Teacher’s Handbook 2015-2016

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TableofContents

ProfessionalEthics.........................................................................................................................................4

ChristianCodeofConductforTeachers..................................................................................................4

TeacherAgreement........................................................................................................................................5DressGuidelinesforTeachers...................................................................................................................6

SupervisorofInstruction.............................................................................................................................7Substitutes.........................................................................................................................................................7

ClassroomManagement...............................................................................................................................7

Grades..............................................................................................................................................................14Engrade...........................................................................................................................................................14

Attendance.....................................................................................................................................................14Committees....................................................................................................................................................15

TextbookandTeachingMaterials..........................................................................................................15

FireDrills........................................................................................................................................................15TornadoDrills...............................................................................................................................................15

Bloom'sTaxonomy......................................................................................................................................16

TeacherEvaluation.....................................................................................................................................16EvaluationDomains....................................................................................................................................18

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Professional Ethics The fitness of the Christian educator to teach depends on a broad range of factors, particularly including his impact and effect on students. The Christian educator is intended to be, and inevitably becomes, an exemplar to the pupils, the school and the community. He shall therefore fulfill to the best of his ability the following responsibilities.

The Christian educator has the personal responsibility to: • Practice wholeheartedly and consistently the ideals of the Seventh-day Adventist Church. • Have a high sense of loyalty to the aims and ideals of Christian education, particularly to the philosophy of education

advocated by Heritage Academy as derived from the Bible and Spirit of Prophecy. • Recognize the brotherhood of man and the right of opportunity for all, according to their ability, without discrimination

on account of race, religion, gender or social antecedents. • Look upon Christian teaching as a holy vocation. • Strive for excellence in teaching methods and techniques always for the purpose of giving more effective service to

students.

The Christian educator has the responsibility to fellow employees to: • Give encouragement and moral support to associates on the school staff. • Give appropriate recognition to lines of authority and to duties and responsibilities assigned to other staff members and

to functions of administrators.

The Christian educator has the responsibility to the students to: • Recognize obligation to meet promptly and faithfully all appointments with his classes, individual students and student

groups. • Cultivate friendly relationships with students and student groups. • Give all students the freedom to express their views and the assurance of careful and objective consideration of

opinions expressed by them. • Hold in professional confidence the ideas, needs, weaknesses and failures of students. • Refrain from discussing personal problems with students.

The Christian educator has the responsibility to the school to: • Demonstrate loyalty to the school by observing its regulations and policies. • Participate in activities and programs sponsored by the school and accept and carry to the best of his ability

responsibilities that may be assigned to him. • Refrain from discussing confidential or official information with unauthorized persons. • Carry out reasonable job assignments, and follow a supervisor’s reasonable orders, directives and recommendations,

direct or implied.

Christian Code of Conduct for Teachers "And whatever you do in word or deed, do al l in the name of the Lord Jesus , g iv ing thanks to God the Father through Him. " Coloss ians 3:17

As teachers, we recognize that our ethics help to formulate our student’s and others' opinions of Adventists and of Christ. Considering this we should endeavor to excel in every facet of our service in association with Heritage Academy. In order to do this, a daily study of God's Word is essential. Additionally it is necessary to be in communion with God through prayer, and be in fellowship with believers. It is important to be wholeheartedly devoted to Christ.

As teachers, we must have a deeper, higher sense of the consecration, which God requires of men whom he has chosen as the depositaries of his holy word. Teachers are not to be careless in any of their ways. A most solemn responsibility rests upon teachers to be examples to their students, in faith, in word, in life and character, that they may adorn the doctrine of Christ our Saviour. They are to be strictly pure, to be much in prayer, and to be diligent students of the Bible. God has given them mind and reasoning powers, that they may search diligently for the jewels of his truth, that are to be presented in all their attraction to the imperiled souls of their students. Teachers are to lay their souls open before God, that they may be filled with heavenly inspiration. Teachers should keep the fountain of the soul pure, that the streams coming forth from it may be untainted with evil. The whole mind and soul should become imbued with the truth, that they may be a living

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representations of Christ.1

The Christian teacher contemplates the character of God, and increases in the knowledge of Jesus. Becoming wholly given up to those things, which bring heavenly enlightenment, heavenly wisdom, to the uplifting of the soul, every capability of the Christian teacher’s nature is submitted to God, and their thoughts are brought into captivity to Christ.2 As the Christian learns the life and character of Christ, they reflect His words and deeds in daily interactions with others. It is important, as well, to seek, at all times and in all places, to emulate Jesus Christ. Therefore we must act with love, service, and professionalism; and treat every person with respect, dignity, fairness and courtesy.

The Christian teacher puts others before self, and conducts himself or herself in a way that reflects their accountability to Christ. Also, The Christian teacher speaks the truth in love, and recognizes and respects what the Lord is doing through other individuals including their students, and refrains from unnecessary criticism. Seeking to promote honesty the Christian strives to keep promises and avoid unclear commitments.

The teacher-student relationships are to be permeated with Christian ethics and these ethics should not be compromised in any way. Day-to-day decisions should ring true to the Word of God, and not be based on the world's standards. In all disputes the biblical model should be followed for resolution. The life should be devoted to Christ to follow, obey, and honor Him in my word and deed, and dedicated to glorify God.

The educator should be wise to discern that while faithfulness and kindness will win souls, harshness never will. Arbitrary words and actions stir up the worst passions of the human heart. If men and women professing to be Christians have not learned to put away their own evil and childish tempers, how can they expect to be honored and respected?3

The teacher is to forget self and feel a deep interest in the success and prosperity of his pupils, realizing that they are God's property and that he must render an account for his influence upon their minds and character. Doing this, we shall have a school in which angels will love to linger. Jesus will look approvingly upon the work of the teachers and will send His grace into the hearts of the students.4

Teacher Agreement 1. ThetermofthisagreementisAugust1,2015untilJune3,2016.

2. TheTEACHERagreestoservetheSCHOOLforthenumberofdaysintheofficialschoolcalendarand toperformotherduties assignedby theadministrator; and towork cooperativelywith thestaff,facultyandadministrationoftheSCHOOL.

3. TheTEACHERshalldevoteareasonableamountofout-of-classtimetocurriculum-development,tostudentactivities,andtootherdutiesasassignedbytheadministrator.

4. It is further mutually agreed that the SCHOOL shall offer the TEACHER a new agreement ofemployment for the ensuing year on or before May 1, 2016, unless the SCHOOL gives theTEACHERwrittennoticeof its intentionnot to re-employ theTEACHER onorbeforeApril 15,2016.

5. TheTEACHER may be suspended or discharged for good cause as shall be determined in theexclusive discretion of the Administration. It is specifically understood that good cause fordischargeshallincludebutnotbelimitedto:inadequacyofteaching,misconduct,neglectofduty,physical or mental incapacity, actions involving moral turpitude, violation of the terms of thisagreement orHeritage Academy policy, or any conduct not in keeping with the Seventh-dayAdventistFaith,orconducttendingtoreflectdiscreditupontheSCHOOLortendingtoimpairtheTEACHER’Susefulnessinhis/hercapacityasateacher.

1 Review and Herald, October 25, 1898 2 Review and Herald, November 17, 1891 3 Testimonies for the Church, vol. 6, p. 134 4 Testimonies for the Church, vol. 5, p. 31

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6. TheSCHOOL employs theTEACHER asanemployeeof theSCHOOL ata salaryandbenefits inaccordance with addendum #1. Salary payments shall begin September 5, 2016. They willcontinueonthe5thdayofeachmonthtotheendoftheemploymentyear,June5th.

7. ItisagreedthattheconditionsofthiscontractshallonlybechangedbymutualwrittenagreementoftheTEACHERandtheSCHOOL. Thisisthesoleagreementbetweenthepartiesandnootherrepresentations, be they oral or written, are binding between the parties. Tennessee law shallgovernthisagreementinitsperformanceandinterpretation.

Non-DiscriminatoryEmploymentPolicy

8. TheSCHOOLhiresTEACHERsofanyrace,color,gender,nationality,orethnicorigintoallrights,privileges,programs,andactivitiesgenerallyaccordedormadeavailabletostudentsattheschool.It does not discriminate on the basis of race, color, gender, nationality, or ethnic origin in theadministrationofitseducationalandadmissionspolicies,andschoolprograms.

Dress Guidelines for Teachers This is a general overview of appropriate business casual attire. Items that are not appropriate for school are also listed. Neither list is all-inclusive, and both lists are subject to revision. The lists describe what is generally acceptable as business casual attire and what is generally not acceptable as business casual attire. No dress code can cover all contingencies, so teachers must apply a certain amount of judgment in their choice of work attire.

Heritage Academy’s objective in establishing a business casual dress code is to allow principals, teachers, and school staff to work comfortably and modestly at school. While being comfortable, staff members still need to project a professional image for students, parents, church members, and community visitors.

Not all clothing is suitable for school. These guidelines are to help teachers determine what is appropriate attire for school. Clothing that works well for the beach, yard work, exercise sessions, and sports contests is not appropriate for a professional appearance at work. Articles of clothing revealing cleavage, chest, back, feet, the midriff, or underwear is never appropriate at school, even in a casual setting.

• Clothing should be pressed and never wrinkled. Torn, dirty, or frayed clothing is unacceptable. • All seams must be finished. • Any clothing that has words, terms, or pictures that may be offensive and a poor example to students is unacceptable. • Clothing with the school logo is encouraged. • Sports team, university, and fashion brand names as displayed on clothing are generally acceptable.

Slacks, Pants, and Suit Pants • Slacks that are similar to Dockers and other makers of cotton or synthetic material pants, wool pants, flannel pants,

dressy capris, and nice looking dress synthetic pants are acceptable. • Inappropriate slacks or pants include jeans, sweatpants, exercise pants, Bermuda shorts, short shorts, shorts, bib

overalls, leggings, and any spandex or other form-fitting pants such as people wear for biking. • Jeans are appropriate for outdoor education and identified field-trip events.

Skirts, Dresses, and Skirted Suits • Casual dresses and skirts, and skirts that are split at or below the knee are acceptable. • Dress and skirt length should be at a length at which you can sit comfortably in public. • Mini-skirts (skirts above the knee), skorts, sun dresses, beach dresses, sleeveless dresses, and spaghetti-strap dresses

are inappropriate for school.

Shirts, Tops, Blouses, and Jackets • Casual shirts, dress shirts, sweaters, tops, golf-type shirts, and turtlenecks are acceptable attire for work. • Most suit jackets or sport jackets are also acceptable attire for the office, if they violate none of the listed guidelines. • Inappropriate attire for work includes tank tops; midriff tops; shirts with potentially offensive words, terms, logos,

pictures, cartoons, or slogans; halter-tops; tops with bare shoulders; sweatshirts, and t-shirts unless worn under another

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blouse, shirt, jacket, or dress.

Shoes and Footwear • Conservative athletic or walking shoes, loafers, sneakers, boots, flats, dress heels, and leather deck-type shoes are

acceptable for work. • Flashy athletic shoes, flip-flops, and slippers are not acceptable school wear.

Jewelry, Makeup, Perfume, Cologne, Hats, and Hair • Jewelry, including a wedding band, is not to be worn. Make-up should be used with good taste and not applied to draw

attention to one’s self. • Since some people are allergic to the chemicals in perfumes and make-up, wear these substances with restraint. • Hats are not appropriate in the building. • Hair should be kept clean, neat and well-groomed with no radical hair length, style or color.

Vocational Program • Some teachers who are in the vocational program also teach, and are permitted to remain in their vocational attire to

instruct their classes.

Supervisor of Instruction Supervision of instruction is a process for helping teachers grow professionally. This is accomplished through

a) formal and informal observation of instruction, b) analysis of the teacher’s instructional strengths and weaknesses, and c) providing effective feed back to teachers.

o Each teacher will receive a formal (announced) visit by the principal during the first quarter of the school year.

o A post-observation conference will be scheduled with each teacher to provide feedback. o Informal visits may occur anytime throughout the remainder of the school year.

Substitutes If a teacher must miss a class he/she must notify the school office and allow that office to make arrangements for a substitute teacher. Teachers may suggest a substitute, however, all arrangements must be made through the school office with the registrar or principal. • A record of classes substituted will be kept by the registrar. • Teachers must leave lesson plans and ample learning activities for the substitute teacher.

Classroom Management As much as possible teachers should deal with disruptions and misbehavior within their classroom. Examples: move close to the student; give the student the “eye”; speak to the student directly; move the student to another seat within the classroom etc.

If the situation requires that a student have some time out but the teacher does not want to send them to the Principal’s office, the student should be escorted to the library and left in the care of the library supervisor for the remainder of the class (if no library supervisor is available take the student to the school office).

If a student is insubordinate, disrespectful or is otherwise disruptive to the degree that teaching is impaired, the teacher may escort the student to the Principal’s office (if the principal is unavailable the school office personnel will accept the student and report the incident to the principal). The student will remain in the care of the principal or office personnel for the remainder of the class period. The principal will talk to the student and the teacher, decide an appropriate action and write up an incident report and place it in the student’s file.

• If a student receives three or more incident reports in one semester he/she must appear before the Deans’ and Principal’s Committee to determine a solution.

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Class Syllabus Each teacher will prepare and submit to the principal a syllabus for each class taught. This syllabus is to include the teacher’s name, text used, course description, course objectives, yearly plan, course requirements and grading procedures. (Grade procedure must be in keeping with grade policy)

Teachers need not prepare a new syllabus each year. However, a copy of the previous year’s syllabus will be given to the teacher to make any corrections or additions and return to the principal.

Lesson Plans Each teacher will prepare and submit to the principal a scope and sequence yearly plan before classes commence. Teachers will prepare and submit unit plans to the principal on a monthly basis. Daily plans will be kept in the teacher’s notebook with all the above-mentioned plans. These should be available in the teacher’s possession during class for inspection during observations.

Teachers create lesson plans to serve as guides in helping students achieve intended learning outcomes. Whether a lesson plan is in a particular format is not as relevant as whether or not the plan actually describes

• what the teacher expects the student to know, understand and be able to do, • how the student will be engaged in the learning, and • what evidence the teacher will accept that the student has demonstrated mastery of the identified knowledge, skills and

concepts noted. Plans that can be interpreted or implemented in many different ways are probably not well-designed lessons. A key component to developing a quality lesson plan is specificity. A well-written lesson plan contains a set of elements that are descriptive in process.

Successful teachers are good planners and thinkers. By thinking carefully about that which the lesson is to accomplish, we improve our lesson planning skills. Using lesson plans for each class helps teachers incorporate best practices in teaching and learning in every lesson; this, in turn, helps students meet learning objectives for the identified course. While there is no one “best way” to plan lessons, there are fundamental components found in quality lesson plans. A careful review of the most common styles indicates that most styles contain the following elements linked to what is known about the promotion of student learning:

• 3-5 lesson objectives with connection to the broader course objective • Identification of the content to be covered within the lesson • Multiple activities for a class period (group work, problem-solving, think-pair-share, lecture, etc.) • Resources and materials needed with technology noted • Recommended time allotment for each activity within the lesson • Work to be completed outside of class • Method of Assessment

Intended Learning Outcomes (objectives) What Are Intended Learning Outcomes?

It may be best to start with what intended learning outcomes aren’t. They aren’t simply a list of the topics to be covered in the course. Certainly, there will be a body of knowledge that students should know and understand by the time the course is complete. But if the goals for what students should achieve stops there, there may be many missed opportunities for providing them with a more productive learning experience.

An intended learning outcome should describe what students should know or be able to do at the end of the course that they couldn’t do before. Intended learning outcomes should be about student performance. Good intended learning outcomes shouldn’t be too abstract (“the students will understand what good literature is”); too narrow (“the students will know what a ground is”); or be restricted to lower-level cognitive skills (“the students will be able to name the countries in Africa.”).

Each individual intended learning outcome should support the overarching goal of the course, that is, the thread that unites all the topics that will be covered and all the skills students should have mastered by the end of the semester. Best practice dictates that intended learning outcomes be kept to no more than half a dozen.

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Writing Intended Learning Outcomes

Experts often talk about using the acronym S—K—A to frame learning objectives. SKA stands for:

Skills: What students should be able to do by the time the course is completed. Knowledge: What students should know and understand by the time the course is completed. Attitudes: What the students’ opinions will be about the subject matter of the course by the time it is completed. It is best to identify the skills, knowledge, and attitudes the students should gain throughout the course by writing sentences that begin:

“By the time the students finish the course, they should be able to . . .”

and then supplying a strong, action verb. Examples of verbs that define student performance in a particular area include:

Cognitive Level Illustrative Verbs Definitions

Knowledge arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state

remembering previously learned information

Comprehension

classify, convert, defend, discuss, distinguish, estimate, explain, express, extend, generalize, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, translate

grasping the meaning of information

Application apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate schedule, show, sketch, solve, use write

applying knowledge to actual situations

Analysis

analyze, appraise, breakdown, calculate, categorize, classify, compare, contrast, criticize, derive, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, interpret, model, outline, point out, question, relate, select, separate, subdivide, test

breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized

Synthesis arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, explain, formulate, generate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write

rearranging component ideas into a new whole

Evaluation appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

making judgments based on internal evidence or external criteria

Presenting the Lesson Plan Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class. Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track.

Teaching Strategies Knowing how the brain works best allows educators to create an environment that gives the student a higher probability of success in learning. Using the following brain-based learning principles can improve your students’ performance in class.

Students have different learning styles.

• 50% are visual learners and prefer pictures, charts, and written text over lectures.

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• 30% are kinesthetic learners and need more tactile (hands-on) and movement-based activities. • 20% are auditory learners and do best when they talk about what they are learning. • The brain performs better in a positive emotional state. Students must feel physically and emotionally safe before their

brains are ready to learn. Teachers can create a positive environment by encouraging and praising their students’ efforts.

• The brain learns new information in chunks. Brain research states that children ages 14 and older can learn up to 7 chunks at a time. Teachers should plan for these limits and teach material in small chunks.

• The brain also works on a time schedule. • Students 14 and older learn in increments up to • 10 – 20 minutes. Sometimes, teachers may extend time limits through positive reinforcement. • Students learn best when teachers teach new material first and review previously learned material at the end of

instruction. • It is best for teachers to teach in short units (1 to 2 segments at a time) and then provide a student led activity time.

Students need time to practice the skills they are learning.

Twelve design principles based on brain-based research • Rich, stimulating environments using student created materials and products are evident on bulletin boards and display

areas. • Places for group learning like tables and desks grouped together, to stimulate social skills and cooperative work

groups. Have comfortable furniture and couches available for casual discussion areas. Carpeted and areas with large pillows who prefer not the work at a desk or table.

• Link indoor and outdoor spaces so students can move about using their motor cortex for more brain oxygenation. • Safe places for students to be where threat is reduced. • Use a variety of places that provide different lighting, and nooks and crannies. • Change displays in the classroom regularly to provide a stimulating situations for brain development. Have students

create stage sets where they can act out scenes from their readings or demonstrate a science principle or act out a dialogue between historical figures.

• Have multiple resources available. Provide educational, physical and a variety of setting within the classroom so that learning activities can be integrated easily. Computers areas, wet areas, experimental science areas should be in close proximity to one another. Multiple functions of learning is the goal.

• Flexibility: This common principle of the past is relevant. The teachable moment must be recognized and capitalized upon. Dimensions of flexibility are evident in other principles.

• Active and passive places: Students need quiet areas for reflection and retreat from others to use intrapersonal intelligences.

• Personal space: Students need a home base, a desk, a locker area. All this allows learners to express their unique identity.

• The community at large as an optimal learning environment: Teachers need to find ways to fully use city space and natural space to use as a primary learning setting. Technology, distance learning, community and business partnerships, all need to be explored by educational institutions.

• Enrichment: The brain can grow new connections at any age. Challenging, complex experiences with appropriate feedback are best. Cognitive skills develop better with music and motor skills. (D’Arcangelo)

Utilizing both music and art: One of the key tenets of brain-based education is that attention follows emotion, and both music and art often tap into the emotional areas and thus are natural conduits for remembering and connecting information.

Music: Music can lower stress, boost learning when used 3 different ways:

• as a carrier – using melody or beat to encode content, • as arousal – to calm down or energize, • as a primer – to prepare specific pathways for learning content) impacts the immune system, and is an energy source

for the brain. Art is an important part of brain-based education in that it provides many learners with avenues of expression and emotional connection and release. It is important at many levels. For instance, it is important in technology in order to

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create aesthetically pleasing PowerPoint presentations and multi-media displays that showcase work and make the information and facts presented memorable. Art can be metaphoric creating simple icons or images that ground larger more complex ideas. Multicultural awareness is improved through the study of art as it instantly connects viewers to different cultures. Indeed, due to the diverse power and inherent potential of art to create deep emotional connections and aid in memory retrieval, some educators think the arts should be named as the fourth R.

Steps for Preparing a Lesson Plan Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a set of questions meant to prompt reflection and aid you in designing your teaching and learning activities.

1. Outline learning objectives The first step is to determine what you want students to learn and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions: • What is the topic of the lesson? • What do I want students to learn? • What do I want them to understand and be able to do at the end of class? • What do I want them to take away from this particular lesson? Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time. Consider the following questions:

What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?

• Why are they important? • If I ran out of time, which ones could not be omitted? • And conversely, which ones could I skip if pressed for time?

2. Develop the introduction Now that you have your learning objectives in order of their importance, design the specific activities you will use to get students to understand and apply what they have learned. Because you will have a diverse body of students with different academic and personal experiences, they may already be familiar with the topic. That is why you might start with a question or activity to gauge students’ knowledge of the subject or possibly, their preconceived notions about it. For example, you can take a simple poll: “How many of you have heard of X? Raise your hand if you have.” You can also gather background information from your students prior to class by sending students an electronic survey or asking them to write comments on index cards. This additional information can help shape your introduction, learning activities, etc. When you have an idea of the students’ familiarity with the topic, you will also have a sense of what to focus on.

Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-world example, short video clip, practical application, probing question, etc.). Consider the following questions when planning your introduction:

• How will I check whether students know anything about the topic or have any preconceived notions about it? • What are some commonly held ideas (or possibly misconceptions) about this topic that students might be

familiar with or might espouse? • What will I do to introduce the topic?

3. Plan the specific learning activities (the main body of the lesson) Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use:

• What will I do to explain the topic? • What will I do to illustrate the topic in a different way?

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• How can I engage students in the topic? • What are some relevant real-life examples, analogies, or situations that can help students understand the

topic? • What will students need to do to help them understand the topic better?

4. Plan to check for understanding Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding – how will you know that students are learning? Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways. Try to predict the answers your questions will generate. Decide on whether you want students to respond orally or in writing. You can yourself these questions:

• What questions will I ask students to check for understanding? • What will I have students do to demonstrate that they are following? • Going back to my list of learning objectives, what activity can I have students do to check whether each of

those has been accomplished? An important strategy that will also help you with time management is to anticipate students’ questions. When planning your lesson, decide what kinds of questions will be productive for discussion and what questions might sidetrack the class. Think about and decide on the balance between covering content (accomplishing your learning objectives) and ensuring that students understand.

5. Develop a conclusion Go over the material covered in class by summarizing the main points of the lesson. You can do this in a number of ways: you can state the main points yourself (“Today we talked about…”), you can ask a student to help you summarize them, or you can even ask all students to write down on a piece of paper what they think were the main points of the lesson. You can review the students’ answers to gauge their understanding of the topic and then explain anything unclear the following class. Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson. How does the topic relate to the one that’s coming? This preview will spur students’ interest and help them connect the different ideas within a larger context.

6. Create a realistic timeline A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are some strategies for creating a realistic timeline:

• Estimate how much time each of the activities will take, then plan some extra time for each • When you prepare your lesson plan, next to each activity indicate how much time you expect it will take • Plan a few minutes at the end of class to answer any remaining questions and to sum up key points • Plan an extra activity or discussion question in case you have time left • Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive

rather than sticking to your original plan

Constructivism is a theory of learning in which learners construct new ideas or concepts based upon their current/past knowledge. This thinking often represents a more open type of planning on the teacher’s part; however, it is important that the teacher design instruction based upon the adopted learning objectives, gather resources and provide students with an opportunity to explore, build and demonstrate their learning focused on the identified objectives. It shifts the learning environment from one which is very instructor-centered to one that is very learner-centered, and this is reflected in how the lesson plans are written.

The 5 E’s Lesson Planning Model is often associated with constructivist learning design:

Engage (students encounter the material, define their questions, plan their necessary tasks, make connections between the new and the known and identify that which is relevant).

Explore (students are directly involved with the materials, inquiry drives the learning process, and they work as a

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team to share and build their knowledge).

Explain (the learners explain the discoveries, processes and concepts, learned through written, verbal or creative projects or products. The teacher supplies the resources, feedback, vocabulary and assists with the clarification of misconceptions).

Elaborate (learners expand their knowledge, make connections with similar concepts, apply their learning to other situations, and sometimes identify new inquiries to be made).

Evaluate (an ongoing process that involves both the learners and the teacher as they conduct checks for understanding, appropriately use rubrics and checklists, conduct interviews, and present and/or review portfolios, problem-based products or embedded assessments). Results are used to evaluate and modify future instructional needs.

Gum Chewing, Eating, Drinking • Chewing of gum anywhere in the multipurpose building is prohibited and carries a $5.00 fine. • Eating or drinking (other than water) is prohibited in the classrooms, hall and library and carries a $5.00 fine.

Assessment Use more diverse forms of assessment:

Maintaining portfolios is important for reflective improvement and self-assessment. These help teachers, parents, and students observe demonstrated growth over time. Teachers also need to maintain appropriate content mastery through regular testing programs. And, demonstrations, writing, and art are ways of assessing students’ progress, as are pre and post surveys and tests useful in assessing students’ progress. Both verbal and written self-assessments are important parts of proving academic growth, and interdisciplinary and cross-curricular projects provide realistic assessment tools too. In essence, students should be exposed to multiple methods of assessment.

Classroom Order • Teachers are responsible to ensure that students do not write on desks. • Students are to keep all four legs of their chairs on the floor. • Teachers are to be cognizant of messes that students may make during their class, and have the classroom clean before

they leave the room.

Classroom Security • Classrooms are to be locked when not in use. • Classrooms for first period classes are to be opened by the first period teachers. The classrooms are not to be opened

by another teacher or staff member if the teacher is late, the students are to remain in the hall and wait quietly for the teacher.

• The last period teachers are res ponsible for locking their classroom, seeing that all students are out of the building, locking the building, and activating the alarm.

• If there is no a class immediately following, make sure all students have left the room, turn out the lights and lock the door.

• Teachers should wait at their classroom until the next teacher arrives.

Hall Supervision • Teachers are responsible for providing supervision in the hallway during school hours. If something is out of place

(loudness, roughhousing, familiarity, etc.) do not wait for someone else to correct the situation.

Hall Access • We limit the time between classes to three minutes so that students do not have idle time in the halls. Because of this,

teachers may allow students to use the restroom etc, during class time.

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Grades

Grade Changes • Incompletes: If, because of illness or other extenuating circumstances, a student has not completed sufficient class

work to earn a grade, he/she may receive an incomplete. • Corrections: It may be that a teacher finds that he/she has calculated a student’s grade incorrectly. The teacher may

correct this grade with the same time allotment as an incomplete grade. After this time grades will remain as recorded. • Incompletes and corrections incurred in any period must be removed before the end of the following four and one-half

week period. Incompletes and corrections incurred during the last period of the school year must be removed within three weeks after the close of school. Teachers who are not returning must remove all incompletes and make all corrections before leaving. Any incomplete not removed in the time allowed will become an “F”.

D/F/I List The registrar is responsible for the maintenance of a D/F/I list. Privileges of the students who are on the D/F/I list are revoked until their grades are improved and the teacher removes their name from the D/F/I list. The teacher must fill out a D/F/I release slip to be turned into the registrar. These slips must be submitted before 12 noon on Friday.

Exam Policy • All teachers are required to administer a comprehensive exam at the end of each semester. • The weight of these exams must be 20% of the total class grade. • Teachers must provide a study guide or a review for these exams. • There will be designated review days and exam days in the exam schedule. • Absolutely no student will take exams without an exam permit issued by the Business Office. • The music groups are exempted from the above policy.

Engrade Heritage Academy uses the web-based grading program, ‘Engrade.’ Students, and parents can keep up with student progress throughout the semester with the Engrade program. Teachers are expected to maintain their grade book in a timely fashion. Engrade is used for communication between the teacher and the parents, as well as with the students. It is important for teachers to remember that parental expectations are high in this area, and we must meet their expectations.

Attendance

1. Teachers are required to keep attendance daily. 2. Teachers take attendance in the Engrade program, and the registrar monitors attendance for violations of

attendance policies. 3. The following are attendance codes that may be entered in the attendance record:

P: present AE: absent excused

AU: absent unexcused TE: tardy excused

T1: 3 minutes tardy or less T2: 4 to 10 minutes late

T3: late by 11 minutes or more

Dropping/Adding Classes Permission to enter or discontinue classes must be obtained from the registrar and approved by the parents, teacher and vocational coordinator. Entrance into any class is contingent upon the completion of specified prerequisites. No student is considered dropped from any class until he presents a properly signed voucher and receives a reply from the registrar. No student will be allowed to drop a class after four and one-half weeks of the semester. No student can enter a class after the

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first two weeks. (Exceptions must be approved by the registrar)

DO NOT allow a student to drop or add a class without written verification from the registrar.

DO NOT record a student as withdrawn or added until you receive a dated withdraw or add slip from the registrar.

Field Trips • Requests for field trips must be made in advance to allow time for proper arrangements. • Due to the nature of our program, field trips must be few and generally not more than one half day if taken during the

school week.

Committees

Curriculum Committee This committee’s purpose is to make decisions regarding curriculum and course requirements for the academic program and its students. All agenda items should be directed to the principal (chairperson).

Department Chairs Department chairs are designated by the Principal. Each is responsible for maintaining the continuity of instruction within their department. This includes the selection of textbooks and teaching materials. Each department chair is a member of the Curriculum Committee.

Deans’ and Principal’s Committee This committee’s purpose is to make decisions for the school that pertain to the students and the school program act on new student applications. All agenda items should be directed to the principal (chairperson).

Discipline Committee This committee’s purpose is to make decisions regarding disciplinary action for students when the indiscretion is too great to be handled within either the dormitory or the Dean’s and Principal’s Committee. All agenda items should be directed to the principal (chairperson).

Education Committee This committee’s purpose is to make decisions regarding the education program which requires the input of the entire teaching staff and to act on student re-applications. All agenda items should be directed to the principal (chairperson).

Textbook and Teaching Materials The registrar is responsible for the ordering of textbooks and other teaching materials. Any change in textbooks, workbooks, etc. must be approved by the principal.

Fire Drills Fire drills will be held monthly. Each teacher is responsible to leave the windows and doors of their classroom closed. The classroom door must be left unlocked. Teachers must bring their record book with them and assemble their students at least 60 ft. from the building.

The fire alarm administrator will go around to each group and receive from each teacher an attendance report. If a student is lost or missing the fire alarm administrator will be responsible for locating the missing student. Teachers and students will wait for the “all clear” signal from the fire alarm administrator before returning to the building.

Tornado Drills Fire drills will be held once every two months. The alarm is the continuous sounding of the class bell. Each teacher is

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responsible to leave the windows and doors of their classroom closed. The classroom door must be left unlocked. Teachers must bring their record book with them and assemble their students in the video production room.

Bloom's Taxonomy Benjamin Bloom created this taxonomy for categorizing questions that occur frequently in educational settings. The taxonomy provides a useful structure for categorizing content standards and assessment items.

Knowledge: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

• observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter

Comprehension: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

• understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences

Application: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

• use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge

Analyze: separate, order, explain, connect, classify, arrange, divide, compare~ select, explain, infer

• seeing patterns • organization of parts • recognition of hidden meanings • identification of components

Synthesis: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

• use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions

Evaluation: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

• compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity

Teacher Evaluation Teacher evaluations are designed to serve two purposes: to measure teacher competence and to foster professional development and growth. A teacher evaluation should give teachers useful feedback on classroom needs, the opportunity to

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learn new teaching techniques, and counsel from the principal and other evaluators concerning how to make changes in their classrooms.

Heritage Academy teachers are evaluated using drop-in evaluations, scheduled evaluations and summative evaluations. Heritage teachers are evaluated by the Principal, an EASEA representative, and a conference representative. Additionally self-evaluations, peer evaluations and student evaluations provide additional formative feedback to the teachers.

Teachers are evaluated according to a set of standards that:

• relate to important teaching skills, • are as objective as possible, • are clearly communicated to the teacher before the evaluation begins and be reviewed after the evaluation is over,

and • are linked to the teacher's professional development.

Several sources of information, regarding a teacher's performance, are used together to make a more accurate evaluation.

The following are evaluation procedures:

Classroom Observation The goal of class observations is to obtain a representative sample of a teacher's performance in the classroom. Evaluators cannot accomplish this goal with a sample of only a few hours of observation or with an observation of only one class. Observations can be formal and planned or informal and unannounced. Both forms of evaluation can provide valuable information.

Lesson Plans Review of lesson plans and classroom records: Lesson plans can reflect how well a teacher has thought through instructional goals. Looking at classroom records, such as tests and assignments, can indicate how well a teacher has linked lesson plans, instruction, and testing.

Multiple Evaluators Expand the number of people involved in the evaluations. Most often principals or department supervisors conduct evaluations. Self-evaluations give teachers' perspective on their work. Peer and student evaluations, if schools administer them properly, can also benefit teachers. Teachers who want to improve their teaching are eager to know how other teachers and their students view them. These are the people who interact with the teacher everyday; their perspective should not be ignored during the evaluation process.

A post-observation conference can give teachers feedback on their strengths and weaknesses. Evaluators must remember to:

• deliver the feedback in a positive and considerate way; • offer ideas and suggest changes that make sense to the teacher; • maintain a level of formality necessary to achieve the goals of the evaluation; • maintain a balance between praise and criticism; and • give enough feedback to be useful but not so much that the teacher is overwhelmed.

Linking Teacher Evaluation to Professional Development Linking evaluation and development is a difficult task for teachers, evaluators, and principals. Although there are few easy answers, evaluation can be used to

• work with teachers to set specific, achievable goals; • provide constructive criticism and suggestions to improve weak areas and amplify strengths; and • enlist experienced teachers to help improve the performance of less experienced teachers. • The results should be applied to a program of professional development.

Teacher evaluations can be a positive experience for both the teacher and the evaluator.

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Evaluation Domains

I. Planning a) Establishes appropriate instructional goals and objectives.

b) Plans instruction and student evaluation

c) Adapts instructional opportunities for diverse learners.

II. Teaching a) Demonstrates a deep understanding the content area.

b) Uses research-based classroom strategies (higher order thinking, problem-solving, and real world connections) for all students.

III. Assessment & Evaluation a) Uses appropriate evaluation and assessments to determine student mastery of content and make instructional

decisions.

b) Communicates student achievement and progress to students, their parents, and appropriate others.

c) Reflects on teaching practice through careful examination of classroom evaluation and assessments.

IV. Learning Environment a) Creates a classroom culture that develops student intellectual capacity in the content area.

b) Manages classroom resources effectively.

V. Professional Growth a) Collaborates with colleagues and appropriate others.

b) Engages in high-quality, on-going professional development.

c) Performs professional responsibilities efficiently and effectively.

VI. Communication a) Communicates clearly and correctly with students, parents, and other stakeholders

DomainsandCriteriaforPerformanceThere are six domains within the Framework for Evaluation and Professional Growth:

I) Planning II) Teaching strategies III) Assessment and evaluation IV) Learning environment V) Professional growth VI) Communication

Within each domain, indicators identify the expected teacher behaviors and characteristics. Each indicator is further defined through criteria that are directly aligned with three performance levels: developing, proficient, and advanced. The performance levels are designed to provide clear, observable behaviors that define teacher behavior specific to the criteria and indicator, within each domain. For each indicator, data sources that must be used by the evaluator and observer are listed.

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ComprehensiveAssessmentIncludes:

Ø ·Self-Assessmento Discussion/ReviewofPreviouslyCollectedInformationo Self-Observationo Self-Reflection

Ø ·UnitPlan/LessonPlan*Ø ·ObservationProcess*

o PlanningInformationRecordo ClassroomNoteso ReflectingInformationRecordo AppraisalRecordo StudentSurveys

Ø ·EducatorInformationRecordØ ·SummativeProcess

o AnalysisofDatao IdentificationofPerformanceLevelso SharingofEvaluationResults

Ø ·FutureGrowthPlan

FrameworkforEvaluationandProfessionalGrowthOverview The Framework for Evaluation and Professional Growth is a research-based, public description of a teacher's performance in areas validated as critical to effective teaching.

The framework provides descriptors for the complex act of teaching to allow evaluators and observers to make reasonable and fair decisions about teacher performance in the classroom. This framework provides 44 criteria clustered in six domains. These criteria are documented through both empirical and theoretical research as having a positive impact on student learning.

The domains include all aspects of teaching, beginning with planning, and including criteria that indirectly impact students. While teaching (Domain Two) is recognized as the primary responsibility of a teacher, the behaviors in the other domains are the infrastructure for instruction. Each domain can be studied as an independent variable related to student learning; however, the framework is synergistic in its design to ensure a comprehensive view of the characteristics, knowledge, and skill of an effective teacher.

The Framework for Evaluation and Professional Growth provides three essential elements for developing and sustaining highly qualified and highly effective teachers:

1. Acommonlanguageforanalyzingandevaluatingteachingperformance.2. Research-validatedpracticestoinformteachingperformance.3. Clearindicatorsofperformanceforself-assessment,objectivefeedback,andthedevelopmentofan

individualprofessionalgrowthplan.

Specifically for teachers, the Framework:

§ Providesaprofessionalgrowthcontinuumastheytransitionfromentryleveltoexperiencededucators;§ Definesclearlevelsofexpectationstobecomeknowledgeableandskilledpractitioners.§ Increasesopportunitiesforteacherstostudyonedomain,analyzeandreflectontheirpractice,making

adjustmentsasneeded.§ Enablesteacherstoself-assessondiscreteindicatorsandbehaviors.

Specifically for administrators, the Framework:

§ Defineswhatteachersshouldknowandbeabletodo.§ Guidestheprocessofexaminingevidenceinallareasrelatedtoteacherandlearner,planning,teaching,

assessmentandevaluation,learningenvironment,professionaldevelopment,andcommunication.

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§ Providesadministratorswithconcisemeasurablecriteriafordecisionmakingandfeedback.§ Enablesadministratorstoassistteachersindefiningdiscreteindicatorsthatneedimprovement.

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ComprehensiveEvaluationDomains and Indicators The following areas will be used to assess teaching performance.

I. Planning

Indicator A: Establishes appropriate instructional goals and objectives.

Indicator B: Plans instruction and student evaluation based on an in depth understanding of the content, student needs, curriculum standards, and the community.

Indicator C: Adapts instructional opportunities for diverse learners.

II. TeachingStrategies

Indicator A: Demonstrates a deep understanding of the central concepts, assumptions, structures, and pedagogy of the content area.

Indicator B: Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students.

III. Assessment&Evaluation

Indicator A: Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.

Indicator B: Communicates student achievement and progress to students, their parents, and appropriate others.

Indicator C: Reflects on teaching practice through careful examination of classroom evaluation and assessments.

IV. LearningEnvironment

Indicator A: Creates a classroom culture that develops student intellectual capacity in the content area.

Indicator B: Manages classroom resources effectively.

V. ProfessionalGrowth

Indicator A: Collaborates with colleagues and appropriate others.

Indicator B: Engages in high quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment.

Indicator C: Performs professional responsibilities efficiently and effectively.

VI. Communication

Indicator A: Communicates clearly and correctly with students, parents and other stakeholders.

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PerformanceStandardsDomain One: Planning Indicator A: Establishes appropriate instructional goals and objectives

1. SelectsgoalsandobjectivesalignedwithHeritageAcademyacademiccontentstandardsandassessments.2. Givesinstructionalprioritytocontentgoalsandobjectivesthathavebeenidentifiedashighstakesassessmentitems.3. Identifiesgoalsandobjectivesthatincludethekeyconceptsofthecontentareaandaredevelopmentallyappropriate

forallstudents.4. Includesgoalsandobjectivesthatemphasizehigherorderthinkingskillsappropriatetothecontentareaandthe

students.

Data Sources: § EducatorInformationRecord§ PlanningInformationRecords§ ClassroomObservations§ ReflectingInformationRecords

Rubric for Performance Standards Performance Level A 1. Thetextbookandthecurriculumdrivegoalsandobjectiveswithsomeattentiontostudents'needsandachievement.2. Alignmentwithacademiccontentstandardsandstateperformanceindicatorsareincidental.3. Goalsandobjectivesaretakenfromthetextbookwithminimalattentiontostudents'developmentallevels.4. Recallandcomprehensionaretheprimarylevelsofunderstandingintheplanningofgoalsandobjectives.

Performance Level B 1. Goalsandobjectivesaregenerallydeterminedbytheassessmentandevaluationoftheclassasawhole.2. Attemptsaremadetoaligngoalsandobjectiveswithacademiccontentstandardsandstateperformanceindicators.3. Theteacherfocusesonkeyconceptsofthecontentwithsomeattentiontoadevelopmentalsequenceofgoals

appropriateforallstudents.4. Goalsandobjectivesforstudentstoengageinhigherlevelsofthinkingareplannedoccasionally.

Performance Level C 1. Instructionalgoalsandobjectivesareclearlyalignedandreferencedtothecontentstandardsandstateperformance

indicators.2. Decisionsregardingthebreadth,depth,andsequencingofthecontentaremadeusingtheacademiccontentstandards

withtheprioritizationofthestateperformanceindicators.3. Alogical,clear,andappropriateconnectionexistsbetweenthegoalsandobjectivesandthedevelopmental

characteristicsofallstudents.Goalsandobjectivesaredifferentiatedbasedondevelopmentallevelsofstudents.4. Goalsandobjectivesprovidefordeliberateskilldevelopmentinthehigherorderthinkingprocesses.

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Domain One: Planning Indicator B: Plans instruction and student evaluation based on an in depth understanding of the content,

student needs, curriculum standards, and the community.

1. Usesperformanceindicatorsandmultipleclassroomassessmentswithinthecontenttoobtaininformationaboutstudents,theirachievement,andusesthisinformationtodesignanddeliverappropriateinstruction.

2. Plansanddesignsinstructionandevaluationalignedwithacademiccontentstandardsandperformanceindicatorsthataredevelopmentallyappropriateforallstudents.

3. Selectsresearch-basedstrategies,methods,activities,andmaterialsvalidatedassoundpracticewithinthecontentarea.4. Plansstudentevaluationandassessmentsthatwillallowallstudentsampleopportunitytodemonstratewhattheyhave

learnedontheidentifiedcontentgoalsandobjectives.5. Designsinstructiontocausestudentstointegratecontentknowledge,skills,andinquiryacrosscontentareas.6. Designsinstructionthatutilizesmaterials,humanandcommunityresources,andtechnologyinwaysappropriatetothe

contentarea.7. Includesinstructionalexperiencesrelevanttostudents,reallife,andstudentcareerpathways.

Data Sources: § EducatorInformationRecord§ PlanningInformationRecords

Rubric for Performance Standards Performance Level A 1. Methodsandactivitiesthatrelatetothetextbookaretheprimaryguideforinstructionalplanning.2. Someconsiderationisgiventostudentdevelopmentallevels.3. Materialsandmethodsareselectedbasedontheirrelevancetoinstructionalobjectivesandtextbook.4. Studentassessmentsandevaluationsaregenerallydesignedforthewholeclassinanobjectiveformatforeaseof

scoring.5. Learningexperiencesprovideopportunitiesfortheintegrationofknowledgeandskillsfromrelatedsubjectareas.6. Materialsandtechnologyarechosenbasedontheirrelevancetothetextbook.Communityresourcesarenotevidenced.7. Theteacherplansactivitiesforstudentsthatarerelatedtocareers.

Performance Level B 1. Theteacherdesignswholeclassinstructionusingclassroomassessmentdata.2. Plansreflectdevelopmentalneedsinshort-termlearningbutmaynotshowconnectionstoendofyearindicatorsor

benchmarks.3. Thereissomeevidenceofmethods,activities,andmaterialsthatareresearchbased.4. Studentassessmentsandevaluationsaregenerallydesignedinvariedformatsforthewholeclass,includingbutnot

limitedto,multiplechoice,matching,shortanswer,andessay.5. Plansincludecarefullydesignedlearningexperiencesthatrequiretheintegrationofknowledgeandskillsfromrelated

subjectareas.6. Materialsandtechnologyarechosenbasedontheirrelevancetothetopicandsupporttheachievementofgoalsand

objectives.Communityresourcesareoccasionallyused.7. Theteacherplansactivitiesforstudentsthatarerelatedtocareerpathwaysandarerelevanttoreallife.

Performance Level C 1. Theteacherdesignsinstructionalplansandevaluationsbasedonstateandclassroomassessments.2. Instructionalplansarealignedwithacademiccontentstandardsandstateassessmentswithdevelopmentalneedsof

studentsidentifiedwithintheinstructionalplan.3. Theteacherdevelopsinstructionalplansthatincluderesearch-basedstrategies,methods,activities,andmaterialsthat

areageappropriateandalignedwithcontentstandards.4. Studentassessmentsandevaluationsarealignedtothegoalsandobjectivesandprovideampleopportunityfor

studentstodemonstratewhattheyknow.5. InadditiontoPerformanceLevelB,theteacherdesignsinquiryassessmentsthatrequirecomplex,higherorder

thinkingacrossthecontentareas.6. Materialsandtechnologyarecarefullyselectedtofacilitate,extend,andenrichstudentlearningandachievementwithin

thecontentarea.Communityresourcesareincludedinwaysthatarerespectfulofthecommunityculture.7. Curriculargoals,students'experiences,andreallifecareerchoicesareclearlyimbeddedwithintheinstructionalplans.

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Domain One: Planning Indicator C: Adapts instructional opportunities for diverse learners.

1. Usesaggregatedanddisaggregateddatafromstateassessments,andclassroomformalandinformalassessmentstoidentifythediverseneedsofstudentsasawholeclass,asgroups,andasindividuals.

2. Plansanddesignscontentinstructionthatisdevelopmentallyappropriateandincludesstrategies,activities,andassessmentsappropriatetothecontentandlearner.

3. Plansanddesignsevaluationsandassessmentsfordiversestudents.

Data Sources: § EducatorInformationRecord§ PlanningInformationRecords§ ClassroomObservations§ ReflectingInformationRecords

Rubric for Performance Standards Performance Level A 1. Physicaladaptationsaretheprimaryconsiderationwhendesigningcontentinstructionforstudentlearning.2. Strategiesandmaterialsareselectedfordiversegrouplearningstyles.Cognitiveneedsareaddressedastheyarisein

theclassroom.Modificationsasdirectedonstudents'IEPsareimplemented.3. Diverselearnersareadministeredthesameassessmentsandevaluationsasthewholeclasswithextratimeallottedto

studentsidentifiedashavingspecialneeds.

Performance Level B 1. Aggregatedanddisaggregatedassessmentdataareusedintheplanningprocesstodesignlessonsthataccommodate

groupdifferences.2. Differentiatedcontentassignmentsareplannedforstudentsasappropriate.RecommendationsonIEPsarecorrectly

interpretedandappropriatelyimplemented.3. Classroomassessmentsandevaluationsareadaptedforusewithdiverselearners.

Performance Level C 1. Aggregatedanddisaggregatedstateassessmentdataaresupplementedwithclassroomassessmentstodesign

instructiontomeetthediverseneedsofallstudents.2. Plansarespecificallydesignedtomeettheneedsforthewholeclassandallstudentgroups.Learningexperiences,as

necessary,aretailoredforindividuals.IEPsarecorrectlyinterpretedandimplementedtothefullestextentpossible.3. Classroomevaluationsandassessmentsarespecificallydesignedtomeettheneedsofdiverselearners.

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Domain Two: Teaching Strategies Indicator A: Demonstrates a deep understanding of the central concepts, assumptions, structures, and

pedagogy of the content area.

1. Presentsthecontentcorrectlyinalogical,coherentfashion,buildingoncontentpreviouslymasteredandconnectingtocontenttobelearnedinthefuture.

2. Pacesthepresentationofconceptsappropriatelytobuildstudents'capacityforcriticalthinking,problemsolving,andclarifieswhenstudentsmisunderstand.

3. Usesquestioningtechniquesappropriatetothecontentandstructuresactivitiesthatrequirestudentstousehigherorderthinking.

4. Facilitatesstudentsinconstructingtheirownunderstandingofthecontentinlargegroup,smallgroup,andindependentsettings,andprovidesspecific,correctivefeedbackrelevanttothetask.

5. Assuresthatstudentshaveampleopportunitytoexplore,respond,andextendtheirthinkingthroughtechnology,asappropriatetothecontentarea.

Data Sources: § ClassroomObservations§ ReflectingInformationRecords

Rubric for Performance Standards Performance Level A 1. Studentsareprovidedaccesstodefinitions,examples,andexplanations.Informationgiventostudentsmayhaveafew

inconsistenciesorerrors.2. Theappropriatenessofthepacingandtheclarityofthepresentationvary.Clarificationoccursonlywhenstudentsask

questions.3. Instructionalactivities,includingquestioning,primarilyfocusuponliteralrecall.4. Instructionprimarilyoccurswiththewholeclass,withgeneral,non-specificfeedbackfromtheteacher.5. Theuseoftechnologyistreatedasaseparateclassorseparateskill.

Performance Level B 1. Thecontentispresentedcorrectly.Definitions,examples,andexplanationsarechosentoencouragestudent

understandingofconcepts.2. Contentispresentedwithconnectionstostudents'previouslearningandthepacingisdeterminedbythedifficultyof

thematerial.3. Theteacherusessomeactivitiesandquestioningthatcausehigherorderthinking.4. Studentsareprovidedopportunitiesforsmallgroupinteractiontomakethesubjectmattermeaningful,withfeedback

focusedonthewholeclass.5. Technologyisusedasasupplementtothelessonintheclassroom,butisnotimbeddedinthelesson.

Performance Level C 1. Theteacherconveysthecontentcorrectlywithcoherenceandprecision,communicatingkeyconceptslinkedto

students'priorunderstandingandfuturelearning.2. Thelessonispacedappropriatelywithmultiplerepresentationsandexplanationsofthecontenttoassurestudents'

understanding.3. Activities,includinghigherorderquestioning,areusedtodevelophigherorderthinkingprocesses.4. Theroleoftheteachervariesintheinstructionalprocess(i.e.instructor,facilitator,coach,audience)accordingtothe

contentandpurposesofinstructionandtheneedsofstudents;feedbackisimmediateandspecific.5. Technologytofacilitatestudentlearningisintegratedintothelesson.

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Domain Two: Teaching Strategies Indicator B: Uses research-based classroom strategies that are grounded in higher order thinking, problem

solving, and real world connections for all students.

1. Emphasizesstudentownershipoflearningthroughconnectingthecontentandcontentstandardstoemployabilityand/orpostsecondaryeducation.

2. Promotespositiveintellectualinteractionsamongstudentsandteacherthroughinstructionalexperiencesthatresultinstudentinvestigationoftheories,facts,andoptionsrelatedtothecontentareas.

3. Providesopportunitiesforstudentstolearnandchallengeeachotherthroughplanned,cooperativepeerinteraction.4. Communicatesthecontentofstudentsthroughresearchbasedmethods,activities,andmaterialsspecifictothecontent

thataredifferentiatedfordiverselearners.

Data Sources: § PlanningInformationRecords§ ClassroomObservations§ ReflectingInformationRecords

Rubric for Performance Standards Performance Level A 1. Studentsareprovidedwithactivitiesthatarerelatedtothecontentbutmaynotbeconnectedtorealworldexperiences.2. Themethodsandactivitiesusedbytheteacheremphasizerecallandrotedrillwithoutattentiontothedevelopmentof

higherorderthinkingprocesses.3. Theclassroomisteacher-centeredwithminimumstudentparticipation.Studentactivitiesarecompletedindependently

assilentseatwork.4. Studentsareprovidedwithactivitiesfromthetextbook,specifictothecontentbutarenotdifferentiatedforvaried

needsorlearningstyles.

Performance Level B 1. Practiceandreviewactivitiesreinforcestudents'learningthroughlinkageswithotherlearning.Developing

employabilityskillsisemphasizedasimportantforallgradelevels.2. Methodsandactivitiescenteronrecall,comprehension,andapplicationofthecontent,withsomeattentiontohigher

orderthinkingprocesses.3. Studentsareencouragedtointeractwiththeteacherandotherstudentsthroughplannedactivitiesforsharing

knowledgeanddevelopingperspectives.4. Theteacherusessomestrategiesthatareresearchbasedandthereisevidenceofattemptstodifferentiateinstruction

fordiverselearners.

Performance Level C 1. Theteacherrelatesthecontenttostudents'priorknowledge,experiences,andbackgroundsthroughstrategiesthat

fosterstudentownershipofthework.Emphasisisgiventodependability,positivedispositiontowardwork,cooperation,adaptability,andself-discipline.

2. Theteachercreatesinstructionalscenariosthatfocusondevelopinghigherorderthinkingskillsrequiredinthemodernworkplacesuchasproblemsolvinganddecision-making.

3. InadditiontoPerformanceLevelB,theteacherorganizesandmonitorsdifferentiated,independent,andgroupworkthatallowsforfullandvariedparticipationofallstudents.

4. Theteacherprovidesdifferentiatedtaskstomeetthevariedlearningstylesandneedsofstudents.Anunderstandingoftheconcepts,toolsofinquiry,andstructuresofthedisciplineisevidencedthroughresearch-basedstrategiesthatsupportthestandardsandpromotestudentengagement.

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Domain Three: Assessment and Evaluation Indicator A: Uses appropriate evaluation and assessments to determine student mastery of content and

make instructional decisions.

1. Alignsclassroomassessmentswithperformanceindicatorsandgradelevelaccomplishments.2. Usesmultipleevaluationsandassessmentstoevaluatestudentmasteryofcontentandtoinforminstructionforthe

classasawhole,asindividuals,andwithindiversegroups.

Data Sources: § EducatorInformationRecord§ PlanningInformationRecords§ ClassroomObservations,§ ReflectingInformationRecords§ EducatorConferences

Rubric for Performance Standards Performance Level A 1. Classroomassessmentisusedtodocumentstudentachievementandtomeasurestudentlearningattheendofunitsof

study.Alignmentwithperformanceindicatorsisnotevidenced.2. Studentmasteryofcontentisdeterminedthroughteacher-developedtestsfortheclassasawhole.

Performance Level B 1. ClassroomandHeritageAcademystandardsareusedtomakeinstructionaldecisionsinthecourseofstudy,butare

notalignedwitheachother.2. TeacherdevelopedtestsandHeritageAcademystandardsareusedtodeterminemasteryofcontentfortheclassasa

wholeandfordiversegroups.

Performance Level C 1. ClassroomassessmentsarealignedwithHeritageAcademyperformanceindicatorsandgradelevelaccomplishments,

withstudentsprovidedclassroomassessmentitemswritteninformatssimilartostateassessmentitems.2. Multipleclassroomevaluationsandassessmentsandformalassessmentsprovideampleandvariedopportunityforall

studentstodemonstratewhattheyknow.Ongoingassessmentissystematicallyusedtoinformthecontentinstructionandprovidefeedbacktoallstudents.

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Domain Three: Assessment and Evaluation Indicator B: Communicates student achievement and progress to students, their parents, and appropriate

others.

1. Usesstandardizedassessmentdataforcommunicatingstudentachievementinthecontentareatostudents,parentsandotherstakeholders.

2. Maintainscorrectandusefulrecordsofstudentworkwithinthecontentareaandcommunicatesstudentperformancecorrectlyandresponsiblytostudents,parents,andotherstakeholders,withpromptandusefulfeedbackgiventostudents.

Data Sources: § EducatorInformationRecord§ ClassroomObservations,§ EducatorConferences

Rubric for Performance Standards Performance Level A 1. Timelyreportsaboutstudentperformanceonstateassessmentsareprovidedtostudents,parents,andappropriate

othersatrequiredintervals.2. Theteacheraccuratelymaintainsrequiredrecordsofstudentworkandperformance,andstudentsareprovided

generalfeedback.Parentsarenotifiedasrequired.

Performance Level B 1. InadditiontoPerformanceLevelA,studentsareinformedregularlyintheclassroomregardingtheirmasteryofstudent

performanceindicators.2. Theteachermaintainsaccurate,currentrecordsofstudentwork,andparentsareinformedonatimelybasisofa

student'sachievementthroughsystematiccommunicationprocedures.

Performance Level C 1. InadditiontoPerformancelevelBtheteachercompletesanitemanalysisonstateandclassroomassessmentsto

determinespecificareasforfurtherinstruction.2. InadditiontoPerformancelevelB,theteacherhasdataaccessibleuponrequestandrefinescommunicationstrategies

toassurethatparentandstudentfeedbackwilleffectachange.

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Domain Three: Assessment and Evaluation Indicator C: Reflects on teaching practice through careful examination of classroom evaluation and

assessments.

1. Usesstateandnationalacademiccontentstandards,curriculumguides,andstateassessmentoutcomesasaframeworkforreflection.

2. Analyzesstateacademiccontentstandardsandstateperformanceindicatorstoassurethatstandardshavebeentaughttothelevelofunderstandingassessedbythestandard.

3. Reflectsonstrategies,methods,materials,andactivitiesusedininstructionandseeksfeedbackfromcolleagues.4. Demonstratesefficacywithstrugglingstudentsanddiversegroups.

Data Sources: § EducatorInformationRecord§ ReflectingInformationRecords§ EducatorConferences

Rubric for Performance Standards Performance Level A 1. Reflectionsareaboutlessoningeneral,withnoframeworkevidentforcontext.2. Thereisnoevidencethatcontentstandardshavebeenanalyzed.3. Theeducator'sreflectionsincludeanaccuratedescriptionofclassroombehaviorsincludingsequenceofeventsand

teacherbehaviors.4. Theteachertendstoblamepoorstudentperformanceonfactorsoutsidetheclassroom.

Performance Level B 1. Theeducatorusesclassroomassessmentsandevaluationsasaframeworkforexaminingteachingpractices.2. Theconceptsandthinkingprocessesrequiredinthecontentstandardsareexaminedfortheclassasawhole.3. Theteacheroccasionallyseeksfeedbackfromcolleaguesregardingmaterials,methods,andactivities.4. Someattentionisgiventostrategies,methods,activitiesandmaterialsasacatalystforstudentengagementwiththe

academiccontentstandards.

Performance Level C 1. Theteacherreflectsaboutgroupandindividualperformanceusinggoalsandobjectivesdevelopedfromacademic

contentstandardsandstateperformanceindicators.2. Theconceptsandthinkingprocessesofcontentstandardsareexaminedtodetermineiftheywerepresentedinvaried

formatsthatwouldmeettheneedsofallstudents.3. Theteacherconstantlyinteractswithcolleagues,seekingfeedbackandsuggestionsformaterialsandmethodsand

activitiestoaccommodateallstudents.4. Theteacherreviewsinstructiontodeterminewhatadditionalinterventionscanbeimplementedtoassiststruggling

students.

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Domain Four: Learning Environment Indicator A: Creates a classroom culture that develops student intellectual capacity in the content area.

1. Exhibitsenthusiasmandpositivedispositiontowardthecontentareaandconveyshighexpectationsforsuccesstostudents.

2. Establishesclearclassroomstandardsandexpectationsforbehaviorthatemphasizeself-control,self-discipline,collaboration,andmutualrespectamongstudentsandteacher.

3. Establishesclearclassroomstandardsandexpectationsforachievementthatfocusuponcontentknowledge,engagementinpurposefullearning,highacademicperformance,andownershipoflearning.

Data Sources: § ClassroomObservations§ ReflectingInformationRecords§ EducatorConferences

Rubric for Performance Standards Performance Level A 1. Theteacherdemonstratesapositivedispositiontowardthecontentarea,buthighexpectationsforallstudentsarenot

verbalized.2. Expectationsforstudentbehaviorareinconsistent.Wheninappropriatebehaviorisrecognized,theteacher

demonstratesknowledgeofreasonableandacceptablemanagementtechniques.3. Studentsareheldaccountableforcompletingassignments,andparticipatinginclassroomdiscussions.

Performance Level B 1. Theteacherdisplaysapositivedispositiontowardthecontentandsometimesverbalizesthebeliefthatallstudentscan

besuccessful.2. Theteacherusesclassroommanagementtechniquesthatencouragestudentself-controlandself-discipline.

Appropriatestrategiesareusedtode-escalatepotentialconflicts.Wheninappropriatebehaviorisrecognized,theteacherdemonstratesknowledgeofreasonableandacceptablemanagementtechniques.

3. InadditiontoPerformanceLevelA,purposeful,challenging,learninginteractionsaregenerallyevident.Normsforacademicdiscussionsandindividualandcooperativeworkareestablished.

Performance Level C 1. Theteacherisenthusiasticaboutthecontentandregularlyvoiceshighexpectationsforallstudents.2. Studentworkisdisplayedontheclassroomwallsandstudentsworkindependentlyandcooperativelyinpurposeful

learningactivities.Studentsandteacherengageinpurposefulcommunicationandmutualrespectforideasisapparent.Whendisruptionsorinappropriatebehaviorsdooccur,theteacherdemonstratesrespecttothestudentswhilerestoringclassroomorder.

3. InadditiontoPerformanceLevelB,studentsareencouragedtoexperimentwithnewideasandwaysoflearning.Expectationsforstudentinteractions,academicdiscussions,andindividualandgroupresponsibilitiesareexplicit.

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Domain Four: Learning Environment Indicator B: Manages classroom resources effectively.

1. Createsaclassroomenvironmentthatorganizesandmanagestime,space,facilities,andotherresourcesformaximumengagementofstudentsinthecontent.

2. Demonstratesflexibilityinrestructuringtime,space,facilities,andotherresourcesasthesituationdemands.

Data Sources: § PlanningInformationRecords§ ClassroomObservations§ ReflectingInformationRecords§ EducatorConferences

Rubric for Performance Standards Performance Level A 1. Classtimeisgenerallyusedforinstructionalpurposes;however,attentiontoadministrativeandmanagementduties

sometimesdistractsfromthelearningprocess.2. Instructionalassistants'time,whenavailable,isusedappropriately.Flexibilitymaynotbedemonstratedwhen

unexpectedsituationsrequirereorganizationorreallocationofclassroomresources.

Performance Level B 1. Classtimeisspentinteachingandlearningwithminimalattentiontoadministrativeduties.2. Classroomresourcesareaccessibletostudentstosupportlearninginthecontent.Flexibilityisdemonstratedas

situationsdemandthatclassroomprocessesandinstructionalproceduresbemodified.

Performance Level C 1. InadditiontoPerformanceLevelB,theresourcesoftime,space,andattentionareappropriatelymanagedtoprovide

equitableopportunityforstudentstoengageinlearningthecontent.2. Theteachereffectivelymodifiesclassroomprocessesandinstructionalproceduresasthesituationdemands.Classroom

resourcesarereadilyavailabletostudentstofacilitateefficientandeffectivelearningofcontent.Routinesareestablishedforhandlingnon-instructionalmattersquicklyandefficiently.

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Domain Five: Professional Growth Indicator A: Collaborates with colleagues and appropriate others.

1. Isabletoarticulateclearlythepurpose,scope,andoutcomeofeachcollaboration.2. Workswithcolleaguestoassurestudentintegrationoflearningacrossthecurriculum.3. Participatesinschoolwideactivitiesthataresupportiveofschoolimprovementinthebuilding.

Data Sources: § EducatorInformationRecord§ EvaluatorData§ GrowthPlan

Rubric for Performance Standards Performance Level A 1. Theteacherparticipatesincollaborativeactivitiesbutmaynotknowthepurposeoroutcomeofcollaboration.2. Theteacheroccasionallyconsultswithcolleaguestoplancontentintegrationacrossthecurriculum.3. Theteacherattendsschoolwideschoolimprovementmeetings.

Performance Level B 1. Theteacherexplainsthepurpose,scope,andoutcomeofeachcollaboration.2. Theteacherconsultswithcolleaguesandappropriateotherstodevelopcooperativepartnershipsthatsupportstudent

integrationofcontent.3. Theteacherengagesincollaborativeactivitieswithcolleaguesthatsupportschoolimprovement.

Performance Level C 1. Theteachercanrecognizeandidentifysituationswherecollaborationwithotherswillbuildcapacitytoimprove

studentachievement.2. Insightsandexperiencesresultingfromprofessionaldevelopmentaresharedwithcolleaguestoenhancecontent

integrationacrossthecurriculum.3. Theteachermentorsentryyearteachersandprovidesleadershipforschoolwideactivitiesthatpromoteschool

improvement.

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Domain Five: Professional Growth Indicator B: Engages in high-quality, on­going professional development as defined by the to strengthen

knowledge and skill in the content of the teaching assignment.

1. Usesdataandself-assessmentstodevelopaprofessionaldevelopmentplanthatarticulatesteachingstrengthsandidentifiesprioritiesforgrowthwithinatleastonecontentareaoftheteachingassignment.

2. Implementstheprofessionaldevelopmentplanwithinamutuallyagreedupontimeperiod.3. Participatesactivelyinhigh-qualityprofessionaldevelopmentrelatedtothecontentareaandpracticesnewlearning

withcolleaguesand/orcognitivecoach.

Data Sources: § EducatorInformationRecord§ EvaluatorData§ GrowthPlan

Rubric for Performance Standards Performance Level A 1. Theteachercanidentifygeneralperformancelevelsandcanprioritizeareasforfuturegrowth.2. Theteacherprovidesevidenceofaprofessionalgrowthplanwithabeginningandcompletiontimestated.3. Theteacherprovidesevidenceofcontinualparticipationinprofessionalgrowthopportunities.

Performance Level B 1. Aself-assessmentiscompletedusingdatafrommultiplesources.Theteacherusestheself-assessmenttoprioritize

goalsforprofessionalgrowth.2. Professionalgrowthactivitiesreflectsteadyprogramstowardtheidentifiedprioritiesforgrowthwithacontinuumfor

participationstatedintheprofessionaldevelopmentplan.3. Professionalgrowthexperiencesareinvariedformats,including,butnotlimitedto,self-study,studygroups,

conference.

Performance Level C 1. InadditiontoPerformanceLevelsB,theteacherselectsprofessionalgrowthopportunitiesthatexpandteacher

knowledgeandskill,improvestudentachievement,andintroducesresearch-basedemergingprofessionalpractices.2. InadditiontoPerformanceLevelB,theteacherdemonstratesleadershipbyactivelysharinglearningwithcolleagues

andseekingandgivingfeedback.3. InadditiontoPerformanceLevelB,theteacherusesstateandclassroomassessments,lessonplans,andevaluationsto

documentpositivechangeinteachingpractice.

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Domain Five: Professional Growth Indicator C: Performs professional responsibilities efficiently and effectively.

1. Engagesindialoguewithstudents,colleagues,parents,administratorsandstakeholdersandconsistentlydemonstratesrespect,accessibility,andexpertise.

2. Performsassigneddutiesinatimelymannerwithaprofessionaldisposition.3. Keepsaccuraterecordsrelatedtoinstructionalandnon-instructionalresponsibilities.

Data Sources: § EvaluatorData

Rubric for Performance Standards Performance Level A 1. Theteacheradherestoschool/systempoliciesandprocedures.2. Theteacherisontimeforclass,meetings,andotherscheduledactivities.3. Recordsareaccuratelymaintainedandcomplete.

Performance Level B 1. InadditiontoPerformanceLevelA,theteacherunderstandsandimplementspoliciesandproceduresrelatedtostudent

rightsandteacherresponsibilities.2. Asatisfactoryrecordofattendanceandpunctualityismaintainedwithassignedtaskandresponsibilitiesthatare

deemedashelpfultotheschool,colleagues,orstudents.3. Recordsarecomplete,accurateandcurrent.

Performance Level C 1. InadditiontotheresponsibilitiesatPerformanceLevelAandB,theteachersharesnewunderstandingsofpoliciesand

procedureswithcolleagues.2. InadditiontoPerformanceLevelB,theteacheroftentakesonextraresponsibilitiesrecognizedashelpfultotheschool,

colleagues,and/orstudents.3. Recordsarecomplete,accurate,andcurrentandtheteachermaintainstheprivacyofstudentsandconfidentialityof

informationexceptwhenconfidentialitywouldharmthechild.

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Domain Six: Communication Indicator A: Communicates clearly and correctly with students, parents, and other stakeholders.

1. Useseffectiveandcorrectverbalandnonverballanguageappropriatetotheaudienceandmodelseffectivecommunicationstrategiesthroughquestioning,listening,clarifying,andrestating.

2. Communicatessubjectmatterclearlyandcorrectly,verballyandwritten,inastyleeasilyunderstoodbystakeholdersintheeducationcommunity.

Data Sources: § ClassroomObservations§ EvaluatorData§ EducatorInformationRecord

Rubric for Performance Standards Performance Level A 1. Clearcommunicationisevidencedbyappropriategrammarandthelogicalorganizationofinformation.Theteacher

speaksclearly,usingvocabularyappropriatetotheleveloftheaudience.2. Theteacherusesvocabularythatreflectsknowledgeofthecontent.Writteninformationisorganized,withcorrect

grammarandvocabularyappropriatetotheleveloftheaudience.

Performance Level B 1. Appropriategrammarandwordchoiceareusedfortheclearandconciseexchangeofinformation.Theteachermodels

effectivecommunicationstrategiesthroughquestioning,listening,clarifying,andrestating.2. Anappropriatevolumeandpaceareusedtocommunicatethecontentforthespecificaudience.Writteninformationis

logicallyorganizedandcompletefortheintendedpurposeandaudience,withcorrectgrammarandmechanics.

Performance Level C 1. InadditiontoPerformanceLevelB,theteachermodelseffectivecommunicationstrategieswithstudents,parents,and

otherstakeholdersinconveyingideasandinformation,question,clarifying,andrestating.Theteacherunderstandstheculturaldimensionsofcommunicationandrespondsappropriately.

2. InadditiontoPerformanceLevelAandB,theteachercommunicateswithparents,counselors,andteachersofotherclasses,forthepurposeofdevelopingcooperativepartnershipsinsupportofstudentlearning.Writteninformationisstructuredforclearandconcisecommunicationwiththeidentifiedaudience.Thereader’sexperience,perspectives,andskillsareconsideredwhencomposingwrittendocuments.Theteacherusesavarietyoftoolstoenrichcommunicationopportunities.

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ResearchBriefDomain One: Planning Student achievement improves when learning goals and objectives are clearly defined, displayed prominently, and have an articulated relationship to instructional activities, and student assessments (Behr & Bachelor, Cohen, 1995; Deal & Peterson, 1993; Hallinger & Heck, 1996; Levine & Lopzotte, 1990; Sammons, Hillman, & Mortimore, 1995, Good & Brophy, 1986).

Instructional goals must be clearly stated and unambiguously related to student learning, rather than consisting of activities. Goals and objectives must be balanced as appropriate between different types of learning such as knowledge and skills and teachers must determine which are most suitable for their students. Knowledgeable teachers know which concepts are essential and which are peripheral. Attention to the developmental appropriateness of content is critical to planning and preparation, and to asking the appropriate questions, and providing feedback in ways that are appropriate to the student without overwhelming them (Danielson, 1996).

Understanding the developmental context of the subject matter enables teachers to construct instructional goals appropriate to students with special needs. Teachers can observe important patterns of development of students within a content area; these patters are particularly important in science and mathematics at all levels, and literature and social sciences at the high school level (Danielson, 1996).

Teachers who ensure that students are actively focused on educational goals make more progress on these goals (Anderson & Walberg, 1994; Frederick & Walberg, 1980; Walberg & Frederick, 1992). High student academic performance is associated with focus on higher-order thinking skills and engaging in hands-on learning (Wenglinsky, 2001). Teachers must understand the content to be learned, the structure of the discipline of which that content is apart, and the methods of inquiry unique to the discipline. Teachers must be aware of the connections among different divisions within the discipline, i.e., writing to literature (Danielson, 1996).

Excellent teachers monitor their students carefully. Such monitoring provides plenty of information about individual student achievements and challenges, and also provides a great deal of information about the effectiveness, appropriateness, and appeal of the curriculum (Danielson, 1996).

Student performance is enhanced when teachers integrate workplace readiness skills into content area instruction and select work place problems to illustrate how academic skills are applied in real world settings. Students show better academic performance when the relevance of learning material is shown by how it relates to other courses and to workplace applications. (Black, 1997 Casey, et aI., 1995; Cotton, 1993; Gregson, 1992; Hull, 1993; Joyner, 1996; Meyer & Newman, 1986; Parnell, 1994; Stemmer, Brown & Smith, 1992)

Carl Rogers and Jerome Freiberg (1994) talk about significant meaningful experiential learning that has a strong component of self-discovery, real life experience, which encouraged the coming together of cognitive and the affective.

Student learning is enhanced when community members provide content related instruction through presentation, and serve as an information resource. (Beck & Murphy, 1996; Carey & Farris, 1996; Cawelti, 1997; Cotton, 1991; Diez & Moon, 1990; Griffith, 1996; Keith, et aI., 1996; Murphy, 1996, Sanders, 1996; Yap & Enoki, 1995).

Assessment should reflect and become an integral part of good instruction. The most powerful assessment activities are ingredients of good instruction. Teachers need a rich repertoire of assessment strategies to draw from in designing sensitive appropriate evaluation activities for particular curriculum areas. Assessment should work in partnership with teaching and learning. Teachers are being expected to learn to use a repertoire of assessment strategies in conjunction with their teaching; indeed; these assessment strategies are integrated into teaching and learning within the classroom. Assessments should strive to interconnect teaching, ongoing learning and student development. Sometimes the interweaving of assessment' and teaching and learning may appear invisible; other times it will be more apparent but never detached and overshadowing (Tierney & Readence, 2001).

Haberman (1995) reported a longitudinal study of characteristics of effective urban. teachers (Star teachers) documented in interviews over a 35-year period. These' characteristics included having a sense of the big picture of teaching-the long term goals and their relationship to daily practice, teacher efficacy-bearing the primary responsibility for sparking students' desire to learn … strong rapport with students, expecting and understanding the range of differences in students.

Scholars have investigated the relationship between one's culture and the kinds of cognitive skills one develops and have postulated a correlation between culture and cognition (Hale, 1986). Havighurst (date) writes that within a complex society

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social classes and ethnic groups are the two major ecological structures that produce diversity in human style and development. Training to help in addressing the needs of particular populations of students (e.g., limited English proficiency, ethnic minorities, and students with special needs) had a significant impact on student performance (Wenglinsky, 2001). Ruddell (1997), Au (1998), Moll (1998) and Ladson-Billings (1994) provided evidence that elementary instruction is sensitive to student culture.

The literature agrees about the need for teachers to have a deep understanding of the subjects they teach so that they can create the multiple representations necessary to address the diversity of prior experiences and understandings present in their classrooms (McDiarmid, 1989). Pressley and his colleagues (1998) found significant differences in 10 fourth and fifth grade classrooms and concluded that variation in instructional materials and programs was one characteristic of teacher effectiveness.

Domain Two: Teaching Strategies Quality instruction occurs when a teacher has a cognitive command of the subject matter, structures information logically for students, monitors performance, and provides immediate feedback during lessons (Stevenson and Stigler, 1992).

The term content includes far more than factual information. It includes all aspects of a subject: concepts, principles, relationships, methods of inquiry, and outstanding issues. Teachers who know their subjects know how to ask the right questions and how to handle conceptual development. A teacher's knowledge of content and pedagogy is reflected in an awareness of common student misconceptions and how these should be handled (Danielson, 1996).

Good teachers have a thorough understanding of the curriculum, that includes knowing what methods and materials can be used to complement essential concepts. Knowledge of content and pedagogy are appropriately different for teachers of different levels. The balance between content and pedagogy at different levels is critical; i.e. the content of reading does not change but the pedagogy does whereas in an area like science both the content and pedagogy change. Through deep knowledge of content the teacher knows how to transform the instructional design into a sequence of activities and exercises that make it accessible to students (Danielson, 1996).

Students taught by teachers with greater verbal ability learn more and show more academic success than those taught by teachers with lower verbal skills (Stronge, 2002; Darling Hammond, 2000, 2001; Fordham, 1999; Haycock, 2000; NCES, 1992; Rowan, Chang, & Miller, 1997; Wengllinsky, 2000).

Students perform better when teachers ask focused questions, provide immediate feedback, and engage students in discussion and review of content (Bielefeldt. 190; Brophy & Good, 1986; Evertson & Harris, 1992; Levine & Lezotte, 1990; Martens & Kelly, 1993; Orchard, 1996; Wang, Haertel, & Walberg, 1993-94, Gottfried & Gottfried, 1991; Sammons, Hillman, & Mortimore, 1995; McCarthy, Webb, & Hancock, 1995).

Student performance improves when teachers use validated strategies to develop higher-order thinking skills, and select problems and activities well matched to the content (Bennett, 1991; Ellis & Worthington, 1994; Fraenkel, 1995; Kushman, 1997; Slavin, 1994; Wang, Haertel, & Walberg, 1993-94, Metcalf & Cruickshank, 1991; Bangert-Drowns & Bankert, 1990; Barba & Mcerchant, 1990; Baum, 1990; Fields, 1995; Hoek, van den Eeden, & Terwel, 1997; Levine & Ornstein, 1993; Linmark, et al, 1996; Snapp & Glover, 1990).

Teachers who value student thinking structure their classrooms to give students time to think, problems that are worthy of thinking about, and other students with whom to think (Hyde, Bizar, 1989).

Students learn better when teachers form instructional groups that fit students' academic needs, i.e., using whole group instruction when introducing new concepts and skills, small groups as needed for individual achievement and heterogeneous cooperative learning groups for group and individual accountability (Evans, 1996; Fielding & Pearson, 1994; Fuchs, et all, 1996; Glatthorn, 1989; Madden, et aI., 1993; Slavin, 1987, 1988, 1989; 91, 1994, 1996; Stevens & Slavin, 995; Walberg, 1995)

Excellent teachers monitor their students carefully. Such monitoring provides plenty of information about individual student achievements and challenges, and also about the effectiveness, appropriateness, and appeal of the curriculum.

Frequent use of collaborative, task-oriented groups place students at the heart of the learning process, not at the periphery (Wood, 1993). .

Studies on self-monitoring and problem solving suggest that teachers can help students acquire the skills through modeling by the teacher, followed by ample practice (Davey, 1983). Think-aloud-modeling the cognitive process of reading comprehension. Journal of Reading 27: 44-47.

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Student performance improves when teachers use effective questioning techniques to build higher order thinking skills (Atwood & Wilen, 1991; Barnettte, et aI., 1995; Brophy & Good, 1986; Ellis, 1993; Makin, 1996; Mansfield, 1996; Osman & Hannafin, 1994; Slavin, 1994).

Thomas and Barksdale-Ladd (1995) interviewed' and .observed nine classroom teachers, grades one through five, who were nominated as outstanding. Their analysis include nine common beliefs, among which were the children learning from other children in cooperative environments, observing students to determine what needs to be taught, and that ownership is part bf learning and choice leads to ownership.

Student performance is enhanced when teachers integrate workplace readiness skills into content area instruction and select work place problems to illustrate how academic skills are applied in real world settings. Students show better academic performance when the relevance of learning material is shown by how it relates to other courses and to workplace applications (Black, 1997 Casey, et al., 1995; Cotton, 1993; Gregson, 1992; Hull, 1993; Joyner, 1996; Meyer & Newman, 1986; Parnell, 1994; Stemmer, Brown & Smith, 1992).

Teachers who emphasize the importance of learning, and communicate enthusiasm for their content have students who achieve better (Agne, Greenwood, & Miller, 1994; Brigham, 1991; Brophy, 1988; Levine & Lezotte, 1995; Martens & Kelly, 1993; Zigarelli, 1996).

Domain Three. Assessment and Evaluation The OECD study showed that, in a dozen economically advanced countries, achievement test scores accurately predict per-capita gross domestic product and individual earnings, life expectancy and participation in civic and community activities (Walberg).

Teachers show their knowledge through the design of assessments (Danielson, 1996).

Items on the test must match the curriculum that is taught (Williams, 1996).

Student achievement is better when teachers monitor student progress closely through routine assessment procedures and .align classroom assessments of student performance with the written curriculum and actual instruction (Cohen, SA, 1994; Costa & Kallick, 1992; Guskey, 1994; Kershaw & McCaslin, 1995; O'Conner, 1995; Sammons, Hillman, & Mortimore, 1995; Stiggirts, 1991, 1995; Walbert, Paschal, & Weinstein, 1985).

Student achievement improves when learning goals andobjectives have an articulated relationship to instructional activities and student assessments (Behr.& Bachelor, Cohen, 1995; Deal & Peterson, 1993; Hallinger & Heck, 1996; Levine & Lezotte, 1990; Sammons, Hillman, & Mortimore, 1995, Good & Brophy, 1986).

Assessment is closely related to instruction and subject matter knowledge. Knowledgeable teachers know how to apply and integrate assessment with the subject matter (Williams, 1996).

Very good teachers are quite conscious of the decisions they make. Good teachers are reflective practitioners (Schon, 1983).

Domain Four Learning Environment Thomas and Barksdale-Ladd (1995) interviewed and observed nine classroom teachers, grades one through five, who were nominated as outstanding. Their analysis include nine common beliefs, among which were the children learning from other children in cooperative environments, observing students to determine what needs to be taught, and that ownership is part of learning and choice leads to ownership.

Students need teachers who know not only their subject but also how to encourage, how to motivate and how to respond positively. They must impart real praise based on achievement, not empty, perfunctory words.

George Wood in Schools that Work (1993) describes the most promising schools and classrooms around the country as having exciting, stimulating and rigorous learning communities with the walls filled with varied examples of student work and writing.

Domain Five: Professional Growth Given the overwhelming evidence that well-designed staff development, fully integrated with effective school improvement practices, can increase student learning (Cohen and Hill, 2001; Consortium for Policy Research in Education, 2000; Elmore and Burney, 1999;Joyceand Calhoun, 1996; Joyce and Showers, 2002; Loucks-Horsely, et aI., 1998; Schmoker, 1996; Supovitz, Mayer and Kahle, 2000), the NSDC now states that the purpose of staff development is increased student achievement (NSDC, 2001).

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Student achievement most frequently results from the collective focus of schools on specific student learning outcomes (Elmore,2002;Fullan,2001;Joyceand Showers,2002;' Schmoker, 1996; Slavin, et aI., 1996).

The focus of professional development should be on instruction and curriculum. The model selected for staff development should directly address student achievement in an 'academic area and should have a research base (evidence of improved student achievement across settings, across time, and for all students). (Bransford, Brown and Cocking, 1999; Calhoun, 1994; Kennedy, 1990, 1999; Joyce and Showers, 2002; Schmoker, 1996; Slavin and Fashola, 1998).

Data analysis must inform and guide the professional development. (Joyce and Calhoun,1996; . Joyce and Showers, 2002; Slavin, 1996).

Teachers and principals should be involved in training and in providing follow-up. Research is clear that when increased student achievement is the goal, it is the collective efforts of educators that accomplish these goals. (Elmore,2000;Joyce and Calhoun,1996;Joyce and Showers, 2002; Newmann and Wehlage, 1995; Rosenholtz, 19~9; Slavin, 1996; Wallace et air, 1984, 1990).

Goals focusing on student learning provide the direction for staff development efforts. The desired teacher behaviors and the desired student performance should be clearly described. (Bemhardt, 1998; Rosenholtz, 1989; Schmoker, 1996).

Intensive professional development must be provided through presentations of information and theory about the instructional strategy and multiple demonstrations modeling the use of the strategy and opportunities to practice using the.. instructional strategy demonstrated. Professional development is sustained over time. Professional development activities should occur until data indicate that the teachers are implementing the strategy accurately. (Joyce and Showers, 1983, 2002; NSDC, 2001; Odden, et aI., 2002; Wallace, LeMahieu, and Bickel, 1990).

Collaboration is built in, with opportunities for teachers to work together on a regular basis. Adequate time is provided for workshop experiences and workplace supports. (Fullan and Hargreaves, 1991; Lieberman and Miller, 1996; Little, 1997; Rosenholtz, 1989; Showers, 1982, 1984, 1985; Showers and Joyce, 1996; Showers, Joyce and Bennett, 1987).

Domain Six. Communication Effective teachers engage in dialogue with students, parents, and administrators, and consistently demonstrate respect, accessibility, and expertise (Strange, 2002).

Effective teachers write constructive, grammatically correct communications and write appropriately for the intended audience (Stronge; 2002).

Effective communication enhances the learning environment through the development of relationships between the parents and schools. In a comprehensive review of the research related to the impact of parental involvement on student success, Henderson and Berla (1995) concluded as a significant finding that students do better when their parents are involved, regardless of the educational level, socioeconomic status, ethnicity, or race. Moreover, the performance of students increases in increments equivalent to the participation of the parents.

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