criteria2

Annual Professional Performance Review Criteria Grouped/roughly worded/partially refined Preamble • Communicates enthusiasm for teaching and learning • Follows building, District and State policies and adheres to ICSD and ITA code

• Demonstrates a basic awareness of the need to eliminate race, class, and disability as predictors of success and a strong willingness to support this effort • Integrates multicultural/multiracial values and activities into the curriculum and the classroom experience • Analyzes own practice in an effort to eliminate race, class, and disability as a predictor of success

• Develops and demonstrates knowledge of technology, and related information and communication competencies, to enable use of these tools for professional communication, subject matter currency, family communication, management, planning, and organization

• Fosters mutual respect and honesty, with and among students and familes, by precept and example We need to use families or parents/caregivers and be consistent-some palces family some parent/caregiver

Instruction: Student Assessment (vi) Student Assessment, the teacher demonstrates that he or she implements assessment techniques based on appropriate learning standards designed to measure students’ progress in leaning • Uses assessments which guide instruction and monitor learning • Uses formal and informal diagnostic testing and evaluation to make instructional adjustments for individual students • Uses alternative assessments based on the student’s learning styles, variety • Establishes and communicates clear standards for assessment • Documents and demonstrates student learning on a regular basis and shares results with families

Instruction: Teaching & Learning, Instructional Delivery (iii) Instructional delivery, the teacher demonstrates that the delivery of instruction results in active student involvement, appropriate teacher/student interaction and meaningful lessons that result in student learning • Is sensitive to the knowledge, background, and understanding that students bring to the subject being taught • Selects objectives and teaching methods that reflect an understanding of child development • Helps students set developmentally appropriate goals • Teaches the subject matter at a pace consistent with needs of students • Establishes high, developmentally appropriate expectations for achievement for all students • Provides ongoing feedback to students • Clearly communicates expectations and criteria for success to students • Uses alternative methods of explaining concepts and teaching skills • Provides students with time and opportunity to answer questions and share ideas • Follows appropriate formal intervention procedures to improve student learning, e.g. identified protocols, 504’s, IEPs, etc. • Integrates the teaching of reading, writing, and study skills into the subject matter • Relates subject matter to career education objectives, whenever appropriate • Provides differentiated assignments and learning activities for students of all abilities • Supplements and enriches textbook subject matter with a variety of available & current technology sources and resources, including a variety of media • Uses a variety of instructional formats such as recitation, lecture, discussion, and group work

Instruction: Teaching & Learning, Student Development (v) Student development, the teacher demonstrates knowledge of student development, an understanding and appreciation of diversity and the regular application of developmentally appropriate instructional strategies for the benefit of all students • Works from a strengths based model to engage and foster learning • Selects objectives and teaching methods that reflect an understanding of child development • Respects the individuality of all students and helps each to develop a positive self-image • Establishes high expectations for achievement for all students • Recognizes students personal interests and accomplishments

Instruction: Teaching & Learning, Classroom Management (iv) Classroom management, the teacher demonstrates classroom management skills supportive of diverse student learning needs, which create an environment conducive to student learning • Achieves a productive classroom atmosphere where meaningful learning takes place • Builds positive relationships with students and families that supports learning • Provides students with positive reinforcement • Ensures that the classroom environment is safe, emotionally and physically • Creates a classroom environment that fosters a relationship with the students where they and their work are valued

• During instruction engages student attention by setting clear goals and objectives for the day or period • Manages a classroom in which students understand and adhere to established routines and procedures • Establishes, maintains, and fairly enforces clear, high, and appropriate behavioral expectations for student conduct consistent with school and District policies • Follows appropriate interventions to support student behavior procedures for students at risk • Demonstrates awareness of what all students are doing, promoting self-directed behavior appropriate to the task

Planning: Reflective and Responsive Practice -done (viii) The teacher effectively reviews, assesses and makes appropriate adjustments to practice on a continuing basis • Engages in professional development activities such as college course work, inservice training, summer workshops, conferences, school visits, and committee work that enhances the teachers’ professional performance or professional growth • Evaluates own teaching and initiates changes • Seeks, offers and accepts professional feedback honestly and constructively

Planning: Content Knowledge (i) The teacher demonstrates a thorough knowledge of the subject matter and curriculum • Applies knowledge of State standards and State & District curriculum • Understands and applies course or grade curriculum, and connects it to curriculum immediately preceding and following (unit-to-unit and grade-to-grade) • Demonstrates a command of subject matter appropriate to his/her assignment • Remains current in subject area and related curriculum development, using technology, research and other forms of professional development to stay up to date.

Planning: Collaboration (vii) The teacher develops effective collaborative relationships with students, families, the community, and appropriate support personnel to meet the learning needs of students • Maintains professional communication (confidentiality, respect, and honesty) • Collaborates effectively with teaching staff, families, pupil support services, community resources and administrators to support students • Shares information, materials, and ideas with colleagues concerning curriculum and students • Collaborates to implement special support for students (504’s, IEPs, and identified interventions) • Complies with existing building and District management plans (behavior, safety) • Communicates with and involves families in a timely fashion regarding student progress and development • Develops knowledge of technology for professional and family communication

Planning: Preparation (ii) The teacher demonstrates appropriate preparation and pedagogical practices to support instruction • Bases decisions about content, time allocation, grouping, and teaching methods on the recognition of students developmental needs and curriculum • Chooses instructional objectives consistent with subject matter requirements and expectations, covering subject matter • Demonstrates careful and thoughtful daily and long-term planning, which reflects curriculum scope and sequence • Maintains and submits all required classroom records, substitute plans, etc. in a timely manner • Develops and demonstrates knowledge of technology for planning, and organization