Curriculum and Planning. Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
Curriculum and Planning. Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes. I-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element.
Curriculum and Planning. Has strong knowledge specific to subject matter and/or professional responsibility, has a good grasp of child development and how students learn, and designs effective and rigorous plans for support consisting of well-structured lessons with measurable outcomes.
Curriculum and Planning. Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes. I-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-A-1. Demonstrates limited knowledge of the subject matter and/or its pedagogy. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by occasionally engaging students in learning experiences around complex knowledge and skills in the subject. Demonstrate sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject. Demonstrates vast knowledge and expertise in subject matter and the pedagogy it requires by engaging a vast majority of students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Subject Matter I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal assessments, including common interim assessments, to measure each student’s learning, Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. growth, and progress toward achieving state/local standards.
Curriculum and Planning. Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective standards-based units of instruction consisting of well-structured lessons with measurable outcomes. I-A. Elements Exemplary Proficient Needs Improvement Unsatisfactory I-A-1. Subject Matter Knowledge Demonstrates expertise in subject matter and the pedagogy that enables students to synthesize complex knowledge and skills in the subject, and is able to model this element. Demonstrates sound knowledge and understanding of the subject matter and the pedagogy that enables students to acquire complex knowledge and skills in the subject. Demonstrates some factual knowledge of the subject matter and the pedagogy that does not always enable students to acquire the knowledge and skills in the subject. Demonstrates limited knowledge of the subject matter and/or its pedagogy so that it rarely enables students to acquire the knowledge or skills in the subject. I-A-2. Child and Adolescent Development Demonstrates expert knowledge of the developmental levels of students in this grade and/or subject and uses this knowledge to differentiate and expand learning experiences that enable all students to make significant progress toward meeting intended outcomes. Is able to model this element. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable students to progress toward meeting intended outcomes. Demonstrates knowledge of developmental levels of students but does not identify developmental levels and ways of learning among the students and/or develops learning experiences that enable some students to move toward meeting intended outcomes. Demonstrates little or no knowledge of developmental levels of students or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended outcomes.
Curriculum and Planning. The Deputy Principal will have responsibility for assisting the Principal In developing the education aims and objectives of the school and devising strategies to achieve them. In developing the school curriculum and assessment policies. In advising the Board of Management as to a probationary teacher’s suitability for a permanent post. In planning the school timetable.
Curriculum and Planning. Has strong knowledge specific to subject matter and/or professional responsibility, has a good grasp of child development and how students learn, and designs effective and rigorous plans for support consisting of well-defined goals with measurable outcomes. I-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-A-1. Professional Knowledge Demonstrates limited professional knowledge; relies heavily on outdated practices as opposed to current practices supported by research. Rarely engages students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices. Demonstrates factual knowledge of the professional content and delivery and sometimes applies it to engage students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices. Demonstrates sound knowledge and understanding of professional content and delivery by consistently engaging students in academic, behavioral, and social/emotional, and health learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills. Demonstrates mastery of professional content and its delivery by engaging all students in academic, behavioral, and social/emotional learning experiences, through the use of educational and/or clinical practices, that enable students to synthesize knowledge and skills. Is able to model this element.
