Common use of Showing Professionalism Clause in Contracts

Showing Professionalism. Unsatisfactory Basic Proficient Distinguished Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students Teacher makes a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulations. Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Critical Attributes Team does not establish goal(s) for student learning Team does not specify assessments to monitor progress toward goal(s) and/or goal is neither specific or time- bound Teacher does not communicate with team regarding team goals or plans Teacher rarely shares student data, student work, or suggestions for strategies to achieve team goal(s) Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment Team goal(s) or measures are established without consensus Team goal is missing on ore more of the following qualities: specific, measurable, time- bound Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval, or content standard(s) Team goal is not connected to a significant impact on student learning of content Teacher’s communication with team is inconsistent regarding team goals and plans Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s) Teacher rarely shares reflection on instruction to achieve team goal(s) Teacher demonstrates inconsistent follow-through with team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Team goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning Teacher engages in data- based reflection with team and adjusts practice accordingly Teacher implements team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher helps develop other team members’ capacity to be effective Teacher regularly makes his/her practice public by sharing models and facilitating data processes Teacher promotes reflective analysis among team Teacher shares a wide range of resources to build and sustain support for team goals. APPENDIX C-2 - TEACHER EVALUATION – STUDENT GROWTH GOAL SETTING Kittitas School District Student Growth Report Teacher Name: Grade Level/Subject: Select Criterion: Subgroup (3) Class (6) Team (8) Goals and timelines: Assessments to be used: Results: Reflection: Teacher Date Evaluator Date APPENDIX C-3 - OBSERVATION WORKSHEET & REPORT - CLASSROOM TEACHERS KITTITAS SCHOOL DISTRICT/XXXXXXXXX FRAMEWORK COMPREHENSIVE TEACHER OBSERVATION Teacher: Evaluator: Grd Level/Subject: Date Pre-Conference: Date/Time of Observation: Date Post-Conference:

Showing Professionalism. Unsatisfactory Basic Proficient Distinguished Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to studentss tudents’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some s ome students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students Teacher makes a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulationscol- leagues. Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Critical Attributes Team does not establish goal(s) for student learning Team does not specify assessments to monitor progress toward goal(s) and/or goal is neither specific or time- bound Teacher does not communicate with team regarding team goals or plans Teacher rarely shares student data, student work, or suggestions for strategies to achieve team goal(s) Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment Team goal(s) or measures are established without consensus Team goal is missing on ore more of the following qualities: specific, measurable, time- bound Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval, or content standard(s) Team goal is not connected to a significant impact on student learning of content Teacher’s communication with team is inconsistent regarding team goals and plans Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s) Teacher rarely shares reflection on instruction to achieve team goal(s) Teacher demonstrates inconsistent follow-through with team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Team goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning Teacher engages in data- based reflection with team and adjusts practice accordingly Teacher implements team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher helps develop other team members’ capacity to be effective Teacher regularly makes his/her practice public by sharing models and facilitating data processes Teacher promotes reflective analysis among team Teacher shares a wide range of resources to build and sustain support for team goals. APPENDIX C-2 - TEACHER EVALUATION – STUDENT GROWTH GOAL SETTING Kittitas School District Student Growth Report Teacher Name: Grade Level/Subject: Select Criterion: Subgroup (3) Class (6) Team (8) Goals and timelines: Assessments to be used: Results: Reflection: Teacher Date Evaluator Date APPENDIX C-3 - OBSERVATION WORKSHEET & REPORT - CLASSROOM TEACHERS KITTITAS SCHOOL DISTRICT/XXXXXXXXX FRAMEWORK COMPREHENSIVE TEACHER OBSERVATION Teacher: Evaluator: Grd Level/Subject: Date Pre-Conference: Date/Time of Observation: Date Post-Conference:.

Showing Professionalism. Unsatisfactory Basic Proficient Distinguished Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-self- serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort eff ort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students Teacher makes a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulationscol- leagues. Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-high- quality measures, and to monitor growth and achievement during the year. Critical Attributes Team does not establish goal(s) for student learning Team does not specify assessments to monitor progress toward goal(s) and/or goal is neither specific or time- bound Teacher does not communicate with team regarding team goals or plans Teacher rarely shares student data, student work, or suggestions for strategies to achieve team goal(s) Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment Team goal(s) or measures are established without consensus Team goal is missing on ore more of the following qualities: specific, measurable, time- bound Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval, or content standard(s) Team goal is not connected to a significant impact on student learning of content Teacher’s communication with team is inconsistent regarding team goals and plans Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s) Teacher rarely shares reflection on instruction to achieve team goal(s) Teacher demonstrates inconsistent follow-through with team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Team goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning Teacher engages in data- based reflection with team and adjusts practice accordingly Teacher implements team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher helps develop other team members’ capacity to be effective Teacher regularly makes his/her practice public by sharing models and facilitating data processes Teacher promotes reflective analysis among team Teacher shares a wide range of resources to build and sustain support for team goals. APPENDIX C-2 - B-4 CLASSROOM TEACHER EVALUATION – STUDENT GROWTH GOAL SETTING Kittitas School District Classroom Teacher Student Growth Report Teacher Name: Grade Level/Subject: Select Criterion: Subgroup (3) Class (6) Team (8) Goals and timelinestimeline: Assessments to be used: Results: Reflection: Teacher Date Evaluator Date APPENDIX C-3 - OBSERVATION WORKSHEET & REPORT - CLASSROOM TEACHERS KITTITAS B-5 – PROOF OF EVIDENCE/ARTIFACTS DOCUMENTATION FORM EAST VALLEY SCHOOL DISTRICT/XXXXXXXXX FRAMEWORK COMPREHENSIVE TEACHER OBSERVATION DISTRICT Teacher: EvaluatorPosition/Grade Level: Grd LevelObservation Date: Time: (Evaluator checks all criteria he/Subject: Date Pre-Conference: Date/Time of Observation: Date Post-Conference:she observed the teacher performing.)

Showing Professionalism. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ students being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ students being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- servedunderserved, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: :” Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students students. Teacher makes a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulations. Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Critical Attributes Team does not establish goal(s) for student learning learning. Team does not specify assessments to monitor progress toward towards goal(s) and/or goal is neither specific or time- bound time-bound. Teacher does not communicate with team regarding team goals or plans Plans. Teacher rarely shares student data, student work, work or suggestions for strategies to achieve team goal(s) ). Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment assessment. Team goal(s) or measures are established without consensus consensus. Team goal is missing on ore one or more of the following qualities: specific, measurable, time- bound time-bound. Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval, interval or content standard(s) ). Team goal is not connected to a significant impact on student learning of content content. Teacher’s communication with team is inconsistent regarding team goals and plans plans. Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s) ). Teacher rarely shares reflection on instruction to achieve team goal(s) ). Teacher demonstrates inconsistent follow-follow- through with team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Team goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning Teacher engages in data- based reflection with team and adjusts practice accordingly Teacher implements team decisions regarding instruction and assessment assessment. Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable, measurable and time-bound time- bound. Team goal(s) are appropriate for context, instructional interval, interval and content standard(s). Team goal(s) demonstrate significant impact on student learning of content (transferable skills). Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring. Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student. Teacher engages in data- based reflection with team and adjusts practice accordingly. Teacher implements team decisions regarding instruction and assessment. Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable and time- bound. Team goal(s) are appropriate for context, instructional interval and content standard(s). Goal(s) demonstrate significant impact on student learning of content (transferable skills) ). Teacher helps develop other team members’ capacity to be effective effective. Teacher regularly makes his/her practice public by sharing models and facilitating data processes processes. Teacher promotes reflective analysis among team Team. Teacher shares a wide range of resources to build and sustain support for team goals. APPENDIX C-2 - A-2 TEACHER EVALUATION – STUDENT GROWTH GOAL SETTING Kittitas School District Student Growth Report Teacher NameTeacher: Grade Level/SubjectDate: Select Criterion□ COMPREHENSIVE EVALUATION: Subgroup Set a Specific, Measurable, Attainable Relevant, and Timely (SMART) goal for each of the three (3) Class criterion below. □ FOCUSED EVALUATION: Set a Specific, Measurable, Attainable Relevant, and Timely (6SMART) Team goal for one (8) Goals and timelines1) of the criterion below. Criterion 3: Assessments to be used: Results: Reflection: Teacher Date Evaluator Date APPENDIX C-3 - OBSERVATION WORKSHEET & REPORT - CLASSROOM TEACHERS KITTITAS SCHOOL DISTRICT/XXXXXXXXX FRAMEWORK COMPREHENSIVE TEACHER OBSERVATION Teacher: Evaluator: Grd Level/Subject: Date PreGrowth focused on a sub-Conference: Date/Time group of Observation: Date Post-Conference:students.

Showing Professionalism. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleaguescol- leagues. Critical Attributes Teacher is dishonest. Teacher does not notice Xxxxxxxxx’x Framework for Teaching (2011) Rubrics by Washington State Criteria For Use in the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students Teacher makes a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulations. 2014-15 School Year – Version 1.1 Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Critical Attributes Team does not establish goal(s) for student learning Team does not specify assessments to monitor progress toward goal(s) and/or goal is neither specific or time- bound Teacher does not communicate with team regarding team goals or plans Teacher rarely shares student data, student work, or suggestions for strategies to achieve team goal(s) Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment Team goal(s) or measures are established without consensus Team goal is missing on ore more of the following qualities: specific, measurable, time- bound Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval, or content standard(s) Team goal is not connected to a significant impact on student learning of content Teacher’s communication with team is inconsistent regarding team goals and plans Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s) Teacher rarely shares reflection on instruction to achieve team goal(s) Teacher demonstrates inconsistent follow-through with team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Team goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning Teacher engages in data- based reflection with team and adjusts practice accordingly Teacher implements team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher helps develop other team members’ capacity to be effective Teacher regularly makes his/her practice public by sharing models and facilitating data processes Teacher promotes reflective analysis among team Teacher shares a wide range of resources to build and sustain support for team goals. APPENDIX C-2 - TEACHER EVALUATION – STUDENT GROWTH GOAL SETTING Kittitas Riverview School District Student Growth Report Teacher Name: Grade Level/Subject: Select Criterion: Subgroup (Standards for Quality Teaching and Learning for Educational Staff Associates Area of Concern Approaches Standard Meets Standard Exceeds Standard 1 Environment Year 1 + Year 2+ Year 3) Class (6) Team (8) Goals and timelines: Assessments to be used: Results: Reflection: Teacher Date Evaluator Date APPENDIX C-3 - OBSERVATION WORKSHEET & REPORT - CLASSROOM TEACHERS KITTITAS SCHOOL DISTRICT/XXXXXXXXX FRAMEWORK COMPREHENSIVE TEACHER OBSERVATION Teacher: Evaluator: Grd Level/Subject: Date Pre-Conference: Date/Time of Observation: Date Post-Conference:

Showing Professionalism. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality confdentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentialityconfdentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students Teacher makes a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulationscol- leagues. Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Critical Attributes Team does not establish goal(sAddendum E: referenced in Article 4 Basic Education Funding Contributes to: Enrichment Funding Contributes to: Curriculum Preparation Curriculum Integration Curriculum Instruction Basic Grading & Reporting Elementary Conferences (1 per yr per student FTE) for Evaluation Web Presence Non-student learning Team does not specify assessments to monitor progress toward goal(s) and/or goal is neither specific or time- bound Teacher does not communicate with team regarding team goals or plans Teacher rarely shares student data, student work, or suggestions for strategies to achieve team goal(s) Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment Team goal(s) or measures are established without consensus Team goal is missing Days 8-Hour workdays on ore more Wednesdays Tech Training Commitment Parent & Community Volunteer Meetings Curriculum Night Attending Activities Outside of the following qualities: specific, measurable, time- bound Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval, or content standard(s) Team goal is not connected to a significant impact on student learning of content Teacher’s communication with team is inconsistent regarding team goals and plans Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s) Teacher rarely shares reflection on instruction to achieve team goal(s) Teacher demonstrates inconsistent follow-through with team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Team goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning Teacher engages in data- based reflection with team and adjusts practice accordingly Teacher implements team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher helps develop other team members’ capacity to be effective Teacher regularly makes his/her practice public by sharing models and facilitating data processes Teacher promotes reflective analysis among team Teacher shares a wide range of resources to build and sustain support for team goals. APPENDIX C-2 - TEACHER EVALUATION – STUDENT GROWTH GOAL SETTING Kittitas School District Student Growth Report Teacher Name: Grade Level/Subject: Select Criterion: Subgroup (3) Class (6) Team (8) Goals and timelines: Assessments to be used: Results: Reflection: Teacher Date Evaluator Date APPENDIX C-3 - OBSERVATION WORKSHEET & REPORT - CLASSROOM TEACHERS KITTITAS SCHOOL DISTRICT/XXXXXXXXX FRAMEWORK COMPREHENSIVE TEACHER OBSERVATION Teacher: Evaluator: Grd Level/Subject: Date Pre-Conference: Date/Time of Observation: Date Post-Conference:Workday Other Professional Duties

Showing Professionalism. Unsatisfactory Basic Proficient Distinguished Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations. Teacher is honest in interactions with col- leagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted e¤ort eff ort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleaguescol- leagues. Critical Attributes Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self- serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions Xxxxxxxxx Framework for students. Teacher makes decisions professionally but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decision making. Teacher complies completely with school district regulations. In addition to the characteristics of “proficient”: Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students Teacher makes a concerted effort to ensure that opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decision making. Teacher takes a leadership role regarding school district regulations. Teaching Rubrics by Washington State Criteria Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Student Growth 8.1: Establish Team Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high- quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Critical Attributes Team does not establish goal(s) for student learning Team does not specify assessments to monitor progress toward goal(s) and/or goal is neither specific or time- bound Teacher does not communicate with team regarding team goals or plans Teacher rarely shares student data, student work, or suggestions for strategies to achieve team goal(s) Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment Team goal(s) or measures are established without consensus Team goal is missing on ore more of the following qualities: specific, measurable, time- bound Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval, or content standard(s) Team goal is not connected to a significant impact on student learning of content Teacher’s communication with team is inconsistent regarding team goals and plans Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s) Teacher rarely shares reflection on instruction to achieve team goal(s) Teacher demonstrates inconsistent follow-through with team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Team goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning Teacher engages in data- based reflection with team and adjusts practice accordingly Teacher implements team decisions regarding instruction and assessment Team goal(s) and measures are decided collaboratively. Team goal(s) are specific, measurable, and time-bound Team goal(s) are appropriate for context, instructional interval, and content standard(s) Goal(s) demonstrate significant impact on student learning of content (transferable skills) Teacher helps develop other team members’ capacity to be effective Teacher regularly makes his/her practice public by sharing models and facilitating data processes Teacher promotes reflective analysis among team Teacher shares a wide range of resources to build and sustain support for team goals. APPENDIX C-2 - TEACHER EVALUATION – STUDENT GROWTH GOAL SETTING Kittitas School District Student Growth Report Teacher Name: Grade Level/Subject: Select Criterion: Subgroup (3) Class (6) Team (8) Goals and timelines: Assessments to be used: Results: Reflection: Teacher Date Evaluator Date APPENDIX C-3 - OBSERVATION WORKSHEET & REPORT - CLASSROOM TEACHERS KITTITAS SCHOOL DISTRICT/XXXXXXXXX FRAMEWORK COMPREHENSIVE TEACHER OBSERVATION Teacher: Evaluator: Grd Level/Subject: Date Pre-Conference: Date/Time of Observation: Date Post-Conference:.