A vertivome Kabobs Wagner do th con For each element, please indicate the score received (1 or 2 for Progressing and 3 or 4 for Accomplished) and also provide specific evidence as needed. Grayed Sections should be discussed in the pre-conference, post-conference, or both. Domain I: Planning and Preparation Understanding when planning Instructional activities & ‘selecting resources & Instructional “Outcomes: lable methods of assessment. The PST develops genera student achievement “goals for the class OR does ‘not develop a goal at al, ‘than one type of learning, but plans ‘and practice do not reflect ‘coordination oF integration. The PST. develops measurable student achievement goals for the lass strategies. activities and selecting resources and strategies. “Tastructiohal outcomes reflected lesson design ae stated as goats that can ‘be assessed, reflecting rigorous learning ‘and curr cai standards, They represers different types of content, ferent types oflearning, | offer opportunities for both coordination ‘and canbe assessed. The outcomes | and integration, and take account of the ‘reflect opportunities for coordination. | needs of individual students. The PST ‘The PST develops measurable student | develops ambitious and measurable ‘student achievement goals forthe lass ‘that are aligned tothe content standards and evident in both plans and practice. gos in nd practic Vuke Sire. shen are « ‘S's plans reflect awareness of the Element ‘Requires Action Progressing “Recompished Exemplary Flement (1.0r2 points) {3.0r4 points) (S points) Score. 7 The PST plans and The PST's plans and practice he PSTs plans and practice reflect | The PSs plans and practice reflec Demonstrating | practice display litle reflect some awareness of the the content, ‘extensive knowledge ofthe content, Knowledge of | knowledge of the content, | important concepts in the | ererequisite relationships between | the structure of the discipline and Content and | prerequisite relationships | lscipine, prerequisite Important concepts, and the instructional practices. The PST Pedagogy | between different aspects | relationships between them, and | instructional practices specificto actively builds on knowledge of ‘of the content, or the the instructional practices speciic | that discipline. prerequisites and misconceptions Instructional practices to that discipline, “when deseribing instruction oF specific te that discipline, seeking causes for student misunderstanding. The PST stays abreast of emerging research areas, ‘new and innovative methods and Incorporates them into lesson plans and instructional strategies. 4 Fry PST dernonstrates litle or no | PST indicates the Importance of ST actively seeks Knowledge of ‘The PST actively seeks Knowledge of Knowledge of | knowledge of students’ understanding students’ students’ backgrounds, cultures skis, | students’ backgrounds, cultures, skills, ‘Students | backgrounds, cultures, sil, | backgrounds, cultures, skis, learning | learning levels/styes, language Jearning levels/styes, language learning levels/styes, levels/styles, language profciencies, | proficiencies, interests, & special needs, | proficiencis, interests, and special language proficiencles, Interests, & special needs, & attains | & attains this knowledge for groups of | needs from a variety of sources, and Interests, & special needs, & | this knowledge forthe class as a | students when planning instructional _| attain this knowledge of indhidual does no: seek such Whole when planning instructional | activities & selecting resources & students when planning instructional 14 | amity with resources | with esoureu 8 teciology resources and technology available | resources and technology (as avalale) and/or technology to enhance | avaiable through the school or | through the school orate to {in and beyond the schoo! or district in ownicwledge, to usein | strict to enhance own knowledge, | enhance own knowledge, tose in| professional organizations, on theDesigning Coherent Instruction The series of learning experiences is poorly aligned with the instructional outcomes & does nat represent a coherent structure. The experiences are suitable for only some students, The PST does not plan lessons/units by identifying the content standards that his or her students will master in each unit OR does not articulate well-designed essential questions for each series of learning experiences demonstrates partial alignment with instructional outcomes; some experiences are likely to engage students in significant learning. The lesson/unit has a recognizable structure and reflects partial knowledge of students and resources. Based on the annual student achievement goal, the PST plans lessons/units using 2 of the 4 practices: 1) identifying the content standards students will master; 2) articulating well-designed essential questions; 3) employing backward design; and 4) allocating an instructionally appropriate amount of time. The PST coordinates knowledge of content, students, and resources ta design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The lesson/unit has a clear structure and is likely to engage students in significant learning. Based on the annual student achievement goal, the PST plans lessons/units using 3 of the 4 practices: 1) identi the co! that students will master; 2) articulating ie ; 3) employing backward design; and 4) allocating an instructionally appropriate amount of time. Ge inshuetions for voriting prompt” “The PST coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes, differentiated (where appropriate) for all students, and likely to engage them in significant learning. The lesson/unit structure is clear and allows for different pathways according to student needs. Based on the annual student achievement goal, the PST plans lessons/units using 4 practices: 1) identifying the content standards students will master; 2) articulating well- designed essential questions; 3) employing backward design; and 4) allocating an instructionally appropriate amount of time.—— 7 cach element, please indicate the score received (1 or 2 for Progressing and 3 or 4 for Accomplished) and also provide specific evidence as needed. arayed Sections should be discussed in the pre-conference, post-conference, or both. Domain 2: The Classroom Environment clog Requires Action Progressing (1 or 2 points) Classroom interactions, Classroom interactions, between the 2a between the PST and students | PST and students and among Creating an and/or among students, are students, are generally appropriate Environment of | negative, inappropriate, or and free from conflict, but may be Respect and insensitive to students’ characterized by occasional Rapport cultural backgrounds and are | behaviors and/or language that characterized by sarcasm, compromise the promotion of put-downs, or conflict. Classroom interactions between the PST and students and among students are polite and respectful, reflecting general warmth and caring, ancl are appropriate to the cultural and developmental differences among Classroom interactions among the PST and individual students are respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Stuclents themselves ensure high levels of civility among members of the class. Students contribute without prompting Some instructional time is lost Little instructional time is lost because Much instructional time is lost 2c because of inefficient because classroom routines and of classroom routines and procedures to the seamless operation of classroom Managing classroom routines and procedures for transitions, handling for transitions, routines and procedures for transitions, Classroom procedures for transitions, of supplies, and performance of non- | and performance of non-instructional handling of supplies, and performance of Procedures handling of supplies, and instructional cuties are only partially daties, whi ich occur smoathly. Students | non-instructional duties. effective. willingly assist with procedures when asked. ater ics atl ready performance of non- instructional duties. There is no evidence that It appears that the PST has made an Standards of conduct are clear, with 2d standards of conduct have effort to establish standards of to students, and the PST monitors evidence of student participation in Managing been established and little or | conduct for students and tries to student behavior against those setting them. The PST’s monitoring of Student no PST monitoring of student | monitor student behavior and standards. The PST’s response to student behavior is subtle and Behavior behavior. Response to respond to student misbehavior, but | student misbehavior is appropriate and | preventive, and responses to student student misbehavior is these efforts are not always respectful to students. misbehavior are sensitive to individual repressive or disrespectful of | successful. The PST strategically reinforces positive | student needs. Students actively monitor behavior. The PST addresses most off- task, inappropriate, or challenging behavior efficiently. Inappropriate and off-task student behavior has little negative impact on the learning of sed in the class. the standards of behavior. The PST strategically reinforces positive behavior AND there is significant evidence that students reinforce positive classroom culture. The PST addresses almost all off- i task, inappropriate, or challenging ON || behavior efficiently. Inappropriate and OC Some 2 qerte r— “fry cibeerent/emiaed for were ABiciercu student dignity. The PST does not reinforce positive behavior. The PST does not address off-task, inappropriate, or challenging behavior efficiently. Inappropriate and off-task The PST reinforces positive behavior. The PST addresses some off-task, inappropriate, or challenging behavior efficiently. Inappropriate and off-task student behavior has some negative impact on the learning of students in the class.