Part III: Standard 7 N/E = No Evidence L-1: Ineffective The teacher candidate inadequately addresses student behavior, displays a negative attitude toward students, ignores safety standards, or does not otherwise provide an orderly environment that is conducive to learning or encourages respect for all. L-2: Needs Development The teacher candidate inconsistently provides a safe, and orderly environment that is conducive to learning and encourages respect for all. L-3: Proficient The teacher candidate provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. L-4 Exemplary: The teacher candidate creates a dynamic and vibrant environment where students feel physically, intellectually, and emotionally safe, and are encouraged to take ownership of their own learning behavior. Instruction- Standard 8 Academically Challenging Environment - The teacher candidate creates a student-centered, academic environment in teaching and learning occur at high levels and students are self-directed learners Evidence Click here to list evidence used to evaluate this standard. Performance indicators: These are not inclusive and should not be used as a checklist. Maximizes instructional time. Conveys the message that mistakes should be embraced as a valuable part of learning. Encourages productivity by providing students with appropriately challenging and relevant material and assignments. Provides transitions that minimize loss of instructional time. Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals. Encourages students to explore new ideas and take academic risks. Part III: Standard 8 N/E = No Evidence L-1: Ineffective The teacher candidate does not provide a student-centered, academic environment in which teaching and learning occur at high levels, or where students are self-directed learners. L-2: Needs Development The teacher candidate inconsistently provides a student-centered environment in which teaching and learning occur at high levels or where students are self-directed. L-3: Proficient The teacher candidate creates a student-centered, academic environment in which teaching and learning occur at high levels and students are learners. L-4 Exemplary: The teacher candidate creates an academic learning environment students are regularly encouraged to tackle challenging material and academic risks. Instruction- Standard 9: Professionalism - The teacher candidate exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. Performance indicators: These are not inclusive and should not be used as a checklist. Maintains professional demeanor and behavior.
technology or integrate it into the teaching and learning process. This is outside of the control of the candidate. Candidate chooses to rarely or never use technology for teaching and rarely or never facilitate student use of technology for learning. When using technology, candidate struggles with how to use it, how to integrate it, how to manage it, and how to answer student questions about it. answering student questions about technology. Candidate has students mainly using technology for low-level cognitive tasks – knowledge and comprehension – gathering facts on the Internet, drill and practice, etc. Candidate typically has students the same technology in the same way to do the same thing or to create the same product to demonstrate their learning (no differentiation or personalization to support diverse learners). At times, candidate struggles with managing the technology and students are often off task and using technology in ways unrelated to learning. Candidate does not always ensure equitable access to technology in the every student gets to use technology for learning in the classroom. Troubleshoots and solves minor tech issues (or accesses support). Answers technology-related questions from learners in the classroom. Facilitates learner use of technology for critical thinking, problem solving, creativity, and authentic learning. Uses technology to facilitate communication and collaboration with learners, families, colleagues and the larger community Uses technology to personalize learning around learner strengths, interests, and needs and ensures accessibility of digital content and learning technologies for all learners. Uses technology to implement formative and summative assessments, track student performance data, and adjust instruction to meet learner needs. Manages the use of technology in the classroom, ensures the safe, legal, and ethical use Candidate provides expertise and leadership to other teachers and students in developing technology proficiency. Candidate provides expertise and leadership to other teachers in technology integration or blended/online learning. Candidate explores and uses emerging technologies with students such as Augmented Reality/Virtual Reality, robotics, coding etc... Candidate has students engaging in learning experiences not possible without the use of technology. Candidate promotes creativity and innovation by engaging students in collaborative, hands-on makerspaces to make, explore, create, invent, and learn using high tech and low tech resources. Candidate has students using technology to
Answers technology-related questions from learners in the classroom. Technology Integration - Candidate demonstrates the ability to integrate technology into standards-based teaching, learning, and assessment. Performance Indicators at Level 3: Facilitates learner use of technology for critical thinking, problem solving, creativity, and authentic learning. Uses technology to facilitate communication and collaboration with learners, families, colleagues and the larger community Uses technology to personalize learning around learner strengths, interests, and needs and ensures accessibility of digital content and learning technologies for all learners. Uses technology to implement formative and summative assessments, student performance data, and adjust instruction to meet learner needs. Manages the use of technology in the classroom, ensures the safe, and ethical use of technology, and promotes equitable access to technology. Builds an online professional learning network (PLN) with other educators through social media (Twitter, Facebook, etc.). N/E E Evidence Click here to list evidence used to evaluate this standard. Blended/Online Learning - Candidate demonstrates the specialized knowledge and skills necessary for teaching and learning in a blended/online learning environment. Performance Indicators at Level 3: Develops or curates online content and instruction for students. Facilitates student learning both face-to-face and online. Delivers content or instruction through a learning management system (D2L, Canvas, etc.) or other online digital platform (Schoology, Google Classroom, etc.). Leverages technology tools so students can learn anywhere, anytime and at any pace or mode that fits their strengths, interests, and needs. N/E E Evidence Click here to list evidence used to evaluate this standard. ONCE THIS DOCUMENT IS COMPLETE: Collaborating Teachers will email the completed Observation Summary Tool to the supervisor Supervisors will enter results into Chalk and Wire and attached the completed tools as “annotated documents.”