Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Proficient Developing/Needs Proficient is the Exemplary* Unacceptable Improvement expected level of performance. In addition to meeting The teacher The teacher The teacher’s the standard, the inconsistently uses instruction effectively engages teacher optimizes students in learning instructional strategies inadequately addresses students’ opportunity to that meet individual students’ learning by using a variety of learn by engaging them instructional learning in higher order thinking strategies in order to and/or enhanced meet individual performance skills. learning needs. *Teachers who are exemplary often serve as role models and/or teacher leaders. Performance Standard 4: Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Proficient Developing/Needs Proficient is the Exemplary* Unacceptable Improvement expected of performance. In addition to meeting The teacher The teacher uses a The teacher uses an the standard, the systematically limited selection of inadequate variety of teacher uses a variety gathers, analyzes, and assessment strategies, assessment sources, of informal and formal uses all relevant data inconsistently assesses infrequently, assessments based on to measure student assessment to intended does not use baseline or intended learning academic progress, learning outcomes, feedback data to make outcomes to assess instructional and/or does not use instructional decisions student learning and content and delivery assessment to and/or does not report teaches students how to methods, and provide plan/modify on student academic monitor their own timely feedback to instruction. progress in a timely academic progress. both students and manner. parents throughout the school year. *Teachers who are exemplary serve as role models and/or teacher leaders.
Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 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 The teacher’s instruction inadequately addresses students’ learning *Teachers who are exemplary often serve as role models and/or teacher leaders. Performance Standard 4: Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Exemplary* Proficient Proficient is the expected 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 learning and teaches students how to monitor their own academic progress. The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. The teacher uses a limited selection of assessment strategies, inconsistently assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic progress in a timely manner. *Teachers who are exemplary serve as role models and/or teacher leaders.
day_3_participants.docx