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Licensed Staff Assessment and Evaluation Rubric

Licensed Staff Assessment and Evaluation Rubric

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Published by Statesman Journal
Licensed Staff Assessment and Evaluation Rubric
Licensed Staff Assessment and Evaluation Rubric

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Published by: Statesman Journal on Jan 25, 2013
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10/08/2014

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LEGENDS
-
L
icensed
E
ducator 
G
rowth,
E
 valuation, a 
n
d
D
evelopment
S
 ystemSalem-Keizer Public SchoolsLIC-F###
Last Updated: 08/20/12
Licensed Staff Assessment and Evaluation Rubric
 
LEGENDS
-
L
icensed
E
ducator 
G
rowth,
E
 valuation, a 
n
d
D
evelopment
S
 ystemSalem-Keizer Public Schools
Page 2 of 31Last Updated: 08/20/12
Standard 1: Learner Development
Does NotMeet Standard (DNM)Developing Prociency oward Standard (DP)Procient Relativeto Standard (PR)Exceeds Standard
(E)
1.1
Demonstrates anunderstanding o how children/adolescents learnand develop.
1.2
Designs andimplementsdevelopmentally appropriate instruction.
Demonstrates minimalknowledge o student patternso learning and development.Demonstrates basicknowledge o student patternso learning and development.Demonstrates thoroughknowledge o student patternso learning and development.Is a resource or colleaguesin understanding andinterpreting student patternso learning and development.Implements activities andassignments that are notdevelopmentally appropriateor students.Implements some activitiesand assignments that aredevelopmentally appropriateor students.Implements activitiesand assignments that aredevelopmentally appropriateor students.Implements activities andassignments that challengeeach student at his/herdevelopmental level.Te teacher understands how learners grow and develop, recognizing that patterns o learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implementsdevelopmentally appropriate and challenging learning experiences.
Guiding QuestionsEvidence Examples
•
How is student data used to modiy instruction?
•
Is instruction scaolded or individuals and groups o students to move them tothe next level o understanding?
•
Is there a demonstrated understanding o student development?
•
Analysis o pre- and post-assessment data
•
Ongoing ormative assessment data
•
Provides developmentally appropriate instruction within their content area
•
Uses exible groupings based on on-going analysis o learning styles anddevelopmental needs
(Additional Examples on Next Page)
DNMDPPRE
Standard 1: Overall
 
LEGENDS
-
L
icensed
E
ducator 
G
rowth,
E
 valuation, a 
n
d
D
evelopment
S
 ystemSalem-Keizer Public Schools
Page 3 of 31Last Updated: 08/20/12
Standard 1: Learner Development
Te teacher understands how learners grow and develop, recognizing that patterns o learning and development vary individually within and across the cognitive,linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Guiding QuestionsEvidence
•
How is student data used to modiy instruction?
•
Is instruction scaolded or individuals and groups o students to move them tothe next level o understanding?
•
Are learning styles and developmental needs o students recognized andappropriately responded to?
•
Are learning styles and developmental needs o students recognized andappropriately used to modiy instruction?
•
Is there a demonstrated knowledge o disabilities and their impact?
•
Is there a demonstrated connection between IEP goals and instruction?
•
Analysis o pre- and post-assessment data
•
Ongoing ormative assessment data
•
Uses exible groupings based on on-going analysis o learning styles anddevelopmental needs
•
Examples o modied materials created in response to data and/or disability needs
•
Comprehensive present level o perormance that drive goal development andspecially-designed instruction on the IEP
Special Education Guiding Questions and Evidence Examples
Guiding QuestionsEvidence
•
How is student/group response used to modiy instruction?
•
Is instruction scaolded or individuals and groups o students to move them tothe next level o understanding?
•
Is there a demonstrated understanding o student/group development?
•
Are learning styles and developmental needs o students/groups recognized andappropriately responded to?
•
Ongoing ow o assessment; including aural, visual and written, is evident.
•
Provides developmentally appropriate instruction within their content area.
•
Uses exible groupings based on on-going analysis o learning styles anddevelopmental needs.
•
Examples o modied materials created in response to student/groupperormance.
Music Guiding Questions and Evidence Examples
Guiding QuestionsEvidence
•
Are lessons and activities age and developmentally appropriate?
•
Are lessons and activities presented in alignment with developmental stages?
•
Examples o modied activities.
•
Examples o modied equipment.
•
Use o modied equipment.
Physical Education Guiding Questions and Evidence Examples
Please Note:
A student’s developmental age may not necessarily equal his/her chronological age and/or instructional level.

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