous, purposeful professional development •  Desire to serve as an agent of change, seeking positive impact on teaching quality and student achievement As a result of the evaluation process, teachers and evaluators should focus on accelerating and continuing teacher growth through professional development. Professional development should be individualized to the needs of the teacher, and specifically relate to his/her areas of refinement as identified in the teacher’s evaluation. The evaluator should recommend professional development opportunities, and support the teacher by providing resources (e.g., time, financial). Collaborative Teacher Evaluator _ Annual Focus These are addressed by the evaluator as appropriate for this teacher. Date Record dates when discussed Areas for Professional Growthsupports needed, resources, professional development Comments during conference with teacher and evaluator are made appropriate to the needs of the teacher.

Directions. Teachers should record evidence to indicate strengths Using the specific domains and areas for growth for each standard. Then, look across all elements in the rubrics of the standards holistically ▇▇▇▇ Public School’s Standards for Professional Practice for Teachers, the teacher and identify two priorities for the upcoming year. Note these two priorities with check marks in the far-right column. APPENDIX B Name Date Standard 1: Students • Knowledge of how students learn and of student development • Understanding of what students know and are able to do • High expectations for all students • Respect for all students • Identification, instruction and intervention for special populations Standard 2: Content • Knowledge of content • Use of content-specific instructional strategies to teach concepts and skills • Knowledge of school and district curriculum priorities and Ohio academic content standards • Relationship of knowledge within the discipline to other content areas • Connection of content to life experiences and career opportunities Standard 3: Assessment • Knowledge of assessment types • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Communication of results • Inclusion of student self-assessment and goal-setting Standard 4: Instruction • Alignment to school and district priorities and Ohio academic content standards • Use of student information to plan and deliver instruction • Communication of clear learning goals • Application of knowledge of how students learn to instructional design and delivery • Differentiation of instruction to support learning needs of all students • Use of activities to promote independence and problem-solving • Use of varied resources to support learner needs Standard 5: Learning Environment • Fair and equitable treatment of all students • Creation of a safe learning environment • Use of strategies to motivate students to work productively and assume responsibility for learning • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students Standard 6: Collaboration & Communication • Clear and effective communication • Shared responsibility with parents/caregivers to support student learning • Collaboration with other teachers, administrators, school and district staff • Collaboration with local community agencies Standard 7: Professional Responsibility and Growth • Understanding of and adherence to professional ethics, policies and legal codes • Engagement in continuous, purposeful professional development • Desire to serve as an agent of change, seeking positive impact on teaching quality and student achievement As a result of the evaluation process, teachers and evaluators should focus on accelerating and continuing teacher growth through professional development. Professional development should be individualized to the needs of the teacher, and specifically relate to administrator will individually mark his/her areas assessment of refinement as identified each element in the teacher’s evaluationrubric boxes, noting the month and year that the assessment was made in the evaluation cycles. The evaluator should recommend professional development opportunitiesAfter marking the rubrics, and support the teacher by providing resources (e.g., time, financial)and administrator will individually complete the first two sections of the Analysis Worksheet. Collaborative Both the marked rubrics and the Analysis Worksheet will be used as a basis for the discussion and development of the IDP. . Teacher Evaluator _ Annual Focus These are addressed by School Year Date of Initial Conference Teacher’s Signature Administrator’s Signature Areas of strength based on the evaluator as appropriate for this teacher. Date Record dates when discussed assessment of the rubrics in the Standards Areas for Professional Growthsupports needed, resources, professional development Comments during conference with teacher and evaluator are made appropriate to growth based on the needs assessment of the teacher.rubrics in the Standards Goal areas based on this conference (completed during conference) Teacher Name Administrator Name Date Probationary Year The goal addresses the following domains of the district’s Framework for Professional Practice (check all that apply): □ Professional Knowledge □ Planning and Preparation □ Quality Instruction □ Continuous Assessment □ Classroom Environment □ Professionalism Goal 1 (define): Purpose of the goal (explain): Teacher responsibilities (list the action steps, expectations, strategies and activities that will assist toward achieving the goal – include timelines where applicable): Administrator responsibilities (list type[s] of support and activities that can be expected from the administrator): Evidence of accomplishment (artifacts, documents, videotape, data): What evidence will you submit to show what you have accomplished? When will you review your plan and make adjustments? The goal addresses the following domains of the district’s Framework for Professional Practice (check all that apply): □ Professional Knowledge □ Planning and Preparation □ Quality Instruction □ Continuous Assessment □ Classroom Environment □ Professionalism Goal 2 (define): Purpose of the goal (explain): Teacher responsibilities (list the action steps, expectations, strategies and activities that will assist toward achieving the goal – include timelines where applicable): Administrator responsibilities (list type[s] of support and activities that can be expected from the administrator): Evidence of accomplishment: What evidence will you submit to show what you have accomplished? When will you review your plan and make adjustments? The goal addresses the following domains of the district’s Framework for Professional Practice (check all that apply): □ Professional Knowledge □ Planning and Preparation □ Quality Instruction □ Continuous Assessment □ Classroom Environment □ Professionalism Goal 3 (define): Purpose of the Goal (explain): Teacher responsibilities (list the action steps, expectations, strategies and activities that will assist toward achieving the goal – include time lines where applicable): Administrator responsibilities (list type[s] of support and activities that can be expected from the administrator): Evidence of accomplishment: What evidence will you submit to show what you have accomplished? When will you review your plan and make adjustments? Mutually developed by: Teacher Signature Date Administrator Signature Date c: Personnel File, Employee, Administrator Teacher School Date of Observation (s) Area/Grade Probation 1 2 3 4 (circle year) Duration of Visit Outcome of Lesson Observed (observation must be 30 minutes or more) The domains, elements and rubrics of the district’s Standards for Professional Practice for Teachers are the basis for the following comments: Observations/Evidence: Domain 1: Professional Knowledge Domain 2: Planning and Preparation Domain 3: Quality Instruction Domain 4: Continuous Assessment Domain 5: Classroom Environment Domain 6: Professionalism Recommendations/Suggested Areas for Further Improvement: Administrator Signature Date of Conference c: Employee and Administrator Teacher Building Administrator School Year Probation 1 2 3 4 (circle year) for Track I Summarize the following areas:

Directions. Teachers This Scope of Work template is available online at ▇▇▇.▇▇▇▇.▇▇▇▇▇▇▇▇▇.▇▇▇▇.▇▇▇. Participants should record evidence complete the form online and submit it by clicking on the “submit form” button. All Scopes of Work are due October 22, 2010. In addition to indicate strengths and areas the budget totals on this form, LEAs will submit a more detailed budget in the CCIP. RACE TO THE TOP: ▇▇▇ ▇▇▇▇▇ OF WORK NARRATIVE: 4-6 PAGES RACE TO THE TOP VISION How will your LEA be different in 2014 as a result of your RttT strategy? What will be different for growth students; for teachers; for administrators? RACE TO THE TOP PRESSING ISSUES What are your LEA’s most pressing issues in each standard. Then, look across all of the standards holistically four assurance areas? Standards and identify two priorities Assessments Using Data to Impr ove Instruction Great Teachers and Leaders Turning Around the Lowest-Achieving Schools SUCCESS FACTORS AND POSSIBLE RISKS What people, processes and resources will you deploy to ensure your district is meeting its RttT commitments and improving student achievement? How will you engage stakeholders in Race to the Top? What are possible risks and how will you mitigate those risks? Transformation Team and Transparent Communication Commitments: • ▇▇▇▇ commit to creating a local Race to the Top Transformation Team • ▇▇▇▇ commit to developing a strategy of transparent communication to include, at a minimum, a monthly update in public to the local Board of Education LEA SCOPE OF WORK ACTIVITIES LEA ANNUAL PERFORMANCE MEASURE TARGETS SCHOOL YEARS 1-4: 2010-2014 [SUGGESTED ACTIVITIES] • Form a local Race to the Top Transformation Team with at least half of the team members being teachers • Ensure that team members provide oversight for local RttT efforts • Evaluate the upcoming year. Note these two priorities work of the team to determine if the team is fulfilling its purpose during years 2, 3 and 4 • Develop and implement a comprehensive RttT communication plan • Communicate to the community progress made toward meeting district RttT commitments • Provide an update on the progress of the RttT Scope of Work to the local board of education monthly with check marks joint presentations by the superintendent and union president SCHOOL YEARS 1-4: 2010-2014 [LEA SCOPE OF WORK ACTIVITIES] SCHOOL YEARS 1-4: 2010-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS] STATE PLAN SECTION: (B) (3) SUPPORTING THE TRANSITION TO ENHANCED STANDARDS AND HIGH-­‐QUALITY ASSESSMENTS Commitments: • ▇▇▇▇ commit to participating in professional development on the far-right column. APPENDIX B Name Date Standard 1: Students • Knowledge of how students learn and of student development • Understanding of what students know and are able to do • High expectations for all students • Respect for all students • Identification, instruction and intervention for special populations Standard 2: Content • Knowledge of content • Use of content-specific instructional strategies to teach concepts and skills • Knowledge of school and district curriculum priorities and Ohio new academic content standards and will contribute teacher and principal time to participate • Relationship of knowledge within ▇▇▇▇ commit to revising existing local curricula in order to align with new state standards LEA SCOPE OF WORK LEA ANNUAL PERFORMANCE MEASURE TARGETS SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES] • Become familiar with the discipline to other content areas new standards in English language arts, mathematics, science and social studies • Connection of content to life experiences and career Participate in professional development opportunities Standard 3: Assessment • Knowledge of assessment types • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Communication of results • Inclusion of student self-assessment and goal-setting Standard 4: Instruction • Alignment to school and district priorities and Ohio academic content on the new standards • Use of student information the curriculum models and the crosswalk documents to plan begin analyzing your current curriculum for needed changes 7 SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK ACTIVITIES] SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS] SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES] • Ensure all educators are familiar with the new standards in English language arts, mathematics, science and deliver instruction social studies • Communication of clear learning goals • Application of knowledge of how students learn to instructional design and delivery • Differentiation of instruction to support learning needs of all students • Use of activities to promote independence and problem-solving • Use of varied resources to support learner needs Standard 5: Learning Environment • Fair and equitable treatment of all students • Creation of a safe learning environment • Use of strategies to motivate students to work productively and assume responsibility for learning • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students Standard 6: Collaboration & Communication • Clear and effective communication • Shared responsibility with parents/caregivers to support student learning • Collaboration with other teachers, administrators, school and district staff • Collaboration with local community agencies Standard 7: Professional Responsibility and Growth • Understanding of and adherence to professional ethics, policies and legal codes • Engagement Participate in continuous, purposeful professional development on the standards, associated curriculum models and new assessments • Desire Conduct curriculum crosswalk activities in English language arts, mathematics, science and social studies at the district and building level to serve as an agent of changedetermine what changes are needed in local curricula • Participate in professional development and/or pilot project opportunities on formative assessments and performance-based assessments • If selected by ▇▇▇, seeking positive impact participate in field testing items for the expanded Kindergarten Readiness assessment SCHOOL YEAR 2: 2011-2012 [LEA SCOPE OF WORK ACTIVITIES] SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS] SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES] • Revise local curricula to align with new standards in English language arts, mathematics, science, and social studies • Participate in professional development on teaching quality curriculum supports and student achievement As a result instructional resources developed by the state through regional peer review process • Participate in training and pilot opportunities on formative assessments and performance-based assessments • Participate in professional development opportunities and online training for the new state assessments • If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness Assessment • Ensure all kindergarten teachers participate in training on the administration of the evaluation processexpanded Kindergarten Readiness Assessment. SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK ACTIVITIES] SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS] SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES] • Ensure all local curricula are aligned with new standards in English language arts, mathematics, science, and social studies • Ensure all teachers and evaluators should focus on accelerating and continuing teacher growth through professional development. Professional development should be individualized are teaching to the needs of the teacher, new standards and specifically relate to his/her areas of refinement as identified revised local curricula • Integrate formative assessments and performance tasks into course activities • Participate in the teacher’s evaluation. The evaluator should recommend professional development opportunities, and support online assessment training on the teacher by providing resources (e.g., time, financial). Collaborative Teacher Evaluator _ Annual Focus These are addressed by the evaluator as appropriate for this teacher. Date Record dates when discussed Areas for Professional Growthsupports needed, resources, new state assessments • Participate in professional development Comments during conference on formative assessment strategies and performance tasks • Ensure students engage in online practice testing for the new state assessments • Ensure all kindergarten teachers administer the expanded Kindergarten Readiness Assessment SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES] SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS ] STATE PLAN SECTION: (C) (3) USING DATA TO IMPROVE INSTRUCTION Commitments: • LEAs with teacher and evaluator are made appropriate a functioning instructional improvement system (as defined by Race to the needs Top) commit to its active use at the classroom level • LEAs without an instructional improvement system (as defined by Race to the Top) commit to adopt a qualifying system • LEAs commit to implementing a formative assessment program; LEAs without a current formative assessment program commit to collaboratively developing and implementing such a program with the state and other participating districts • ▇▇▇▇ commit to making instructional improvement system data available to researchers, consistent with the state’s broader research agenda • ▇▇▇▇ commit to partnering with institutions of the teacher.higher education to evaluate and implement innovative education models GoalS:

Directions. Teachers should record evidence to indicate strengths and areas for growth for each standard. Then, look across all of the standards holistically and identify two priorities for the upcoming year. Note these two priorities with check marks in the far-right column. APPENDIX B Name Date Standard 1: Students • Knowledge of how students learn and of student development • Understanding of what students know and are able to do • High expectations for all students • Respect for all students • Identification, instruction and intervention for special populations Standard 2: Content • Knowledge of content • Use of content-specific instructional strategies to teach concepts and skills • Knowledge of school and district curriculum priorities and Ohio academic content standards • Relationship of knowledge within the discipline to other content areas • Connection of content to life experiences and career opportunities Standard 3: Assessment • Knowledge of assessment types • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Communication of results • Inclusion of student self-assessment and goal-setting Standard 4: Instruction • Alignment to school and district priorities and Ohio academic content standards • Use of student information to plan and deliver instruction • Communication of clear learning goals • Application of knowledge of how students learn to instructional design and delivery • Differentiation of instruction to support learning needs of all students • Use of activities to promote independence and problem-solving • Use of varied resources to support learner needs Standard 5: Learning Environment • Fair and equitable treatment of all students • Creation of a safe learning environment • Use of strategies to motivate students to work productively and assume responsibility for learning • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students Standard 6: Collaboration & Communication Communicatio n • Clear and effective communication • Shared responsibility with parents/caregivers to support student learning • Collaboration with other teachers, administrators, school and district staff • Collaboration with local community agencies Standard 7: Professional Responsibility and Growth • Understanding of and adherence to professional ethics, policies and legal codes • Engagement in continuous, purposeful professional development • Desire to serve as an agent of change, seeking positive impact on teaching quality and student achievement As a result of the evaluation process, teachers and evaluators should focus on accelerating and continuing teacher growth through professional development. Professional development should be individualized to the needs of the teacher, and specifically relate to his/her areas of refinement as identified in the teacher’s evaluation. The evaluator should recommend professional development opportunities, and support the teacher by providing resources (e.g., time, financial). Collaborative Teacher Evaluator _ Annual Focus These are addressed by the evaluator as appropriate for this teacher. Date Record dates when discussed Areas for Professional Growthsupports needed, resources, professional development Comments during conference with teacher and evaluator are made appropriate to the needs of the teacher.

Directions. Teachers should record evidence to indicate strengths and areas for growth for each standard. Then, look across all of the standards holistically and identify two priorities for the upcoming year. Note these two priorities with check marks in the far-right column. APPENDIX B A.1a Name Date Standard 1: Students • Knowledge of how students learn and of student development • Understanding of what students know and are able to do • High expectations for all students • Respect for all students • Identification, instruction and intervention for special populations Standard 2: Content • Knowledge of content • Use of content-specific instructional strategies to teach concepts and skills • Knowledge of school and district curriculum priorities and Ohio academic content standards • Relationship of knowledge within the discipline to other content areas • Connection of content to life experiences and career opportunities Standard 3: Assessment • Knowledge of assessment types • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate, and modify instruction • Communication of results • Inclusion of student self-assessment and goal-setting Standard 4: Instruction • Alignment to school and district priorities and Ohio academic content standards • Use of student information to plan and deliver instruction • Communication of clear learning goals • Application of knowledge of how students learn to instructional design and delivery • Differentiation of instruction to support learning needs of all students • Use of activities to promote independence and problem-solving • Use of varied resources to support learner needs Standard 5: Learning Environment • Fair and equitable treatment of all students • Creation of a safe learning environment • Use of strategies to motivate students to work productively and assume responsibility for learning • Creation of learning situations for independent and collaborative work • Maintenance of an environment that is conducive to learning for all students Standard 6: Collaboration & Communication Communicatio n • Clear and effective communication • Shared responsibility with parents/caregivers to support student learning • Collaboration with other teachers, administrators, school and district staff • Collaboration with local community agencies Standard 7: Professional Responsibility and Growth • Understanding of and adherence to professional ethics, policies and legal codes • Engagement in continuous, purposeful professional development • Desire to serve as an agent of change, seeking positive impact on teaching quality and student achievement As a result of the evaluation process, teachers and evaluators should focus on accelerating and continuing teacher growth through professional development. Professional development should be individualized to the needs of the teacher, and specifically relate to his/her areas of refinement as identified in the teacher’s evaluation. The evaluator should recommend professional development opportunities, and support the teacher by providing resources (e.g., time, financial). Collaborative Teacher Evaluator _ Annual Focus These are addressed by the evaluator as appropriate for this teacher. Date Record dates when discussed Areas for Professional Growthsupports needed, resources, professional development Comments during conference with teacher and evaluator are made appropriate to the needs of the teacher.