Common use of Framework Clause in Contracts

Framework. The Teacher Evaluation Process is based upon the Xxxxxxxxx Framework for Teaching (2nd edition) which centers on four domains. DOMAIN 1: Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy Component 1b: Demonstrating Knowledge of Students Component 1c: Selecting Instructional Outcomes Component 1d: Demonstrating Knowledge of Resources Component 1e: Designing Coherent Instruction Component 1f: Designing Student Assessments DOMAIN 2: The Classroom Environment Component 2a: Creating an Environment of Respect and Rapport Component 2b: Establishing a Culture for Learning Component 2c: Managing Classroom Procedures Component 2d: Managing Student Behavior Component 2e: Organizing Physical Space DOMAIN 3: Instruction Component 3a: Communicating with Students Component 3b: Using Questioning and Discussion Techniques Component 3c: Engaging Students in Learning Component 3d: Using Assessment in Instruction Component 3e: Demonstrating Flexibility and Responsiveness DOMAIN 4: Professional Responsibilities Component 4a: Reflecting on Teaching Component 4b: Maintaining Accurate Records Component 4c: Communicating with Families Component 4d: Participating in a Professional Community Component 4e: Growing and Developing Professionally Component 4f: Showing Professionalism Performance Continuum The continuum ranges from describing teachers who are striving to master the rudiments of teaching to highly accomplished professionals who are able to share their expertise. ➢ Unsatisfactory - The teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area. ➢ Basic - The teacher appears to understand the concepts underlying the component and attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor) will enable the teacher to become proficient in this area ➢ Proficient - The teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level. ➢ Distinguished - Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. Evaluation Process Forms The District has created forms for use in the supervision and evaluation of staff. Evaluation forms and rubrics are included in the Teacher Evaluation Procedures. Evaluation resources will be available in the Evaluation Resources Google Drive Folder for teachers to access. A 2013 PDF copy of “Xxxxxxxxx Xxxxxxxxx’x Framework for Teaching” is available free online. xxxxx://xxx.xxx.xxxxx.xx.xx/wma/teachlearn/commoncore/xxxxxxxxx-2013-rubric-only.pdf Focus Teachers will be evaluated on their performance in all components of the Framework for teaching. Teachers will receive a copy of the rubrics for these domains and components at the beginning of the school year. During classroom observations, the administrator will be looking for evidence of the teacher’s performance level for each of the components in these identified domains. The administrators will rate the teacher’s performance in each component using the rubric from Frameworks. Specific evidence will be listed to validate the rating given. Pre-evaluation Communications The administrator will explain the evaluation process to the teachers at the beginning of the new evaluation cycle begins. A variety of communication methods will be utilized including faculty meeting discussions and training, one on one communications, e-mail, and written documents. The following topics are to be included in these communications: ● Review all domains of the Xxxxxxxxx’x Frameworks and all the associated components. ● Identification of examples of evidence that would support the ratings using the rubrics for each of the components. ● Teachers will be instructed in the procedures for up-loading evidence into the platform provided for evaluation. ● Discussion and identification of the assessment data that the teacher and school will be using to analyze growth and achievement. Decisions on the data sources used in the evaluation are made during Pre-Observation Communication. Classroom observations Observations will be conducted openly and with the full knowledge of the teacher. Each observation should be at least one (1) instructional period in length or for sufficient time to make an adequate performance judgment. Observations will vary in frequency to ensure the identified components for evaluation have been observed. All monitoring or observation of the performance of a teacher shall be conducted openly and with full knowledge of the teacher. Pre-observation Communication The administrator and teacher communicate prior to the observation regarding the observation. Either party may request a meeting The teacher and principal will: ● Review of the purpose for the observation ● Review the learning objectives and lesson plan associated with the classroom observation ● Discuss the needs of students in the class to be observed ● Clarify evidence expectations ● Schedule a date and time for the observation and schedule a date and time for the post observation conference.