Overarching Goals of the Highly Effective School Library Program (HESLP) Rubric PURPOSE The highly effective school library program rubric guides administrators and teacher librarians in sustaining and growing the schools library program. Developing, Proficient, Accomplished or Distinguished. Library Staff: This document provides guidance and an overview for running and overseeing a thriving school library program and space. While this document is designed to align with Domain A: Planning and Preparation Ineffective Developing Skilled Accomplished A: ation Ineffective Effective: Emerging Effective: Proficient Highly Effective 2c: Managing Much instructional time is lost classroom due to inefficient classroom procedures routines and procedures. Certification of Highly Accomplished and Lead teachers is an important element in a broader teacher quality strategy that develops, recognises and supports excellent practitioners. The purpose of self-assessment is two-fold: it actively ... teachers should use the rubric to identify areas of strength and areas for growth. The evaluator should give candid, evidence-based feedback, listen to the teacherâs concerns, and provide robust follow-up support. Distinguished Accomplished Proficient Developing Improvement Needed STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS Standards Basis: 1B, 1F, 2B, 2C, 5A, 5B, 5C, 5D Possible Sources of Evidence: ⢠Conferences and Conversations with the Teacher ⢠Formal Observations/ Walkthroughs ⢠Classroom Artifacts ⢠Student Growth Processes A teacher rated effective or highly effective on their most recent evaluation, or the evaluator, in consultation with a first year probationary teacher or a teacher rated less than effective on their most recent evaluation, will: Analyze evidence to identify areas of focus (typically 3-4 indicators from 2 or more dimensions in the 5D+ rubric⦠p���Ը�`��9��Ic��B��Ƌ�k�qU����~�_M�m���q�Nʇ�hJ�n��*��s⠑m�:ߴU���D�.9B&����ƒi��S?���yZ--ޫIMnJ̔�%���8������'c������.=�t���Gs2g1��ar|�P��8��V LOUISIANA TEACHER Performance Evaluation Rubric- Content Leader . 1. A pre-service teacher at an Alice Springs primary school seeks assistance from her supervising teacher at the conclusion of a unit of work in her final teaching round. Knows what subjects each teacher ⦠The descriptors in the five-level rubrics address a wide range of performance, representing the knowledge and skills of a novice not ready to teach (Level 1) to the advanced practices of a highly accomplished ⦠Teacher Evaluation Rubrics by Kim Marshall â Revised August 21, 2011 Rationale and suggestions for implementation 1. The qualifiers assigned to a student's work are significant because they ultimately determine the overall score. Rubrics guide the determination of specific performance levels. endstream endobj 284 0 obj <>stream Why ads? P Assistant rincipal Competency Rubric Page 1 of 7 Instructional Leadership 1. Technology Resource Teacher has a rudimentary plan to evaluate the technology program. ignation of teachers as âhighly qualifiedâ to an assessment of teachers as âhighly effectiveâ based on student learning evidence. Leads and ⦠The policy outlines the purposes and principles underlying certification and the assessment process. ... Proficient Highly Effective ⢠Outcomes lack rigor ⢠Outcomes do characteristicsnot ... they down, to are accomplished. Share Flipboard Email Print Steve Debenport / Getty Images For Educators. Framework for Teaching. Teachers should reflect on their professional practice relative to the best practices identified by research. introduction and summary | www.americanprogress.org 3 pay to attract effective teachers ⦠Professional Growth Plan Meeting (see Appendix A, page 7) 3. In the classrooms of accomplished teachers, all students are highly engaged in learning. %PDF-1.6 %���� Accomplished teachers have high ethical standards and a deep sense of professionalism, focused on improving their own teaching and supporting the ongoing learning of colleagues. These levels are cumulative across the rows of the rubric. Read to find out more about the critical features of a rubric. Performance descriptors are used to evaluate a student's work within these classifications. Criteria weight 4 â Exemplary 3 â Accomplished 2 â Developing 1 â Beginning Cooperation 25% Does a full share of work or more �0E�27HF٘I㪭�tb!�nوN��H��y�[ m���K�?�=�q! Approximately 35 individual annotated artefacts â¢Could include a lesson plan or a letter from / to parents â¢Not all artefacts need to be a part of an evidence set Lead: include description of the Lead initiative annotated to demonstrate impact on school/ across schools, and how ⦠Domain 2: Effective, Well-Supported Teachers . The rubrics used to score your performance on the TPA are included in the handbook and are linked electronically to each task. At its most advanced, it is a tool that divides an assignment into its component parts, and provides explicit expectations of acceptable and ⦠They work with colleagues to plan, evaluate and modify teaching programs to improve student learning. 5bf�T��y�lF1d�� �.ѐ�,>�@�¹��0@�����t��G^��T�7��= "&C endstream endobj 287 0 obj <>stream ... for each teacher. Approximately 35 individual annotated artefacts based the . Teacher explanations are clear and invite student intellectual engagement. Dis Uses basic criteria Acc Comment RequiredPro Dev NI BOY MOY EOY . Certification will benefit all those involved in the process, including teachers⦠Distinguished Accomplished Proficient Developing Needs Improvement. There is little or no evidence of the teacher managing instructional groups, transi-tions, and/or the handling of materials and supplies effec-tively. Part B: Primary (Highly accomplished teachers) 14 Part C: Primary (Lead teachers) 26 Part D: Secondary (proficient teachers) 40 Part E: Secondary (Highly accomplished teachers) 52 Part F: Secondary (Lead teachers) 65 . The WebQuest format can be applied to a variety of teaching situations. Framework for Teaching. Highly Accomplished or Does not provide an Overview Statement Lead Initiative: -does not meet requirements, or -is not included Teacher Performance Evaluation Rubric. They make an educator's life easier by allowing them to quickly determine whether a student has grasped a concept and which areas of their work exceed, meet, or fall short of expectations. STUDENT TEACHER - LEVEL 3 - ACCOMPLISHED STUDENT TEACHER - LEVEL 4 - HIGHLY ACCOMPLISHED / EARLY PROFESSIONAL N/A LL 6. 4Teacher Tools QuizStar RubiStar Arcademic Skill Builder PersuadeStar Classroom Architect Equity TrackStar Assign-A-Day Casa Notes PBL Checklists Teacher Tacklebox Web Worksheet Wizard NoteStar Think Tank Project Poster Maximum 30 individual annotated artefacts NESA Maintenance requirements (the NSW Department of Education 'Maintenance of teacher accreditation at Proficient, Highly Accomplished and Lead Teacher' refers to this policy). h�,�1 Criteria may be found in the form of individual skills or abilities associated with overall performance, features of the work, dimensions of student thinking that went into the task, or specific objectives that a student must meet within a larger goal. Instruction In the classrooms of accomplished teachers, all students are highly engaged in learning. NYSUTâs Teacher Practice Rubric * 2014 Edition * Aligned with the New York State Teaching Standards 5 96604 Element I.5: Teachers demonstrate knowledge of and are responsive to the economic, social, cultural, linguistic, family, and community factors that influence their studentsâ learning. Teachers who apply for accreditation at the higher levels are advocates of their ⦠Developing. The following list gives examples of precise language that might be used to describe scores. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference. assessment rubric, student feedback and data) 2. Speech Language Pathologist Performance Evaluation Rubric The Performance Evaluation Rubric is intended to be scored holistically. The rubrics are designed to give teachers an end-of-the-year assessment of where they stand in all performance areas â ⦠Likewise, the principal and appraiser will use this rubric as a guide for performance discussions and as a tool to determine the final evaluation rating for the principal. The rest of the rubric determines whether this expectation has been met. Teacher completes self-reflection (see Teacher Performance Rubric, pages 17-34) 2. Both teachers ⦠2. �$�1b|y�q�) �iV��,��'''R���l�ԀuI�wxn���˫1� i[#� endstream endobj 285 0 obj <>stream In using a pre-determined assessment rubric to make judgements about her students' achievements, she has found that students may be achieving at different levels in ⦠3. t�B��������Ԗ-����K� �22H6C�g�������:S$.������W��T!t8�Xt��s��q^Xtg�}'\�>Y��}w�&E��ʬ�@�ݯ;>�J&�]�0�ֱc��㞪P�T����(.OE��Q�l/jo��*&P��hE�p}���sM��\ҝM�q�DGu,`Ug�����m��?��g�q��_��!��*=P�3�����qߟgl'�)��q�v�m�l�萿 �;>. The department works with the NSW Education Standards Authority (NESA) to ensure policy and procedures for accreditation and judgements about the accreditation of teachers are made in accordance with the legislative requirements of the Teacher ⦠The Australian Institute for Teaching and School Leadership (AITSL) worked closely with key education stakeholders to develop the national education Certification of Highly Accomplished and Lead Teachers in Australia. classrooms. Rather, the rubrics should inform teachersâ work and supervisorsâ observations throughout the year and serve as a memory prompt and structuring protocol when itâs time to evaluate the yearâs work. �0E�27�D1�I���l҉�H:1�N��H��y�[��U]����u�y�5h���9��7��W�fC6� Highly Accomplished and Lead Teachers Australian Teacher Performance and Development framework Career phase Graduate Teachers & School leaders Lead Highly Accomplished ... assessment rubric, student feedback and data) 2. If ⦠Certification of Highly Accomplished and Lead Teachers Certification is a process whereby experienced classroom teachers in Queensland schools voluntarily pursue national Certification to demonstrate their teaching skills and abilities at the higher career-stages of the Australian Professional Standards for Teachers (APST). Proficient Accomplished Distinguished 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. NESA: Professional Development: Maintenance . 4. Maximum 30 individual annotated artefacts â¢Could include a lesson plan or a letter from / to parents â¢Not all artefacts need to be a part of an evidence set Lead: include description of the Lead initiative annotated to demonstrate impact on school/ across schools, and how capacity of ⦠Accomplished Exemplary 1f: Evaluates the technology program (Component weight: 3%) Technology Resource Teacher has no plan to evaluate the program or resists suggestions that such an evaluation is important. This is accomplished through the ... but highly recommended. You might find that a student's work satisfies or even goes beyond some criteria while only approaching others. The best thing a supervisor can do for an underperforming teacher is to visit frequently, give candid, evidence-based feedback, listen to the teacherâs concerns, and organize robust follow-up support. Description . NESA Policy for Accreditation at Highly Accomplished and Lead Teacher Section 7.1, page 8. 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