Tuscola Intermediate School District 1 Off Campus Instructor ...

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Elements1IneffectiveClassroom Management/Learning Environment2Minimally Effective3Effective4Highly Effective2 OCISelfEvaluationAdministratorEvaluationInteraction withStudents• interaction with at least some studentsis negative, demeaning, sarcastic• interaction is inappropriate to student’sage or culture• student’s questions or interests aredisregarded• students exhibit disrespect for teacher• interactions with students are generallyappropriate, but may reflect occasionalinconsistencies, favoritism or disregardfor student’s culture• students exhibit only minimal respect forteacher• interactions are friendly anddemonstrate general warmth, caring,and respect• interactions are appropriate todevelopmental and cultural norms• students exhibit respect for teacher• interactions demonstrate genuinecaring and respect for individual• teacher successfully accommodatesstudent’s questions or interests• students exhibit respect for teacheras an individualStudent Interaction • interactions are characterized byconflict, sarcasm, or put-downsStudent Groups • students are not productively engaged• groups are inappropriate to students orinstructional goalsMaterials andResourcesExpectations andDirectionsMonitoring andResponse toStudent Behavior• materials are unavailable• materials do not support instructionalgoals• materials do not engage studentsmeaningfully• standards do not appear to have beenestablished• students are confused about standards• is unaware of student actions• responds disrespectfullyTechnology • teacher displays little understanding ofthe importance of technology to his/herprogram and/or benefits to students• technology instruction is limited to thesubject area• computer software applicationintegration is very limited or nonexistent• few opportunities for students<strong>Instructor</strong> CommentsAdministrator Comments• interactions demonstrate negativebehavior toward one another• students are only productive whenteacher/itinerant is involved• group work is partially organized orpartially appropriate to students orinstructional goals• materials are not readily available• some materials support goals• some engage students meaningfully• standards have been established formost situations• majority of students understand them• clarification is provided after confusion• may miss the activities of some students• responds inconsistently• teacher displays a general understandingof the importance of technology in his/herclassroom• teacher demonstrates a basicunderstanding of technology andcomputer application• some attempts to integrate technologyapplications into the curriculum are beingmade• interactions are generally polite andrespectful• majority of students are engaged at alltimes• group work is organized and fullyappropriate to students or instructionalgoals• materials are readily available and wellorganized• majority of materials supportinstructional goals• majority of materials engage studentsmeaningfully• standards have been established• standards are clear to all studentsstandards contain an appropriate levelof detail• is alert to student behavior• response is respectful and generallyappropriate• teacher exhibits a proactive approach intechnology applications integration toinstruction in program area• technology and concept/computerapplication are integrated into programarea• teacher continues to explore/implementtechnology applications into curriculumand to use as an instructional tool tobenefit students• interactions demonstrate genuinecaring for one another as individualsand as students• students are productively engaged• group work is fully appropriate tostudents and instructional goals• students assume responsibility forproductivity and given choice inselection• encourages student responsibility forefficient operations• fosters student’s choice, adaptation,or creation of materials to enhancetheir own learning• standards are clear• standards appear to have beendeveloped with student participation• standards account for possiblestudent misunderstanding• is subtle and preventative• students monitoring their ownbehavior• response is highly effective andsensitive to individual needs• teacher provides a leadership role toother staff members in theintegration and application oftechnology• teacher displays a thoroughknowledge in the use of technologyin instruction and curriculum• teacher promotes application andintegration of technology at staffmeetings
Elements1IneffectiveInstruction2Minimally Effective3Effective4Highly Effective3 OCISelfEvaluationAdministratorEvaluationOral and WrittenLanguage• spoken language is inaudible• written language is illegible• spoken or written language containsmany grammar and syntax errorsUse of Resources • is unaware of or doesn’t utilizeresources available through the school,district, or community for teaching andUse of InstructionalTechniquesActivities andAssignmentsFlexibility andResponsivenessFeedback toStudentsAssessment ofStudent Learning<strong>Instructor</strong> Commentslearning• questions are geared to lower levelthinking• students participate in the discussion• response time is not providedadequately• are not suitable to students orinstructional goals• do not follow an organized progression• adheres rigidly to lesson plan, evenwhen feedback indicates changes arenecessary• gives up or blames the student or theenvironment for students lack ofsuccess• is not provided• is in disarray• is not established or unclear• lacks congruence with goals• is not used to inform planning• spoken language is audible• written language is legible• errors may occur occasionally• displays minimal awareness of resourcesavailable through the school, district, andother organizations• questions indicate an attempt to engagestudents in discussion and some aregeared toward higher-level thinking• students participate in the discussionwhen directed• response time is provided inconsistently• are minimally suitable to students orinstructional goals• follow a roughly organized progression• attempts to adjust lesson with mixedresults• accepts responsibility for the success ofall students• has a limited repertoire of instructionalstrategies to use• is of low quality• is rarely provided• is only partially effective• may exist, but is not clearlycommunicated• assesses only some goals• uses results to plan for class as a whole• spoken and written language is clearand correct• is aware of and utilizes resourcesavailable through the school, district,and other organizations• questions facilitate higher-leveldiscussion• students are actively engaged indiscussion• response time is provided adequatelyfor most students• are suitable to most students andinstructional goals• follow a thoroughly organizedprogression materials engage studentsmeaningfully• makes minor adjustments effectively• persists in seeking myriad approachesfor students• possesses an adequate repertoire ofinstructional strategies• is of high quality• is provided in a timely manner• is effective• is clearly communicated• assesses goals adequately• uses results to plan for individuals andgroups• spoken and written language isarticulate and expressive• integrates resources availablethrough the school, district, andother organizations• questions facilitate higher-leveldiscussion where students seek toengage entire class• students occasionally leaddiscussion, where appropriate• adequate opportunity is available forall students to respond• are highly relevant to students andinstructional goals• encourage student initiation oradaptation of activities/projects toenhance their understanding• adapts instruction continually andspontaneously• persists in seeking effectiveapproaches for students asindividuals• employs strategies for increasingmetacognition• is consistently high quality• is timely with provisions for student’suse• incorporates student’s informationand interpretation of their records• is clearly communicated withevidence of student contribution• indicates complete congruencebetween goals and assessment• involves student participation inplanning the next stepsAdministrator Comments
Page 4 and 5: Elements1Ineffective2Minimally Effe
Page 7 and 8: Job Performance /Accomplishments co

Tuscola Intermediate School District 1 Off Campus Instructor ...

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