Common use of Novice Educator Developing Educator Proficient Educator Distinguished Educator Clause in Contracts

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely engages in meaningful professional learning experiences or their professional development is not aligned with the needs of the individual, school or district. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is rarely done. □ The Educator engages in professional learning experiences on a limited basis. Their professional development may be aligned with the needs of the individual, school, or district. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is done but only general suggestions on how to improve are applied. □ The Educator seeks out opportunities for professional development to enhance their own knowledge base or pedagogy skills. Their professional development is aligned with individual, school, and district needs. □ The Educator relies on several forms of data to evaluate their teaching. Reflection is regularly done and a few specific suggestions on how to improve are applied. □ The Educator implements professional development to enhance their own knowledge base or pedagogy skills and makes a systematic effort to align their individual needs with the school and district needs. The Educator institutes their own professional development and at times will give presentations to colleagues. □ The Educator relies on multiple forms of data to evaluate their teaching. Reflection with colleagues is consistently done and specific suggestions are considered as ways to improve the lesson. Comments: What is Demonstrated? Sources of Evidence Engages in meaningful professional development Participates in and supports district professional development Participates in and supports district initiatives Share information gained from professional development with staff members Written evaluation of a professional learning experience Video recording of a lesson with feedback from a colleague or administrator Lesson plans show reflection on instruction and application to changes in practice Analyzing students’ formative and summative assessment data to see impact on student growth Professional development is aligned with goals Relies on variety of data to reflect on practice Professional portfolio Educator reflection Student assessment scores Student evaluations Parent surveys Videotapes of lessons Other Specify: Element 4: The Professional The effective Educator engages in ongoing professional learning and uses that knowledge to reflect and continually evaluate their practice. The knowledge gained is used to modify their practice to meet the needs of each student. Educators take an active role on the instructional team by giving and receiving feedback on their practice from all stakeholders (students, parents, colleagues, and administrators). Effective Educators work collaboratively with all groups to establish mutual expectations and goals for students. The professional Educator completes records in a timely and accurate manner. The professional Educator displays honesty and integrity in interactions with students, parents, colleagues, and the public.

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely engages in meaningful professional learning educator does not relate current interdisciplinary themes to core subjects. Learning experiences for students do not show the interaction between disciplines or their professional development is not aligned with the needs of the individual, school or districtcore subject areas. □ The Educator relies has developed a project that is based on one book knowledge and has no application to a real world problem. Students are expected to know or two forms of data to evaluate their teachingcomprehend the problem. Reflection No student work is rarely donedeveloped. □ The Educator engages in professional learning understands how their discipline relates to other disciplines but does not share that knowledge with students. Some conversations with students occur about this connection but no classroom activity is provided. Learning experiences on a limited basis. Their professional development may be aligned do not show any interconnection with the needs of the individual, school, or districtother disciplines and core subjects. □ The Educator relies has developed a project that can be based on one or two forms of data a real world issue. Students are not expected to use higher order cognitive thinking to resolve the problem. The Educator presents new ideas and asks students to evaluate their teachingthem. Reflection Student work is done but only general suggestions on how to improve are appliednot expected. □ The Educator seeks out opportunities attempts to show how current interdisciplinary themes connect to core subjects and sometimes develops meaningful learning experiences for professional development to enhance their own knowledge base or pedagogy skills. Their professional development is aligned with individual, school, and district needsstudents that show the connection. □ The Educator relies has developed a project that can be based on several forms of data a real world issue. Students may not have to use higher order cognitive thinking to resolve the problem. The Educator suggests that student evaluate their teachingwork but is not required. Reflection is regularly done The Educator suggests that students generate and a few specific suggestions on how to improve are appliedevaluate new ideas. Students work may be developed. □ The Educator implements professional development understands how current interdisciplinary themes connect to enhance their own knowledge base or pedagogy skills core subjects and makes a systematic effort to align their individual needs with the school and district needs. The Educator institutes their own professional development and at times will give presentations to colleagueshas woven that information into meaningful learning experiences for students. □ The Educator relies on multiple forms has developed a project that relates to a real-world issue. Students are required to use higher order cognitive thinking to resolve the project and evaluate the effectiveness of data their work. The Educator requires students to generate and evaluate their teachingnew ideas. Reflection with colleagues is consistently done and specific suggestions are considered as ways The Educator expects student work to improve the lessonbe developed. Comments: What is Demonstrated? Sources of Evidence Engages in meaningful professional development Participates in and supports district professional development Participates in and supports district initiatives Share information gained from professional development Interconnectivity with staff members Written evaluation of a professional learning experience Video recording of a lesson with feedback from a colleague or administrator other disciplines Lesson plans show reflection on instruction reflect a familiarity of wide range of pedagogical techniques Meet with other Educators of other disciplines for cross curricular projects Student projects reflect cross curricular involvement Co-curricular performances tied to subject area Engage learners in critical thinking and application problem solving Educator uses wait time to changes allow students to respond to questions All students are engaged in practice Analyzing students’ formative classroom discussions Student created videos Problem-solving based assignments with student responses Learning target or student objective is posted and summative assessment data communicated Portfolio of projects showing real world applications to see impact on student growth Professional development is aligned with goals Relies on variety topics Feedback from community members or panel judge Asks questions using higher levels of data cognitive thinking. The use of technology by students and teachers to reflect on practice Professional portfolio Educator reflection Student assessment scores Student evaluations Parent surveys Videotapes of lessons engage them Other Specify: Element 43: The Professional The effective Educator engages in ongoing professional learning and uses Instruction Effective Educators understand the need for planning instructional lessons that knowledge to reflect and continually evaluate their practice. The knowledge gained is used to modify their practice to meet the needs of each student. Educators take an active role on the instructional team by giving and receiving feedback on their practice from all stakeholders (studentsare developmentally appropriate, parents, colleaguesengaging, and administrators)challenging for students. Effective Educators work collaboratively with all groups use a variety of instructional methods and strategies to establish mutual expectations engage students in learning. They use multiple types of assessments to gauge students’ achievement and goals for students. The professional Educator completes records in a timely then use the student data to modify and accurate manner. The professional Educator displays honesty and integrity in interactions with students, parents, colleagues, and the publicimprove instruction.

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely engages in meaningful professional learning. The professional learning experiences or their professional development is not rarely aligned with the needs of the individualschool and/or district. □ The Educator sometimes engages in professional learning. The professional learning may be aligned with the needs of the school and/or district. □ The Educator regularly seeks professional learning to enhance his/her knowledge base or pedagogy skills. The professional learning is aligned with school and/or district needs. □ The Educator almost always seeks professional learning to enhance his/her knowledge base or pedagogy skills, and makes a systematic effort to align learning with school or districtand district needs. The Educator initiates individual professional learning and, at times, will give presentations to colleagues. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is rarely done. □ The Educator engages in professional learning experiences on a limited basis. Their professional development may be aligned with the needs of the individual, school, or districtutilized and new knowledge rarely applied. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is done sometimes utilized but only a few, general suggestions on how to improve are applied. □ The Educator seeks out opportunities for professional development to enhance their own knowledge base or pedagogy skills. Their professional development is aligned with individual, school, and district needs. □ The Educator regularly relies on several forms of data to evaluate their teaching. Reflection is regularly done utilized and a few few, specific suggestions on how concepts are applied to improve are appliedinstruction. □ The Educator implements professional development to enhance their own knowledge base or pedagogy skills and makes a systematic effort to align their individual needs with the school and district needs. The Educator institutes their own professional development and at times will give presentations to colleagues. □ The Educator almost always relies on multiple forms of data to evaluate their teaching. Reflection with colleagues is consistently done almost always utilized and specific suggestions are considered as ways applied to improve the lessoninstruction. Comments: What is Demonstrated? Sources Possible sources of Evidence evidence provided by the Educator, but not limited to: Engages in meaningful professional development Participates Participation in and supports district professional development Participates in and supports support of district initiatives Share information gained from professional development with staff members Written evaluation of a professional learning experience Video recording of a lesson teaching with feedback from a colleague or administrator Lesson plans show reflection on instruction and application to changes in practice Analyzing students’ formative and summative assessment data to see impact on student growth Professional development is aligned with goals Relies on variety of data to reflect on practice Professional portfolio Educator reflection Student assessment scores Student evaluations Parent surveys Videotapes of lessons Analyzing student formative and summative assessment data to see impact on student growth Other Specify: Element 4: The Professional The effective Educator engages in ongoing professional learning and uses that knowledge to reflect and continually evaluate their practice. The knowledge gained is used to modify their practice to meet the needs of each student. Educators take an active role on the instructional team by giving and receiving feedback on their practice from all stakeholders (students, parents, colleagues, and administrators). Effective Educators work collaboratively with all groups to establish mutual expectations and goals for students. The professional Educator completes records in a timely and accurate manner. The professional Educator displays honesty and integrity in interactions with students, parents, colleagues, and the public.:

Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely engages in meaningful professional learning. The professional learning experiences or their professional development is not rarely aligned with the needs of the individualschool and/or district. □ The Educator sometimes engages in professional learning. The professional learning may be aligned with the needs of the school and/or district. □ The Educator regularly seeks professional learning to enhance his/her knowledge base or pedagogy skills. The professional learning is aligned with school and/or district needs. □ The Educator almost always seeks professional learning to enhance his/her knowledge base or pedagogy skills, and makes a systematic effort to align learning with school or districtand district needs. The Educator initiates individual professional learning and, at times, will give presentations to colleagues. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is rarely done. □ The Educator engages in professional learning experiences on a limited basis. Their professional development may be aligned with the needs of the individual, school, or districtutilized and new knowledge rarely applied. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is done sometimes utilized but only a few, general suggestions on how to improve are applied. □ The Educator seeks out opportunities for professional development to enhance their own knowledge base or pedagogy skills. Their professional development is aligned with individual, school, and district needs. □ The Educator regularly relies on several forms of data to evaluate their teaching. Reflection is regularly done utilized and a few few, specific suggestions on how concepts are applied to improve are appliedinstruction. □ The Educator implements professional development to enhance their own knowledge base or pedagogy skills and makes a systematic effort to align their individual needs with the school and district needs. The Educator institutes their own professional development and at times will give presentations to colleagues. □ The Educator almost always relies on multiple forms of data to evaluate their teaching. Reflection with colleagues is consistently done almost always utilized and specific suggestions are considered as ways applied to improve the lessoninstruction. Comments: What is Demonstrated? Sources Possible sources of Evidence evidence provided by the Educator, but not limited to: Engages in meaningful professional development Participates Participation in and supports district professional development Participates in and supports support of district initiatives Share information gained from professional development with staff members Written evaluation of a professional learning experience Video recording of a lesson teaching with feedback from a colleague or administrator Lesson plans show reflection on instruction and application to changes in practice Analyzing students’ formative and summative assessment data to see impact on student growth Professional development is aligned with goals Relies on variety of data to reflect on practice Professional portfolio Educator reflection Student assessment scores Student evaluations Parent surveys Videotapes of lessons Other Analyzing student formative and summative assessment data to see impact on student growth Other: Specify: Element 4: The Professional The effective Educator engages in ongoing professional learning and uses that knowledge to reflect and continually evaluate their practice. The knowledge gained is used to modify their practice to meet the needs of each student. Educators take an active role on the instructional team by giving and receiving feedback on their practice from all stakeholders (students, parents, colleagues, and administrators). Effective Educators work collaboratively with all groups to establish mutual expectations and goals for students. The professional Educator completes records in a timely and accurate manner. The professional Educator displays honesty and integrity in interactions with students, parents, colleagues, and the public.: