Remediation Plan. Within 30 school days after the completion of a summative evaluation rating a tenured teacher “Unsatisfactory,” the District shall commence and develop a Remediation Plan designed to correct the deficiencies noted, provided the deficiencies are deemed remediable. The Remediation Plan shall call for 90 school days of classroom remediation. Participants in the remediation plan shall include, but not be limited to, the tenured teacher rated “Unsatisfactory”, an evaluator and a teaching coach (as defined above) selected by the evaluator of the teacher who was rated unsatisfactory. In the event there are no teachers available in the District who meet the criteria for a teaching coach, the District shall request the name of an individual who meets the criteria from another school district. Further, the Union and the District must mutually agree upon teaching coach selection. The evaluator shall develop the remediation plan with the participation of the teaching coach, but the final decision as to the evaluation shall be done solely by the evaluator, unless an applicable collective bargaining agreement provides to the contrary. The teaching coach shall provide advice to the teacher rated “Unsatisfactory” on how to improve teaching skills and successfully complete the remediation plan. The teacher under remediation must be evaluated at least at the mid-point (45 days) and the conclusion of the remediation period (90 days). Each evaluation shall assess the teacher’s performance during the time period since the prior evaluation; provided that the last evaluation shall also include an overall evaluation of the teacher’s performance during the remediation period. A written copy of the evaluations and ratings, in which any deficiencies in performance and recommendations for correction are identified, shall be provided to and discussed with the teacher within 10 school days after the date of the evaluation. The Board shall not lose jurisdiction to dismiss a teacher in the event the evaluation is not issued within 10 days after the conclusion of the remediation period. Evaluations at the conclusion of the remediation process shall be separate and distinct from the required evaluations of teachers and shall not be subject to the guidelines and procedures relating to those annual evaluations. The evaluator may, but is not required to use the forms provided for the annual evaluation of teacher’s in this Certified Teacher Evaluation System. If the teacher completes the remediation plan with a rating equal to or better than “Proficient,” then, in the following school year, he or she shall be evaluated at least once in the school year following the receipt of the “Unsatisfactory” rating. If the teacher fails to complete the remediation plan with a rating equal to or better than “Proficient,” then he or she shall be dismissed in accordance with Section 24-12 of the School Code. In the event of a dismissal, both the District and the teacher who was under remediation are precluded from compelling the testimony of the teaching coach at the dismissal hearing, either as to the rating process or for opinions of the performances of the teacher who was under remediation. Failure to strictly comply with the time requirements set forth under this Section, or in the School Code, shall not invalidate the results of the remediation plan. Additionally, nothing shall prevent the Board from immediately dismissing a teacher for deficiencies which are deemed irremediable or for actions which are injurious to or endanger the health or person of students in the classroom or in the school. The qualified teaching coach shall: be an educational employee as defined in the Illinois Education Labor Relations Act; have received a rating of “Excellent” on his/her most recent evaluation; have a minimum of five years experience in teaching; and have reasonable familiarity with assignment of the teacher being evaluated. If for any reason the teaching coach is unable to function in that position, the Superintendent or designee shall promptly select a substitute teaching coach in the same manner as the initial teaching coach was selected. The Remediation Plan shall continue in full force and effect except that it shall be amended by the substitution of the new consulting staff member. The teaching coach shall participate in the development of the Remediation Plan, but the final decision as to the structure and content of the plan as well as the evaluations shall be made by the appropriate administrator. The teaching coach shall advise the teacher under remediation as to how to improve his/her skills and successfully complete the Remediation Plan. The teaching coach shall be informed of the results of the mid-point evaluation in order to continue to provide assistance to the teacher under a remediation plan. A substitute teacher shall be provided for the consulting teacher in order to perform his or her teaching duties, and the consulting teacher shall have no loss of pay or stipends because of this duty. Compensation for any additional time (beyond the regular school day) for this teaching coach assignment shall be paid at the hourly stipend rate as defined in the collective bargaining agreement. In the event a tenured certified staff member is honorably dismissed prior to the completion of the Remediation Plan, or prior to or during the next evaluation cycle, the District shall be under no obligation to continue with any procedures outlined hereunder. If a teacher in a contractual continued service successfully completes a remediation plan following a rating of “Unsatisfactory” and receives a subsequent rating of “Unsatisfactory” in any of the teacher’s annual or biannual overall performance evaluation ratings during the 36-month period following the teacher’s completion of the remediation plan, then the school district may forego remediation and seek dismissal in accordance with the subsection (d) of Section 21-12 or Section 34-84 of Illinois School Code 105 5/24A-5. Teacher: Subject: Grade Level(s): Dates: Observer: Domain 1 Planning and Preparation Domain 4 Professional Responsibilities Domain 2 Classroom Environment Domain 3 Instruction 1a- Demonstrating Knowledge of Content and Pedagogy 1b- Demonstrate Knowledge of Students 1c – Setting Instructional Outcomes 1d-Demonstrating Knowledge of Resources 1e-Designing Coherent Instruction 1f-Designing Student Assessments 4a-Reflection on Teaching 4b.-Maintaining Accurate Records 4c-Communcating with Families 4d-Participating in a Professional Community 4e-Growing and Developing Professionally 4f-Showing Professionalism 2a-Creating an Environment of Respect and Rapport 2b-Establishing a Culture for Learning 2c-Managing Classroom Procedures 2d-Mangaging Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Using Questioning and Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Instruction 3e-Demonstrating Flexibility and Responsiveness Demonstrating Knowledge of Students (1b) • Briefly describe your students, including those with special needs. How do you plan to teach to each student’s level of understanding? Demonstrating Knowledge of Resources (1b) • When preparing this lesson, what resources did you use? (materials, collaboration, etc) Designing Coherent Instruction (1e) • How does this learning “fit” into the sequence for this class? (ex. Introducing the topic, mastering, etc) Assessment (Domain 1 and 3) • How will you know whether the students have learned what you intend? (formal and/or informal) Student Learning (Domains 2 and 3) • How will you engage students in the learning? Is objective clear to students? What will you do? What will the students be doing? Will the students work in groups/individually/large group? Bring any materials to the pre-observation conversation. The self-assessment tool is designed to help you reflect on your formal observation in each of the Four Domains. Evaluate yourself as honestly as possible on each element. Refer to the Levels of Performance charts in the formal observation document to refresh your understanding of each element. Remember, this tool is for your use in determining or reflecting on your goal(s), and is to be used to facilitate discussion with the administrator conducting your evaluation.
Appears in 1 contract
Sources: Collective Bargaining Agreement
Remediation Plan. Within 30 school days If notified by the Commonwealth pursuant to section 5.4(b), the Operator must prepare a draft remediation plan and submit that draft plan to the Commonwealth for approval within 10 Business Days after receipt of that request. A draft remediation plan prepared by the completion Operator under section 5.5(a) must include the following information: how and the timeframe within which the Operator will address the Significant Event in the context of a summative evaluation rating a tenured teacher “Unsatisfactory,” this Agreement and the District shall commence and develop a Remediation Plan designed to correct Project, including confirmation that the deficiencies noted, provided the deficiencies are deemed remediable. The Remediation Plan shall call for 90 school days implementation of classroom remediation. Participants in the remediation plan shall includewill not in any way impact this Agreement or the Project or compliance by the Operator with its other obligations under this Agreement or otherwise at Law; how the Operator will ensure events or circumstances similar to the Significant Event do not occur again; and any other matter reasonably requested by the Commonwealth. The Commonwealth must review the draft remediation plan and may: approve the draft remediation plan; notify the Operator of the details of any changes that the Commonwealth considers are reasonably required to the draft remediation plan; or reject the draft remediation plan if the Commonwealth, but not be limited toacting reasonably, considers that the draft remediation plan is unsatisfactory having regard to the nature of the Significant Event and the likelihood that the draft remediation plan could address the matters raised by the Significant Event. If this applies, the tenured teacher rated “Unsatisfactory”Commonwealth will notify the Operator in writing of that fact, an evaluator and that the failure to provide a teaching coach (as defined above) selected satisfactory remediation plan will be considered to be a breach of this section 5.5, including for the purposes of clause 27.2 in which case the Commonwealth may terminate this Agreement in accordance with clause 27.2. The Operator must make any changes to the draft remediation plan reasonably requested by the evaluator of Commonwealth and resubmit the teacher who was rated unsatisfactory. In the event there are no teachers available in the District who meet the criteria for a teaching coach, the District shall request the name of an individual who meets the criteria from another school district. Further, the Union and the District must mutually agree upon teaching coach selection. The evaluator shall develop the draft remediation plan with the participation of the teaching coach, but the final decision as to the evaluation shall be done solely Commonwealth for approval within 3 Business Days after the request unless otherwise agreed in writing by the evaluator, unless an applicable collective bargaining agreement provides Commonwealth. This section 5.5(d) will also apply to the contrary. The teaching coach shall provide advice to the teacher rated “Unsatisfactory” on how to improve teaching skills and successfully complete the any resubmitted draft remediation plan. The teacher under Commonwealth must review the draft resubmitted remediation must be evaluated at least at plan and may: approve the mid-point (45 days) draft remediation plan; notify the Operator of the details of any changes that the Commonwealth considers are reasonably required to the draft remediation plan; or reject the draft remediation plan if the Commonwealth, acting reasonably, considers that the draft remediation plan is unsatisfactory having regard to the nature of the Significant Event and the conclusion of the remediation period (90 days). Each evaluation shall assess the teacher’s performance during the time period since the prior evaluation; provided likelihood that the last evaluation shall also include an overall evaluation draft remediation plan could address the matters raised by the Significant Event. If this applies, the Commonwealth will notify the Operator in writing of that fact, and that the teacher’s performance during failure to provide a satisfactory remediation plan will be considered to be a breach of this section 5.5, including for the remediation period. A written copy purposes of the evaluations and ratings, clause 27.2 in which any deficiencies in performance and recommendations for correction are identified, shall be provided to and discussed with case the teacher within 10 school days after the date of the evaluation. The Board shall not lose jurisdiction to dismiss a teacher in the event the evaluation is not issued within 10 days after the conclusion of the remediation period. Evaluations at the conclusion of the remediation process shall be separate and distinct from the required evaluations of teachers and shall not be subject to the guidelines and procedures relating to those annual evaluations. The evaluator may, but is not required to use the forms provided for the annual evaluation of teacher’s in Commonwealth may terminate this Certified Teacher Evaluation System. If the teacher completes the remediation plan with a rating equal to or better than “Proficient,” then, in the following school year, he or she shall be evaluated at least once in the school year following the receipt of the “Unsatisfactory” rating. If the teacher fails to complete the remediation plan with a rating equal to or better than “Proficient,” then he or she shall be dismissed Agreement in accordance with Section 24-12 of clause 27.2. Without limiting its other obligations under this Agreement, the School Code. In the event of a dismissal, both the District and the teacher who was under remediation are precluded from compelling the testimony of the teaching coach at the dismissal hearing, either as to the rating process or for opinions of the performances of the teacher who was under remediation. Failure to strictly Operator must comply with the time requirements set forth under this Section, or in the School Code, shall not invalidate the results of the approved remediation plan. Additionally, nothing shall prevent The Operator must provide reports and other information about the Board from immediately dismissing a teacher for deficiencies which are deemed irremediable or for actions which are injurious to or endanger Operator's progress in implementing the health or person of students in the classroom or in the school. The qualified teaching coach shall: be an educational employee approved remediation plan as defined in the Illinois Education Labor Relations Act; have received a rating of “Excellent” on his/her most recent evaluation; have a minimum of five years experience in teaching; and have reasonable familiarity with assignment of the teacher being evaluated. If for any reason the teaching coach is unable to function in that position, the Superintendent or designee shall promptly select a substitute teaching coach in the same manner as the initial teaching coach was selected. The Remediation Plan shall continue in full force and effect except that it shall be amended reasonably requested by the substitution of Commonwealth and within the new consulting staff member. The teaching coach shall participate in the development of the Remediation Plan, but the final decision as to the structure and content of the plan as well as the evaluations shall be made time reasonably requested by the appropriate administrator. The teaching coach shall advise the teacher under remediation as to how to improve his/her skills and successfully complete the Remediation Plan. The teaching coach shall be informed of the results of the mid-point evaluation in order to continue to provide assistance to the teacher under a remediation planCommonwealth. A substitute teacher shall failure by the Operator to comply with its obligations under this section 5 will be provided a failure to comply in a material respect with an obligation under this Agreement for the consulting teacher in order to perform his or her teaching duties, and the consulting teacher shall have no loss purposes of pay or stipends because of this duty. Compensation for any additional time (beyond the regular school day) for this teaching coach assignment shall be paid at the hourly stipend rate as defined in the collective bargaining agreement. In the event a tenured certified staff member is honorably dismissed prior to the completion of the Remediation Plan, or prior to or during the next evaluation cycle, the District shall be under no obligation to continue with any procedures outlined hereunder. If a teacher in a contractual continued service successfully completes a remediation plan following a rating of “Unsatisfactory” and receives a subsequent rating of “Unsatisfactory” in any of the teacher’s annual or biannual overall performance evaluation ratings during the 36-month period following the teacher’s completion of the remediation plan, then the school district may forego remediation and seek dismissal in accordance with the subsection (d) of Section 21-12 or Section 34-84 of Illinois School Code 105 5/24A-5. Teacher: Subject: Grade Level(s): Dates: Observer: Domain 1 Planning and Preparation Domain 4 Professional Responsibilities Domain 2 Classroom Environment Domain 3 Instruction 1a- Demonstrating Knowledge of Content and Pedagogy 1b- Demonstrate Knowledge of Students 1c – Setting Instructional Outcomes 1d-Demonstrating Knowledge of Resources 1e-Designing Coherent Instruction 1f-Designing Student Assessments 4a-Reflection on Teaching 4b.-Maintaining Accurate Records 4c-Communcating with Families 4d-Participating in a Professional Community 4e-Growing and Developing Professionally 4f-Showing Professionalism 2a-Creating an Environment of Respect and Rapport 2b-Establishing a Culture for Learning 2c-Managing Classroom Procedures 2d-Mangaging Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Using Questioning and Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Instruction 3e-Demonstrating Flexibility and Responsiveness Demonstrating Knowledge of Students (1b) • Briefly describe your students, including those with special needs. How do you plan to teach to each student’s level of understanding? Demonstrating Knowledge of Resources (1b) • When preparing this lesson, what resources did you use? (materials, collaboration, etc) Designing Coherent Instruction (1e) • How does this learning “fit” into the sequence for this class? (ex. Introducing the topic, mastering, etc) Assessment (Domain 1 and 3) • How will you know whether the students have learned what you intend? (formal and/or informal) Student Learning (Domains 2 and 3) • How will you engage students in the learning? Is objective clear to students? What will you do? What will the students be doing? Will the students work in groups/individually/large group? Bring any materials to the pre-observation conversation. The self-assessment tool is designed to help you reflect on your formal observation in each of the Four Domains. Evaluate yourself as honestly as possible on each element. Refer to the Levels of Performance charts in the formal observation document to refresh your understanding of each element. Remember, this tool is for your use in determining or reflecting on your goal(s), and is to be used to facilitate discussion with the administrator conducting your evaluationclause 27.2.
Appears in 1 contract
Sources: Capacity Investment Scheme Agreement
Remediation Plan. Within 30 school days after the completion of a summative evaluation rating a tenured teacher “Unsatisfactory,” the District shall commence and develop a Remediation Plan designed to correct the deficiencies noted, provided the deficiencies are deemed remediable. The Remediation Plan shall call for 90 school days of classroom remediation. Participants in the remediation plan shall include, but not be limited to, the tenured teacher rated “Unsatisfactory”, an evaluator and a teaching coach (as defined above) selected by the evaluator of the teacher who was rated unsatisfactory. In the event there are no teachers available in the District who meet the criteria for a teaching coach, the District shall request the name of an individual who meets the criteria from another school district. Further, the Union and the District must mutually agree upon teaching coach selection. The evaluator shall develop the remediation plan with the participation of the teaching coach, but the final decision as to the evaluation shall be done solely by the evaluator, unless an applicable collective bargaining agreement provides to the contrary. The teaching coach shall provide advice to the teacher rated “Unsatisfactory” on how to improve teaching skills and successfully complete the remediation plan. The teacher under remediation must be evaluated at least at the mid-point (45 days) and the conclusion of the remediation period (90 days). Each evaluation shall assess the teacher’s performance during the time period since the prior evaluation; provided that the last evaluation shall also include an overall evaluation of the teacher’s performance during the remediation period. A written copy of the evaluations and ratings, in which any deficiencies in performance and recommendations for correction are identified, shall be provided to and discussed with the teacher within 10 school days after the date of the evaluation. The Board shall not lose jurisdiction to dismiss a teacher in the event the evaluation is not issued within 10 days after the conclusion of the remediation period. Evaluations at the conclusion of the remediation process shall be separate and distinct from the required evaluations of teachers and shall not be subject to the guidelines and procedures relating to those annual evaluations. The evaluator may, but is not required to use the forms provided for the annual evaluation of teacher’s in this Certified Teacher Evaluation System. If the teacher completes the remediation plan with a rating equal to or better than “Proficient,” then, in the following school year, he or she shall be evaluated at least once in the school year following the receipt of the “Unsatisfactory” rating. If the teacher fails to complete the remediation plan with a rating equal to or better than “Proficient,” then he or she shall be dismissed in accordance with Section 24-12 of the School Code. In the event of a dismissal, both the District and the teacher who was under remediation are precluded from compelling the testimony of the teaching coach at the dismissal hearing, either as to the rating process or for opinions of the performances of the teacher who was under remediation. Failure to strictly comply with the time requirements set forth under this Section, or in the School Code, shall not invalidate the results of the remediation plan. Additionally, nothing shall prevent the Board from immediately dismissing a teacher for deficiencies which are deemed irremediable or for actions which are injurious to or endanger the health or person of students in the classroom or in the school. The qualified teaching coach shall: be an educational employee as defined in the Illinois Education Labor Relations Act; have received a rating of “Excellent” on his/her most recent evaluation; have a minimum of five years experience in teaching; and have reasonable familiarity with assignment of the teacher being evaluated. If for any reason the teaching coach is unable to function in that position, the Superintendent or designee shall promptly select a substitute teaching coach in the same manner as the initial teaching coach was selected. The Remediation Plan shall continue in full force and effect except that it shall be amended by the substitution of the new consulting staff member. The teaching coach shall participate in the development of the Remediation Plan, but the final decision as to the structure and content of the plan as well as the evaluations shall be made by the appropriate administrator. The teaching coach shall advise the teacher under remediation as to how to improve his/her skills and successfully complete the Remediation Plan. The teaching coach shall be informed of the results of the mid-point evaluation in order to continue to provide assistance to the teacher under a remediation plan. A substitute teacher shall be provided for the consulting teacher in order to perform his or her teaching duties, and the consulting teacher shall have no loss of pay or stipends because of this duty. Compensation for any additional time (beyond the regular school day) for this teaching coach assignment shall be paid at the hourly stipend rate as defined in the collective bargaining agreement. In the event a tenured certified staff member is honorably dismissed prior to the completion of the Remediation Plan, or prior to or during the next evaluation cycle, the District shall be under no obligation to continue with any procedures outlined hereunder. If a teacher in a contractual continued service successfully completes a remediation plan following a rating of “Unsatisfactory” and receives a subsequent rating of “Unsatisfactory” in any of the teacher’s annual or biannual overall performance evaluation ratings during the 36-month period following the teacher’s completion of the remediation plan, then the school district may forego remediation and seek dismissal in accordance with the subsection (d) of Section 21-12 or Section 34-84 of Illinois School Code 105 5/24A-5. Teacher: Subject: Grade Level(s): Dates: Observer: Domain 1 Planning and Preparation Domain 4 Professional Responsibilities Domain 2 Classroom Environment Domain 3 Instruction 1a- Demonstrating Knowledge of Content and Pedagogy 1b- Demonstrate Knowledge of Students 1c – Setting Instructional Outcomes 1d-Demonstrating Knowledge of Resources 1e-Designing Coherent Instruction 1f-Designing Student Assessments 4a-Reflection on Teaching 4b.-Maintaining Accurate Records 4c-Communcating with Families 4d-Participating in a Professional Community 4e-Growing and Developing Professionally 4f-Showing Professionalism 2a-Creating an Environment of Respect and Rapport 2b-Establishing a Culture for Learning 2c-Managing Classroom Procedures 2d-Mangaging Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Using Questioning and Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Instruction 3e-Demonstrating Flexibility and Responsiveness Demonstrating Knowledge of Students (1b) • Briefly describe your students, including those with special needs. How do you plan to teach to each student’s level of understanding? Demonstrating Knowledge of Resources (1b) • When preparing this lesson, what resources did you use? (materials, collaboration, etc) Designing Coherent Instruction (1e) • How does this learning “fit” into the sequence for this class? (ex. Introducing the topic, mastering, etc) Assessment (Domain 1 and 3) • How will you know whether the students have learned what you intend? (formal and/or informal) Student Learning (Domains 2 and 3) • How will you engage students in the learning? Is objective clear to students? What will you do? What will the students be doing? Will the students work in groups/individually/large group? Bring any materials to the pre-observation conversation. Teacher: Click here to enter text. School: Choose an item. Grade Level(s): Click here to enter text.. Subject(s): Click here to enter text. Evaluator: Click here to enter text. Date: Click here to enter a date. 1a Demonstrating Knowledge of Content and Pedagogy • Knowledge of content and the structure of the discipline • Knowledge of prerequisite relationships • Knowledge of content-related pedagogy In planning and practice, the teacher makes content errors or does not correct errors made by students. The selfteacher displays little understanding of prerequisite knowledge important to student learning of the content. The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. The teacher displays solid knowledge of the important concepts in the discipline and how those relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject. The teacher displays extensive knowledge of the important concepts in the discipline and how these relate to both one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions. 1b Demonstrating Knowledge of Students • Knowledge of child and adolescent development • Knowledge of learning process • Knowledge of students’ skills, knowledge, and language proficiency • Knowledge of students’ interests and cultural heritage • Knowledge of students’ special needs The teacher displays minimal understanding of how students learn-assessment tool and little knowledge of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages- and does not indicate that such knowledge is valuable. The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages, yet may apply this knowledge not to individual students but to the class as a whole. The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual students’ varied approaches to learning, knowledge and skill, special needs and interests and cultural heritages. cultural heritages. 1c Setting Instructional Outcomes • Value, sequence, and alignment • Clarity • Balance • Suitability for diverse learners The outcomes represent low expectations for students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes based on global assessments of student learning, are suitable for most of the students in the class. Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students. All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students. 1d Demonstrating Knowledge of Resources • Resources for classroom use • Resources to extend content knowledge and pedagogy • Resources for students The teacher is unaware of resources to assist student learning beyond materials provided by the school or district, nor is the teacher aware of resources for expanding one’s own professional skill. The teacher displays some awareness of resources beyond those provided by the school or district for classroom use and for extending one’s professional skill but does not seek to expand this knowledge. The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources. The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet. 1e Designing Coherent Instruction • Learning activities • Instructional materials and resources • Instructional groups • Lesson and unit structure Learning activities are poorly aligned with the instructional outcomes, do not follow an organized progression, are not designed to engage students in active intellectual activity, and have unrealistic time allocations. Instructional groups are not suitable to the activities and offer no variety. Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with no differentiation for different students. Instructional groups partially support the activities, with some variety. The lesson or unit has a recognizable structure: but the progression of activities is uneven, with only some reasonable time Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations: they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups. The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to help you reflect on your formal observation engage students in each high- level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice. allocations. 1f Designing Student Assessments • Congruence with instructional outcomes • Criteria and standards • Design of formative assessments • Use for planning Assessment procedures are not congruent with instructional outcomes and lack criteria by which student performance will be assessed. The teacher has no plan to incorporate formative assessment in the lesson or unit. Assessment procedures are partially congruent with instructional outcomes. Assessment criteria and standards have been developed, but they are not clear. The teacher’s approach to using formative assessment is rudimentary, including only some of the Four Domainsinstructional outcomes. Evaluate yourself as honestly as possible on each elementAll the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Refer to the Levels of Performance charts in the formal observation document to refresh your understanding of each elementAssessment criteria and standards are clear. Remember, this tool is The teacher has a well- developed strategy for your use in determining or reflecting on your goal(s), and is to be used to facilitate discussion with the administrator conducting your evaluation.using format
Appears in 1 contract
Sources: Collective Bargaining Agreement
Remediation Plan. Within 30 school days If notified by the Commonwealth pursuant to section 5.4(b), the Operator must prepare a draft remediation plan and submit that draft plan to the Commonwealth for approval within 10 Business Days after receipt of that request. A draft remediation plan prepared by the completion Operator under section 5.5(a) must include the following information: how and the timeframe within which the Operator will address the Significant Event in the context of a summative evaluation rating a tenured teacher “Unsatisfactory,” this Agreement and the District shall commence and develop a Remediation Plan designed to correct Project, including confirmation that the deficiencies noted, provided the deficiencies are deemed remediable. The Remediation Plan shall call for 90 school days implementation of classroom remediation. Participants in the remediation plan shall includewill not in any way impact this Agreement or the Project or compliance by the Operator with its other obligations under this Agreement or otherwise at Law; how the Operator will ensure events or circumstances similar to the Significant Event do not occur again; and any other matter reasonably requested by the Commonwealth. The Commonwealth must review the draft remediation plan and may: approve the draft remediation plan; notify the Operator of the details of any changes that the Commonwealth considers are reasonably required to the draft remediation plan; or reject the draft remediation plan if the Commonwealth, but not be limited toacting reasonably, considers that the draft remediation plan is unsatisfactory having regard to the nature of the Significant Event and the likelihood that the draft remediation plan could address the matters raised by the Significant Event. If this applies, the tenured teacher rated “Unsatisfactory”Commonwealth will notify the Operator in writing of that fact, and that the failure to provide a satisfactory remediation plan will be a failure to comply in a material respect with an evaluator and a teaching coach (as defined above) selected obligation under this Agreement for the purposes of clause 22.2(e). The Operator must make any changes to the draft remediation plan reasonably requested by the evaluator of Commonwealth and resubmit the teacher who was rated unsatisfactory. In the event there are no teachers available in the District who meet the criteria for a teaching coach, the District shall request the name of an individual who meets the criteria from another school district. Further, the Union and the District must mutually agree upon teaching coach selection. The evaluator shall develop the draft remediation plan with the participation of the teaching coach, but the final decision as to the evaluation shall be done solely Commonwealth for approval within 3 Business Days after the request unless otherwise agreed in writing by the evaluator, unless an applicable collective bargaining agreement provides Commonwealth. This section 5.5(d) will also apply to the contrary. The teaching coach shall provide advice to the teacher rated “Unsatisfactory” on how to improve teaching skills and successfully complete the any resubmitted draft remediation plan. The teacher under Commonwealth must review the draft resubmitted remediation must be evaluated at least at plan and may: approve the mid-point (45 days) draft remediation plan; notify the Operator of the details of any changes that the Commonwealth considers are reasonably required to the draft remediation plan; or reject the draft remediation plan if the Commonwealth, acting reasonably, considers that the draft remediation plan is unsatisfactory having regard to the nature of the Significant Event and the conclusion likelihood that the draft remediation plan could address the matters raised by the Significant Event. If this applies, the Commonwealth will notify the Operator in writing of that fact, and that the failure to provide a satisfactory remediation period (90 daysplan will be a failure to comply in a material respect with an obligation under this Agreement for the purposes of clause 22.2(e). Each evaluation shall assess Without limiting its other obligations under this Agreement, the teacher’s performance during the time period since the prior evaluation; provided that the last evaluation shall also include an overall evaluation of the teacher’s performance during the remediation period. A written copy of the evaluations and ratings, in which any deficiencies in performance and recommendations for correction are identified, shall be provided to and discussed with the teacher within 10 school days after the date of the evaluation. The Board shall not lose jurisdiction to dismiss a teacher in the event the evaluation is not issued within 10 days after the conclusion of the remediation period. Evaluations at the conclusion of the remediation process shall be separate and distinct from the required evaluations of teachers and shall not be subject to the guidelines and procedures relating to those annual evaluations. The evaluator may, but is not required to use the forms provided for the annual evaluation of teacher’s in this Certified Teacher Evaluation System. If the teacher completes the remediation plan with a rating equal to or better than “Proficient,” then, in the following school year, he or she shall be evaluated at least once in the school year following the receipt of the “Unsatisfactory” rating. If the teacher fails to complete the remediation plan with a rating equal to or better than “Proficient,” then he or she shall be dismissed in accordance with Section 24-12 of the School Code. In the event of a dismissal, both the District and the teacher who was under remediation are precluded from compelling the testimony of the teaching coach at the dismissal hearing, either as to the rating process or for opinions of the performances of the teacher who was under remediation. Failure to strictly Operator must comply with the time requirements set forth under this Section, approved remediation plan or in the School Code, shall not invalidate the results of the approved resubmitted remediation plan. Additionally, nothing shall prevent The Operator must provide reports and other information about the Board from immediately dismissing a teacher for deficiencies which are deemed irremediable or for actions which are injurious to or endanger Operator's progress in implementing the health or person of students in the classroom or in the school. The qualified teaching coach shall: be an educational employee approved remediation plan as defined in the Illinois Education Labor Relations Act; have received a rating of “Excellent” on his/her most recent evaluation; have a minimum of five years experience in teaching; and have reasonable familiarity with assignment of the teacher being evaluated. If for any reason the teaching coach is unable to function in that position, the Superintendent or designee shall promptly select a substitute teaching coach in the same manner as the initial teaching coach was selected. The Remediation Plan shall continue in full force and effect except that it shall be amended reasonably requested by the substitution of Commonwealth and within the new consulting staff member. The teaching coach shall participate in the development of the Remediation Plan, but the final decision as to the structure and content of the plan as well as the evaluations shall be made time reasonably requested by the appropriate administrator. The teaching coach shall advise the teacher under remediation as to how to improve his/her skills and successfully complete the Remediation Plan. The teaching coach shall be informed of the results of the mid-point evaluation in order to continue to provide assistance to the teacher under a remediation planCommonwealth. A substitute teacher shall failure by the Operator to comply with its obligations under this section 5 will be provided a failure to comply in a material respect with an obligation under this Agreement for the consulting teacher in order to perform his or her teaching duties, and the consulting teacher shall have no loss purposes of pay or stipends because of this duty. Compensation for any additional time (beyond the regular school day) for this teaching coach assignment shall be paid at the hourly stipend rate as defined in the collective bargaining agreement. In the event a tenured certified staff member is honorably dismissed prior to the completion of the Remediation Plan, or prior to or during the next evaluation cycle, the District shall be under no obligation to continue with any procedures outlined hereunder. If a teacher in a contractual continued service successfully completes a remediation plan following a rating of “Unsatisfactory” and receives a subsequent rating of “Unsatisfactory” in any of the teacher’s annual or biannual overall performance evaluation ratings during the 36-month period following the teacher’s completion of the remediation plan, then the school district may forego remediation and seek dismissal in accordance with the subsection (d) of Section 21-12 or Section 34-84 of Illinois School Code 105 5/24A-5. Teacher: Subject: Grade Level(s): Dates: Observer: Domain 1 Planning and Preparation Domain 4 Professional Responsibilities Domain 2 Classroom Environment Domain 3 Instruction 1a- Demonstrating Knowledge of Content and Pedagogy 1b- Demonstrate Knowledge of Students 1c – Setting Instructional Outcomes 1d-Demonstrating Knowledge of Resources 1e-Designing Coherent Instruction 1f-Designing Student Assessments 4a-Reflection on Teaching 4b.-Maintaining Accurate Records 4c-Communcating with Families 4d-Participating in a Professional Community 4e-Growing and Developing Professionally 4f-Showing Professionalism 2a-Creating an Environment of Respect and Rapport 2b-Establishing a Culture for Learning 2c-Managing Classroom Procedures 2d-Mangaging Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Using Questioning and Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Instruction 3e-Demonstrating Flexibility and Responsiveness Demonstrating Knowledge of Students (1b) • Briefly describe your students, including those with special needs. How do you plan to teach to each student’s level of understanding? Demonstrating Knowledge of Resources (1b) • When preparing this lesson, what resources did you use? (materials, collaboration, etc) Designing Coherent Instruction (1e) • How does this learning “fit” into the sequence for this class? (ex. Introducing the topic, mastering, etc) Assessment (Domain 1 and 3) • How will you know whether the students have learned what you intend? (formal and/or informal) Student Learning (Domains 2 and 3) • How will you engage students in the learning? Is objective clear to students? What will you do? What will the students be doing? Will the students work in groups/individually/large group? Bring any materials to the pre-observation conversation. The self-assessment tool is designed to help you reflect on your formal observation in each of the Four Domains. Evaluate yourself as honestly as possible on each element. Refer to the Levels of Performance charts in the formal observation document to refresh your understanding of each element. Remember, this tool is for your use in determining or reflecting on your goal(sclause 22.2(e), and is to be used to facilitate discussion with the administrator conducting your evaluation.
Appears in 1 contract
Sources: Capacity Investment Scheme Agreement
Remediation Plan. Within 30 school days If notified by the Commonwealth pursuant to section 5.4(b), the Operator must prepare a draft remediation plan and submit that draft plan to the Commonwealth for approval within 10 Business Days after receipt of that request. A draft remediation plan prepared by the completion Operator under section 5.5(a) must include the following information: how and the timeframe within which the Operator will address the Significant Event in the context of a summative evaluation rating a tenured teacher “Unsatisfactory,” this Agreement and the District shall commence and develop a Remediation Plan designed to correct Project, including confirmation that the deficiencies noted, provided the deficiencies are deemed remediable. The Remediation Plan shall call for 90 school days implementation of classroom remediation. Participants in the remediation plan shall includewill not in any way impact this Agreement or the Project or compliance by the Operator with its other obligations under this Agreement or otherwise at Law; how the Operator will ensure events or circumstances similar to the Significant Event do not occur again; and any other matter reasonably requested by the Commonwealth. The Commonwealth must review the draft remediation plan and may: approve the draft remediation plan; notify the Operator of the details of any changes that the Commonwealth considers are reasonably required to the draft remediation plan; or reject the draft remediation plan if the Commonwealth, but not be limited toacting reasonably, considers that the draft remediation plan is unsatisfactory having regard to the nature of the Significant Event and the likelihood that the draft remediation plan could address the matters raised by the Significant Event. If this applies, the tenured teacher rated “Unsatisfactory”Commonwealth will notify the Operator in writing of that fact, and that the failure to provide a satisfactory remediation plan will be considereda failure to becomply in a breach ofmaterial respect with an evaluator and a teaching coach (as defined above) selected obligation under this section 5.5, includingAgreement for the purposes of clause 27.2 in which case the Commonwealth may terminate this Agreement in accordance with clause 27.2. 27.2(f). The Operator must make any changes to the draft remediation plan reasonably requested by the evaluator of Commonwealth and resubmit the teacher who was rated unsatisfactory. In the event there are no teachers available in the District who meet the criteria for a teaching coach, the District shall request the name of an individual who meets the criteria from another school district. Further, the Union and the District must mutually agree upon teaching coach selection. The evaluator shall develop the draft remediation plan with the participation of the teaching coach, but the final decision as to the evaluation shall be done solely Commonwealth for approval within 3 Business Days after the request unless otherwise agreed in writing by the evaluator, unless an applicable collective bargaining agreement provides Commonwealth. This section 5.5(d) will also apply to the contrary. The teaching coach shall provide advice to the teacher rated “Unsatisfactory” on how to improve teaching skills and successfully complete the any resubmitted draft remediation plan. The teacher under Commonwealth must review the draft resubmitted remediation must be evaluated at least at plan and may: approve the mid-point (45 days) draft remediation plan; notify the Operator of the details of any changes that the Commonwealth considers are reasonably required to the draft remediation plan; or reject the draft remediation plan if the Commonwealth, acting reasonably, considers that the draft remediation plan is unsatisfactory having regard to the nature of the Significant Event and the conclusion of the remediation period (90 days). Each evaluation shall assess the teacher’s performance during the time period since the prior evaluation; provided likelihood that the last evaluation shall also include an overall evaluation draft remediation plan could address the matters raised by the Significant Event. If this applies, the Commonwealth will notify the Operator in writing of that fact, and that the teacher’s performance during failure to provide a satisfactory remediation plan will be considered to be a breach of this section 5.5, including for the remediation period. A written copy purposes of the evaluations and ratings, clause 27.2 in which any deficiencies in performance and recommendations for correction are identified, shall be provided to and discussed with case the teacher within 10 school days after the date of the evaluation. The Board shall not lose jurisdiction to dismiss a teacher in the event the evaluation is not issued within 10 days after the conclusion of the remediation period. Evaluations at the conclusion of the remediation process shall be separate and distinct from the required evaluations of teachers and shall not be subject to the guidelines and procedures relating to those annual evaluations. The evaluator may, but is not required to use the forms provided for the annual evaluation of teacher’s in Commonwealth may terminate this Certified Teacher Evaluation System. If the teacher completes the remediation plan with a rating equal to or better than “Proficient,” then, in the following school year, he or she shall be evaluated at least once in the school year following the receipt of the “Unsatisfactory” rating. If the teacher fails to complete the remediation plan with a rating equal to or better than “Proficient,” then he or she shall be dismissed Agreement in accordance with Section 24-12 clause 27.2.a failure to comply in a material respect with an obligation under this Agreement for the purposes of clause 27.2(f). Without limiting its other obligations under this Agreement, the School Code. In the event of a dismissal, both the District and the teacher who was under remediation are precluded from compelling the testimony of the teaching coach at the dismissal hearing, either as to the rating process or for opinions of the performances of the teacher who was under remediation. Failure to strictly Operator must comply with the time requirements set forth under this Section, or in the School Code, shall not invalidate the results of the approved remediation plan. Additionally, nothing shall prevent the Board from immediately dismissing a teacher for deficiencies which are deemed irremediable or for actions which are injurious to or endanger the health or person of students in the classroom or in the school. The qualified teaching coach shall: be an educational employee as defined in the Illinois Education Labor Relations Act; have received a rating of “Excellent” on his/her most recent evaluation; have a minimum of five years experience in teaching; and have reasonable familiarity with assignment of the teacher being evaluated. If for any reason the teaching coach is unable to function in that position, the Superintendent or designee shall promptly select a substitute teaching coach in the same manner as the initial teaching coach was selected. The Remediation Plan shall continue in full force and effect except that it shall be amended by the substitution of the new consulting staff member. The teaching coach shall participate in the development of the Remediation Plan, but the final decision as to the structure and content of the plan as well as the evaluations shall be made by the appropriate administrator. The teaching coach shall advise the teacher under remediation as to how to improve his/her skills and successfully complete the Remediation Plan. The teaching coach shall be informed of the results of the mid-point evaluation in order to continue to provide assistance to the teacher under a approved resubmitted remediation plan. The Operator must provide reports and other information about the Operator's progress in implementing the approved remediation plan as reasonably requested by the Commonwealth and within the time reasonably requested by the Commonwealth. A substitute teacher shall failure by the Operator to comply with its obligations under this section 55 will be provided a failure to comply in a material respect with an obligation under this Agreement for the consulting teacher in order to perform his or her teaching duties, and the consulting teacher shall have no loss purposes of pay or stipends because of this duty. Compensation for any additional time (beyond the regular school day) for this teaching coach assignment shall be paid at the hourly stipend rate as defined in the collective bargaining agreement. In the event a tenured certified staff member is honorably dismissed prior to the completion of the Remediation Plan, or prior to or during the next evaluation cycle, the District shall be under no obligation to continue with any procedures outlined hereunder. If a teacher in a contractual continued service successfully completes a remediation plan following a rating of “Unsatisfactory” and receives a subsequent rating of “Unsatisfactory” in any of the teacher’s annual or biannual overall performance evaluation ratings during the 36-month period following the teacher’s completion of the remediation plan, then the school district may forego remediation and seek dismissal in accordance with the subsection (d) of Section 21-12 or Section 34-84 of Illinois School Code 105 5/24A-5. Teacher: Subject: Grade Level(s): Dates: Observer: Domain 1 Planning and Preparation Domain 4 Professional Responsibilities Domain 2 Classroom Environment Domain 3 Instruction 1a- Demonstrating Knowledge of Content and Pedagogy 1b- Demonstrate Knowledge of Students 1c – Setting Instructional Outcomes 1d-Demonstrating Knowledge of Resources 1e-Designing Coherent Instruction 1f-Designing Student Assessments 4a-Reflection on Teaching 4b.-Maintaining Accurate Records 4c-Communcating with Families 4d-Participating in a Professional Community 4e-Growing and Developing Professionally 4f-Showing Professionalism 2a-Creating an Environment of Respect and Rapport 2b-Establishing a Culture for Learning 2c-Managing Classroom Procedures 2d-Mangaging Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Using Questioning and Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Instruction 3e-Demonstrating Flexibility and Responsiveness Demonstrating Knowledge of Students (1b) • Briefly describe your students, including those with special needs. How do you plan to teach to each student’s level of understanding? Demonstrating Knowledge of Resources (1b) • When preparing this lesson, what resources did you use? (materials, collaboration, etc) Designing Coherent Instruction (1e) • How does this learning “fit” into the sequence for this class? (ex. Introducing the topic, mastering, etc) Assessment (Domain 1 and 3) • How will you know whether the students have learned what you intend? (formal and/or informal) Student Learning (Domains 2 and 3) • How will you engage students in the learning? Is objective clear to students? What will you do? What will the students be doing? Will the students work in groups/individually/large group? Bring any materials to the pre-observation conversation. The self-assessment tool is designed to help you reflect on your formal observation in each of the Four Domains. Evaluate yourself as honestly as possible on each element. Refer to the Levels of Performance charts in the formal observation document to refresh your understanding of each element. Remember, this tool is for your use in determining or reflecting on your goal(sclause 27.2.27.2(f), and is to be used to facilitate discussion with the administrator conducting your evaluation.
Appears in 1 contract
Sources: Capacity Investment Scheme Agreement
Remediation Plan. Within 30 school days after the completion of a summative evaluation rating a tenured teacher “Unsatisfactory,” the District shall commence and develop a Remediation Plan designed to correct the deficiencies noted, provided the deficiencies are deemed remediable. The Remediation Plan shall call for 90 school days of classroom remediation. Participants in the remediation plan shall include, but not be limited to, the tenured teacher rated “Unsatisfactory”, an evaluator and a teaching coach (as defined above) selected by the evaluator of the teacher who was rated unsatisfactory. In the event there are no teachers available in the District who meet the criteria for a teaching coach, the District shall request the name of an individual who meets the criteria from another school district. Further, the Union and the District must mutually agree upon teaching coach selection. The evaluator shall develop the remediation plan with the participation of the teaching coach, but the final decision as to the evaluation shall be done solely by the evaluator, unless an applicable collective bargaining agreement provides to the contrary. The teaching coach shall provide advice to the teacher rated “Unsatisfactory” on how to improve teaching skills and successfully complete the remediation plan. The teacher under remediation must be evaluated at least at the mid-point (45 days) and the conclusion of the remediation period (90 days). Each evaluation shall assess the teacher’s performance during the time period since the prior evaluation; provided that the last evaluation shall also include an overall evaluation of the teacher’s performance during the remediation period. A written copy of the evaluations and ratings, in which any deficiencies in performance and recommendations for correction are identified, shall be provided to and discussed with the teacher within 10 school days after the date of the evaluation. The Board shall not lose jurisdiction to dismiss a teacher in the event the evaluation is not issued within 10 days after the conclusion of the remediation period. Evaluations at the conclusion of the remediation process shall be separate and distinct from the required evaluations of teachers and shall not be subject to the guidelines and procedures relating to those annual evaluations. The evaluator may, but is not required to use the forms provided for the annual evaluation of teacher’s in this Certified Teacher Evaluation System. If the teacher completes the remediation plan with a rating equal to or better than “Proficient,” then, in the following school year, he or she shall be evaluated at least once in the school year following the receipt of the “Unsatisfactory” rating. If the teacher fails to complete the remediation plan with a rating equal to or better than “Proficient,” then he or she shall be dismissed in accordance with Section 24-12 of the School Code. In the event of a dismissal, both the District and the teacher who was under remediation are precluded from compelling the testimony of the teaching coach at the dismissal hearing, either as to the rating process or for opinions of the performances of the teacher who was under remediation. Failure to strictly comply with the time requirements set forth under this Section, or in the School Code, shall not invalidate the results of the remediation plan. Additionally, nothing shall prevent the Board from immediately dismissing a teacher for deficiencies which are deemed irremediable or for actions which are injurious to or endanger the health or person of students in the classroom or in the school. The qualified teaching coach shall: be an educational employee as defined in the Illinois Education Labor Relations Act; have received a rating of “Excellent” on his/her most recent evaluation; have a minimum of five years experience in teaching; and have reasonable familiarity with assignment of the teacher being evaluated. If for any reason the teaching coach is unable to function in that position, the Superintendent or designee shall promptly select a substitute teaching coach in the same manner as the initial teaching coach was selected. The Remediation Plan shall continue in full force and effect except that it shall be amended by the substitution of the new consulting staff member. The teaching coach shall participate in the development of the Remediation Plan, but the final decision as to the structure and content of the plan as well as the evaluations shall be made by the appropriate administrator. The teaching coach shall advise the teacher under remediation as to how to improve his/her skills and successfully complete the Remediation Plan. The teaching coach shall be informed of the results of the mid-point evaluation in order to continue to provide assistance to the teacher under a remediation plan. A substitute teacher shall be provided for the consulting teacher in order to perform his or her teaching duties, and the consulting teacher shall have no loss of pay or stipends because of this duty. Compensation for any additional time (beyond the regular school day) for this teaching coach assignment shall be paid at the hourly stipend rate as defined in the collective bargaining agreement. In the event a tenured certified staff member is honorably dismissed prior to the completion of the Remediation Plan, or prior to or during the next evaluation cycle, the District shall be under no obligation to continue with any procedures outlined hereunder. If a teacher in a contractual continued service successfully completes a remediation plan following a rating of “Unsatisfactory” and receives a subsequent rating of “Unsatisfactory” in any of the teacher’s annual or biannual overall performance evaluation ratings during the 36-month period following the teacher’s completion of the remediation plan, then the school district may forego remediation and seek dismissal in accordance with the subsection (d) of Section 21-12 or Section 34-84 of Illinois School Code 105 5/24A-5. E v a l u a t i o n A p p e n d i x | A Teacher: Subject: Grade Level(s): Dates: Observer: Domain 1 Planning and Preparation Domain 4 Professional Responsibilities Domain 2 Classroom Environment Domain 3 Instruction 1a- Demonstrating Knowledge of Content and Pedagogy 1b- Demonstrate Knowledge of Students 1c – Setting Instructional Outcomes 1d-Demonstrating Knowledge of Resources 1e-Designing Coherent Instruction 1f-Designing Student Assessments 4a-Reflection on Teaching 4b.-Maintaining Accurate Records 4c-Communcating with Families 4d-Participating in a Professional Community 4e-Growing and Developing Professionally 4f-Showing Professionalism 2a-Creating an Environment of Respect and Rapport 2b-Establishing a Culture for Learning 2c-Managing Classroom Procedures 2d-Mangaging Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Using Questioning and Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Instruction 3e-Demonstrating Flexibility and Responsiveness Demonstrating Knowledge of Students (1b) • Briefly describe your students, including those with special needs. How do you plan to teach to each student’s level of understanding? Demonstrating Knowledge of Resources (1b) • When preparing this lesson, what resources did you use? (materials, collaboration, etc) Designing Coherent Instruction (1e) • How does this learning “fit” into the sequence for this class? (ex. Introducing the topic, mastering, etc) E v a l u a t i o n A p p e n d i x | A Assessment (Domain 1 and 3) • How will you know whether the students have learned what you intend? (formal and/or informal) Student Learning (Domains 2 and 3) • How will you engage students in the learning? Is objective clear to students? What will you do? What will the students be doing? Will the students work in groups/individually/large group? Bring any materials to the pre-observation conversation. The self-assessment tool is designed to help you reflect on your formal observation in each of the Four Domains. Evaluate yourself as honestly as possible on each element. Refer to the Levels of Performance charts in the formal observation document to refresh your understanding of each element. Remember, this tool is for your use in determining or reflecting on your goal(s), and is to be used to facilitate discussion with the administrator conducting your evaluation.. U N P E 1a Demonstrating Knowledge of Content and Pedagogy U N P E 2a Creating an Environment of Respect and Rapport Knowledge of content and the structure of the discipline Teacher interaction with students Knowledge of prerequisite relationships Student interactions with other students Knowledge of content-related pedagogy 2b Establishing a Culture for Learning 1b Demonstrating Knowledge of Students Importance of the content Knowledge of child and adolescent development Expectations for learning and achievement Knowledge of the learning process Student pride in work Knowledge of students’ skills, knowledge, and language proficiency 2c Managing Classroom Procedures Knowledge of students’ interests and cultural heritage Management of instructional groups Knowledge of Students’ special needs Management of transitions 1c Setting Instructional Outcomes Management of materials and supplies Value, sequence, and alignment Performance of non-instructional duties Clarity Supervision of volunteers and paraprofessionals Balance 2d Managing Student Behavior Suitability for diverse learners Expectations 1d Demonstrating Knowledge of Resources Monitoring student behavior Resources for classroom use Response to student behavior Resources to extend content knowledge and pedagogy 2e Organizing Physical Space Resources for students Safety and accessibility 1e Designing Coherent Instruction Arrangement of furniture and use of physical resources Learning activities Instructional materials and resources Instructional groups Lesson and unit structure 1f Designing Student Assessments Congruence with instructional outcomes Criteria and standards Design of formative assessments Use for planning U N P E DOMAIN 3: INSTRUCTION U N P E DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 3a Communicating with Students 4a Reflecting on Teaching Expectations for learning Accuracy Directions and procedures Use in future teaching Explanations of content 4b Maintaining Accurate Records Use of oral and written language Student completion of assignments 3b Using Questioning and Discussion Techniques Student progress in learning Quality of questions Non-instructional records Discussion techniques 4c Communicating with Families Student preparation Information about the instructional program 3c Engaging Students in Learning Information about individual students Activities and assignments Engagement of families in the instructional program Grouping of students 4d Participating in a Professional Community Instructional materials and resources Relationships with colleagues Structure and pacing Involvement in a culture of professional inquiry 3d Using Assessment in Instruction Service to the school Assessment criteria Participation in school and district projects Monitoring of student learning 4e Growing and Developing Professionally Feedback to students Enhancement of content and knowledge and pedagogical skill Student self-assessment and monitoring of progress Receptivity to feedback from colleagues 3e Demonstrating Flexibility and Responsiveness Service to the profession Lesson adjustment 4f Showing Professionalism Response to students Integrity and ethical conduct Persistence Service to students Advocacy Decision making Compliance with school and district regulations E v a l u a t i o n G ▇ ▇ ▇ ▇ ▇ ▇ ▇ - 2 A p p e n d i x | C Teacher: Click here to enter text. School: Choose an item. Grade Level(s): Click here to enter text.. Subject(s): Click here to enter text. Evaluator: Click here to enter text. Date: Click here to enter a date. 1a Demonstrating Knowledge of Content and Pedagogy • Knowledge of content and the structure of the discipline • Knowledge of prerequisite relationships • Knowledge of content-related pedagogy In planning and practice, the teacher makes content errors or does not correct errors made by students. The teacher displays little understanding of prerequisite knowledge important to student learning of the content. The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. The teacher displays solid knowledge of the important concepts in the discipline and how those relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject. The teacher displays extensive knowledge of the important concepts in the discipline and how these relate to both one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions. 1b Demonstrating Knowledge of Students • Knowledge of child and adolescent development • Knowledge of learning process • Knowledge of students’ skills, knowledge, and language proficiency • Knowledge of students’ interests and cultural heritage • Knowledge of students’ special needs The teacher displays minimal understanding of how students learn-and little knowledge of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages- and does not indicate that such knowledge is valuable. The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages, yet may apply this knowledge not to individual students but to the class as a whole. The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages. The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual students’ varied approaches to learning, knowledge and skill, special needs and interests and cultural heritages. E v a l u a t i o n G ▇ ▇ ▇ ▇ ▇ ▇ ▇ - 2 A p p e n d i x | C Outcomes • Value, sequence, and alignment • Clarity • Balance • Suitability for diverse learners students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes based on global assessments of student learning, are suitable for most of the students in the class. learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students. disciplin
Appears in 1 contract
Sources: Collective Bargaining Agreement