3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. Proficient Developing/Needs Exemplary* Unacceptable Proficient is the expected Improvement level of performance. In addition to meeting the The teacher effectively The teacher inconsistently The instruction teacher’s standard, the teacher engages students in uses instructional strategies inadequately addresses optimizes learning by using a that meet individual learning needs. students’ students’ opportunity to learn by variety of instructional learning needs. engaging them in higher strategies in order to order thinking and/or meet individual learning enhanced performance needs. skills. *Teachers who are exemplary often serve as role models and/or teacher leaders. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 4.1 Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning. 4.2 Involves students in setting learning goals and monitoring their own progress. 4.3 Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. 4.4 Aligns student assessment with established curriculum standards and benchmarks. 4.5 Uses assessment tools for both formative and summative purposes, and uses grading practices that report final mastery in relationship to content goals and objectives. 4.6 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust learning. students’ 4.7 Gives constructive and frequent feedback to students on their learning. Proficient Developing/Needs Exemplary* Unacceptable Proficient is the expected Improvement level of performance. In addition to meeting the The teacher The teacher uses a limited The teacher uses an standard, the teacher uses systematically gathers, selection of assessment inadequate variety of a variety of informal and analyzes, and uses all strategies, inconsistently assessment sources, formal assessments based relevant data to measure links assessment to assesses infrequently, on intended learning intended learning does not use baseline or student academic outcomes to assess student progress, guide outcomes, and/or does not feedback data to make
3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. Exemplary* Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher optimizes students’ opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills. The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. The teacher inconsistently uses instructional strategies that meet individual learning needs. The teacher’s instruction inadequately addresses students’ learning needs. *Teachers who are exemplary often serve as role models and/or teacher leaders. Sample Performance Indicators Examples of teacher work conducted in the performance of the standard may include, but are not limited to: 4.1 Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning. 4.2 Involves students in setting learning goals and monitoring their own progress. 4.3 Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. 4.4 Aligns student assessment with established curriculum standards and benchmarks. 4.5 Uses assessment tools for both formative and summative purposes, and uses grading practices that report final mastery in relationship to content goals and objectives. 4.6 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. 4.7 Gives constructive and frequent feedback to students on their learning. Exemplary* Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make