Common use of Effective Teaching Practice Clause in Contracts

Effective Teaching Practice. ETP1a Relies primarily on lecture and seatwork as instructional strategies. ETP1b Begins to incorporate some active processing strategies. ETP1c Uses a wide variety of active processing strategies, including cooperative learning and questioning strategies designed to engage all students in learning. ETP1,2,3,4,5d In addition to being proficient, a staff member exceeding the standard is recognized by colleagues as a resource for others who are developing skill in the area of focus. This staff member demonstrates an ability to synthesize new knowledge about teaching with an existing understanding to further enhance expertise. The staff member exceeding the standard may also be involved in the following activities: mentoring colleagues, authoring district curriculum, participating in district level committees, teaching district in-service, speaking at community functions, presenting at conferences, teaching demonstration lessons. ETP2a Organizes instruction primarily for whole class grouping. ETP2b Occasionally uses flexible grouping. ETP2c Uses flexible groupings to deliver instruction and meet individual needs. ETP3a Teaches to a single intelligence. ETP3b Addresses a few of the multiple intelligences. ETP3c Teaches to multiple intelligences. ETP4a Unaware of thinking skills and behaviors. ETP4b Begins to use graphic organizers and other tools to teach thinking skills and behaviors. ETP4c Teaches thinking skills and behaviors using course content. ETP5a Does not address the learning needs of students with disabilities. ETP5b Begins to address the learning needs of students with disabilities. ETP5c Effectively addresses the learning needs of students with disabilities. ETP6a Uses haphazard learning activities, which are not motivating or suitable to students or instructional goals. Expectation for students are low. ETP6b Uses some learning activities that are motivating or suitable to students and instructional goals. Expectations for students are inconsistent. ETP6c Instructional goals and learning activities are engaging, motivating and convey high expectations for student achievement. The activities progress coherently. ETP6d Selects from a large repertoire of learning activities, which are highly engaging and relevant to students and to instructional goals. The activities progress coherently, and reflect recent professional research. Expectations for all students are consistently high. ETP7a Fails to effectively communicate course expectations and uses a grading system which lacks clarity, consistency, reasonableness and/or fairness. ETP7b Inconsistently communicates course expectations. Approach to grading is inconsistent. ETP7c Clearly communicates course expectations and uses a clear, consistent, reasonable and fair grading system. ETP7d In addition to being proficient, the staff member utilizes a grading system which promotes student self-reflection. ETP8a Fails to connect assessments to goals or to make assessment criteria and standards clear to students. ETP8b Connects some assessments to instructional goals. Sometimes communicates assessment criteria and standards to students. ETP8c Deliberately connects assessments to instructional goal and communicates assessment criteria and standards to students. ETP8d Crafts assessments which are completely congruent with instructional goals, both in content and process and communicates clearly. ETP9a Keeps disorganized records. ETP9b Keep rudimentary and partially effective record. ETP9c Keeps system for maintaining accurate and timely records (tracking assignments, attendance, achievement, etc.) ETP9d Uses an effective system for maintaining information/records and encourages students to contribute information and interpret records. ETP10a Does not use technology to improve instruction. ETP10b Begins to use technology to improve instruction. ETP10c Incorporates available technology to improve instruction. ETP10d Actively investigates/ develops and incorporates new technology. ETP11a Gives up or blames the student or the environment for the student's lack of success. Does not explore alternative strategies. ETP11b Accepts responsibility for the success of students but has only a limited repertoire of instructional strategies to use. ETP11c Persists in seeking approaches for students who have difficulty learning and possesses a moderate repertoire of strategies. ETP11d Persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school. ETP12a Instruction does not demonstrate sensitivity to students' culture, gender & developmental level. ETP12b Instruction begins to dem- onstrate sensitivity to students' cul-ure, gender and developmental level. ETP12c Instruction demonstrates sensitivity to students' culture, gender and developmental level. ETP12d A multi-cultural focus is effectively integrated in all instruction.

Effective Teaching Practice. ETP1a Relies primarily on lecture and seatwork as instructional strategies. ETP1b Begins to incorporate some active processing strategies. ETP1c Uses a wide variety of active processing strategies, including cooperative learning and questioning strategies designed to engage all students in learning. ETP1,2,3,4,5d In addition to being proficient, a staff member exceeding the standard is recognized by colleagues as a resource for others who are developing skill in the area of focus. This staff member demonstrates demon- strates an ability to synthesize new knowledge about teaching with an existing understanding to further enhance expertise. The staff member exceeding the standard may also be involved in the following activities: mentoring colleagues, authoring district curriculum, participating in district level committees, teaching district in-serviceinservice, speaking at community functions, presenting at conferences, teaching demonstration lessons. ETP2a Organizes instruction primarily for whole class grouping. ETP2b Occasionally uses flexible grouping. ETP2c Uses flexible groupings to deliver instruction and meet individual needs. ETP3a Teaches to a single intelligence. ETP3b Addresses a few of the multiple intelligences. ETP3c Teaches to multiple intelligences. ETP4a Unaware of thinking skills and behaviors. ETP4b Begins to use graphic organizers and other tools to teach thinking skills and behaviors. ETP4c Teaches thinking skills and behaviors using course content. ETP5a Does not address the learning needs of students with disabilities. ETP5b Begins to address the learning needs of students with disabilities. ETP5c Effectively addresses the learning needs of students with disabilities. ETP6a Uses haphazard learning activities, which are not motivating or suitable to students or instructional goals. Expectation for students are low. ETP6b Uses some learning activities that are motivating or suitable to students and instructional goals. Expectations for students are inconsistent. ETP6c Instructional goals and learning activities are engaging, motivating and convey high expectations for student achievement. The activities progress coherently. ETP6d Selects from a large repertoire of learning activities, which are highly engaging and relevant to students and to instructional goals. The activities progress coherently, and reflect recent professional research. Expectations for all students are consistently high. ETP7a Fails to effectively communicate course expectations and uses a grading system which lacks clarity, consistency, reasonableness and/or fairness. ETP7b Inconsistently communicates course expectations. Approach to grading is inconsistent. ETP7c Clearly communicates course expectations and uses a clear, consistent, reasonable and fair grading system. ETP7d In addition to being proficient, the staff member utilizes a grading system which promotes student self-self reflection. ETP8a Fails to connect assessments to goals or to make assessment criteria and standards clear to students. ETP8b Connects some assessments to instructional goals. Sometimes communicates assessment criteria and standards to students. ETP8c Deliberately connects assessments to instructional goal and communicates assessment criteria and standards to students. ETP8d Crafts assessments which are completely congruent with instructional goals, both in content and process and communicates clearly. ETP9a Keeps disorganized records. ETP9b Keep rudimentary and partially effective record. ETP9c Keeps system for maintaining accurate and timely records (tracking assignments, attendance, achievement, etc.) ETP9d Uses an effective system for maintaining information/records and encourages students to contribute information and interpret records. ETP10a Does not use technology to improve instruction. ETP10b Begins to use technology to improve instruction. ETP10c Incorporates available technology to improve instruction. ETP10d Actively investigates/ develops and incorporates new technology. ETP11a Gives up or blames the student or the environment for the student's lack of success. Does not explore alternative strategies. ETP11b Accepts responsibility for the success of students but has only a limited repertoire of instructional strategies to use. ETP11c Persists in seeking approaches for students who have difficulty learning and possesses a moderate repertoire of strategies. ETP11d Persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school. ETP12a Instruction does not demonstrate dem- onstrate sensitivity to students' culture, gender & developmental level. ETP12b Instruction begins to dem- onstrate sensitivity to students' cul-cul- ure, gender and developmental level. ETP12c Instruction demonstrates sensitivity to students' culture, gender and developmental level. ETP12d A multi-cultural focus is effectively integrated in all instruction.

Effective Teaching Practice. ETP1a Relies primarily on lecture and seatwork as instructional strategies. ETP1b Begins to incorporate some active processing strategies. ETP1c Uses a wide variety of active processing strategies, including cooperative learning and questioning strategies designed to engage all students in learning. ETP1,2,3,4,5d In addition to being proficient, a staff member exceeding the standard is recognized by colleagues as a resource for others who are developing skill in the area of focus. This staff member demonstrates an ability to synthesize new knowledge about teaching with an existing understanding to further enhance expertise. The staff member exceeding the standard may also be involved in the following activities: mentoring colleagues, authoring district curriculum, participating in district level committees, teaching district in-serviceinservice, speaking at community functions, presenting at conferences, teaching demonstration lessons. lessons ETP2a Organizes instruction primarily for whole class grouping. ETP2b Occasionally uses flexible grouping. ETP2c Uses flexible groupings to deliver instruction and meet individual needs. ETP3a Teaches to a single intelligence. ETP3b Addresses a few of the multiple intelligences. ETP3c Teaches to multiple intelligences. ETP4a Unaware of thinking skills and behaviors. ETP4b Begins to use graphic organizers and other tools to teach thinking skills and behaviors. ETP4c Teaches thinking skills and behaviors using course content. ETP5a Does not address the learning needs of students with disabilities. ETP5b Begins to address the learning needs of students with disabilities. ETP5c Effectively addresses the learning needs of students with disabilities. ETP6a Uses haphazard learning activities, which are not motivating or suitable to students or instructional goals. Expectation for students are low. ETP6b Uses some learning activities that are motivating or suitable to students and instructional goals. Expectations for students are inconsistent. ETP6c Instructional goals and learning activities are engaging, motivating and convey high expectations for student achievement. The activities progress coherently. ETP6d Selects from a large repertoire of learning activities, which are highly engaging and relevant to students and to instructional goals. The activities progress coherently, and reflect recent professional research. Expectations for all students are consistently high. ETP7a Fails to effectively communicate course expectations and uses a grading system which lacks clarity, consistency, reasonableness and/or fairness. ETP7b Inconsistently communicates course expectations. Approach to grading is inconsistent. ETP7c Clearly communicates course expectations and uses a clear, consistent, reasonable and fair grading system. ETP7d In addition to being proficient, the staff member utilizes a grading system which promotes student self-self reflection. ETP8a Fails to connect assessments to goals or to make assessment criteria and standards clear to students. ETP8b Connects some assessments to instructional goals. Sometimes communicates assessment criteria and standards to students. ETP8c Deliberately connects assessments to instructional goal and communicates assessment criteria and standards to students. ETP8d Crafts assessments which are completely congruent with instructional goals, both in content and process and communicates clearly. ETP9a Keeps disorganized records. ETP9b Keep rudimentary and partially effective record. ETP9c Keeps system for maintaining accurate and timely records (tracking assignments, attendance, achievement, etc.) ETP9d Uses an effective system for maintaining information/records and encourages students to contribute information and interpret records. ETP10a Does not use technology to improve instruction. ETP10b Begins to use technology to improve instruction. ETP10c Incorporates available technology to improve instruction. ETP10d Actively investigates/ develops and incorporates new technology. ETP11a Gives up or blames the student or the environment for the student's lack of success. Does not explore alternative strategies. ETP11b Accepts responsibility for the success of students but has only a limited repertoire of instructional strategies to use. ETP11c Persists in seeking approaches for students who have difficulty learning and possesses a moderate repertoire of strategies. ETP11d Persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school. ETP12a Instruction does not demonstrate sensitivity to students' culture, gender & developmental level. ETP12b Instruction begins to dem- onstrate de- monstrate sensitivity to students' cul-ure, gender and developmental level. cul- ETP12c Instruction demonstrates sensitivity to students' culture, gender and developmental level. ETP12d A multi-cultural focus is effectively integrated in all culture, gender & developmental level. ure, gender and developmental level. gender and developmental level. instruction.