Criteria

=Annual Professional Performance Review Criteria= //Grouped/roughly worded/partially refined// toc

-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 alternative assessments based on the student’s learning styles, variety • Assesses student progress on a regular basis and shares results with families • Establishes and communicates clear standards for assessment • Uses formal and informal diagnostic testing and evaluation to make instructional adjustments for individual students • Documents and demonstrates student learning throughout the year

-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 • Helps students set goals (age/developmentally appropriate) • Is sensitive to the knowledge, background, and understanding that students bring to the subject being taught • Relates subject matter to career education objectives, whenever appropriate • Teaches the subject matter at a pace consistent with needs of students • Establishes high expectations for achievement for all students based on developmental level • Selects objectives and teaching methods that reflect an understanding of child development • Follows appropriate intervention procedures to improve student learning, e.g. identified protocols, 504’s, IEPs, etc. • Provides ongoing feedback to students • Integrates the teaching of reading, writing, and study skills into the subject matter • Provides differentiated assignments and learning activities for students of all abilities • Clearly communicates expectations and criteria for success to students • 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 • Encourages high academic achievement for all students • Uses alternative ways to explain concepts and skills • Provides students with time and opportunity to answer questions and share ideas

-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 • Respects the individuality of all students and helps each to develop a positive self-image • Establishes high expectations for achievement for all students • Selects objectives and teaching methods that reflect an understanding of child development • Recognizes students personal interests and accomplishments • Works from a strengths based model to engage and foster learning

-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 • Builds relationships with students and families • Monitors various activities occurring simultaneously in the classroom • Provides students with positive reinforcement • Engages student attention during instruction • Ensures that the classroom environment is safe, emotionally and physically • Creates a classroom environment that fosters a relationship with the students, e.g. displays student work • Manages a classroom in which students understand and adhere to established routines and procedures • Establishes and maintains clear, high, and appropriate behavioral expectations for student conduct consistent with school and District policy • Consistently enforces school and district policies and rules and regulations governing student behavior with (fairness) ??? • 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 • Promotes students’ ability to monitor their own behavior as developmentally appropriate • Sets and communicates clear goals and objectives for the day or period • Achieves a productive classroom atmosphere where meaningful learning takes place

-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 • Develops and demonstrates ability to use technology to support subject matter currency

-Planning: Collaboration
(vii) The teacher develops effective collaborative relationships with students, parents/caregivers, the community,and appropriate support personnel to meet the learning needs of students • Collaborates with classroom teachers, parents/caregivers, pupil support services staff, supervisors, and administrators to support students • Shares information, materials, and ideas with colleagues • Maintains professional communication (confidentiality, respect, and honesty) • Collaborates on curriculum • Works collaboratively to problem solve • Collaboration 3.9 • Communicates with and involves parents/caregivers in a timely fashion regarding student progress and development • Collaborates to implement special support for students (504’s, IEPs, and identified interventions) • Complies with existing building and District management plans (behavior, safety) • Collaborates with other educators and community resources • Develops knowledge of technology for professional and family communication

-Planning: Preparation
(ii) The teacher demonstrates appropriate preparation and pedagogical practices to support instruction • Provides meaningful audience for students work • Chooses instructional objectives consistent with subject matter requirements and expectations • Covers all subject matter expected to be taught within the teaching assignment • Selects objectives and teaching methods that reflect an understanding of child development • Demonstrates careful and thoughtful planning for instruction • Uses assessments to guide instruction • Has clear lesson plans available for substitutes • Demonstrates daily and long-term planning, which reflects curriculum scope and sequence • Maintains and submits all required classroom records, in a timely manner • Develops and demonstrates knowledge of technology for planning, and organization • Bases decisions about content, time allocation, grouping, and activities on the recognition of students needs and curriculum