5.2 Assists staff in Does not meet with faculty members Meets minimum teachers’ Meets with faculty members Is proficient AND consistently to develop, review and modify contract requirements to regularly to develop, review and demonstrates leadership in the developing student growth plans; student growth develop, review and modify modify student growth plans practice of developing comprehensive required student plans do not meet minimum student growth plans (individual (individual or group plans); student growth plans; regularly meets growth plan and requirements; does not assist staff in or group plans) based on assists identification of with faculty members to reflect on identifying valid, the identification of performance identified areas of need; assists performance indicators to student growth plans and progress reliable sources of indicators or performance indicators identification of performance benchmark progress; evidence of are not sufficient indicators to monitor and planning and effectiveness benchmark progress performance-linked goal setting strategies are used, allowing timely feedback to make corrections and improve teacher practice 5.3 Assists staff in Does not fully support staff in their Facilitates staff in the Facilitates and supports staff in Is proficient AND serves as a driving efforts to improve teaching and implementation of effective the implementation of effective force to build capacity for staff to implementing assessment; does not have instruction and assessment instruction and assessment initiate and implement improved effective knowledge or understanding of best practices; emerging knowledge practices; has deep and instruction and assessment practices; instruction and instruction and assessment practices; of applied learning theories to thorough knowledge and encourages staff to conduct action assessment does not make assisting staff in create a personalized and understanding of best practices research; seeks ways to extend practices improved teaching and assessment a motivated learning environment in instruction and assessment; influence of knowledge and priority devotes time and effort to the contribute to the application of improvement of instruction and effective instruction and assessment assessment; assists staff to use practices the most effective and appropriate technologies to support teaching and learning
5.2 Assists staff in developing required student growth plan and identifying valid, reliable sources of evidence of effectiveness Does not meet with faculty members to develop, review and modify student growth plans; student growth plans do not meet minimum requirements; does not assist staff in the identification of performance indicators or performance indicators are not sufficient Meets minimum teachers’ contract requirements to develop, review and modify student growth plans (individual or group plans) based on identified areas of need; assists identification of performance indicators to monitor and benchmark progress Meets with faculty members regularly to develop, review and modify student growth plans (individual or group plans); assists identification of performance indicators to benchmark progress; planning and performance-linked goal setting strategies are used, allowing timely feedback to make corrections and improve teacher practice Is proficient AND consistently demonstrates leadership in the practice of developing comprehensive student growth plans; regularly meets with faculty members to reflect on student growth plans and progress 5.3 Assists staff in implementing effective instruction and assessment practices Does not fully support staff in their efforts to improve teaching and assessment; does not have knowledge or understanding of best instruction and assessment practices; does not make assisting staff in improved teaching and assessment a priority Facilitates staff in the implementation of effective instruction and assessment practices; emerging knowledge of applied learning theories to create a personalized and motivated learning environment Facilitates and supports staff in the implementation of effective instruction and assessment practices; has deep and thorough knowledge and understanding of best practices in instruction and assessment; devotes time and effort to the improvement of instruction and assessment; assists staff to use the most effective and appropriate technologies to support teaching and learning Is proficient AND serves as a driving force to build capacity for staff to initiate and implement improved instruction and assessment practices; encourages staff to conduct action research; seeks ways to extend influence of knowledge and contribute to the application of effective instruction and assessment practices
NEWCriteria5L.docx