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1.1. Learning objectives and state content standards are communicated.
1.2. Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
1.3. Sub-objectives are aligned to the lesson’s major objective.
1.4. Learning objectives are connected to what students have previously learned.
1.5. Expectations for student performance are clear.
1.6. State standards are displayed.
1.7. There is evidence that students are progressing or demonstrating mastery of the objective(s).
1.8. The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students.
1.9. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
1.10. The teacher regularly reinforces and rewards effort.
1.11. Presentation of content consistently includes:

1.11.1. visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;

1.11.2. examples, illustrations, analogies, and labels for new concepts and ideas; 1.11.3. modeling by the teacher to demonstrate his or her performance

expectations;

1.11.4. criteria that clarifies how students can be successful;
1.11.5. concise communication;
1.11.6. logical sequencing and segmenting;
1.11.7. all essential information; and
1.11.8. no irrelevant, confusing, or nonessential information.

1.12. The lesson starts promptly.

1.13. The lesson’s structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
1.14. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
1.15. Routines for distributing materials are efficient.
1.16. Little instructional time is lost during transitions
1.17. Activities and materials include a majority of the following:

1.17.1. Content:

1.17.2. Student-centered:

1.17.3. Multiple materials:

1.18. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content:

1.19. Questions are purposeful and coherent.
1.20. The frequency of questions engages students in critical thinking.
1.21. Questions are sequenced with attention to the instructional goals.
1.22. Wait time (3-5 seconds) is provided.
1.23. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
1.24. The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
1.25. Oral and written feedback is academically focused, frequent, and high quality.
1.26. Feedback is given during guided practice and review of independent work assignments.
1.27. The teacher circulates during instructional activities to support engagement and monitor student work.
1.28. Feedback from students is used to monitor and adjust instruction.
1.29. The instructional grouping arrangements(whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
1.30. Teacher sets expectations that are understood by students.
1.31. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
1.32. Students participating in groups are held accountable for group work and individual work.
1.33. Instructional group composition is varied (e.g., race, gender, ability, and age) to accomplish the goals of the lesson.
1.34. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
1.35. Teacher displays accurate content knowledge and understanding both of state standards and instructional materials, including their curriculum, for all the subjects they teach.
1.36. Teacher implements subject-specific instructional strategies to enhance student content knowledge.
1.37. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
1.38. Teacher practices display understanding of students’ anticipated learning abilities and challenges.
1.39. Teacher practices incorporate student interests, backgrounds, and cultures. 1.40. Teacher provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught.
1.41. The teacher engages students in multiple types of thinking:

1.42. The teacher and students:

1.43. The teacher uses and/or engages students in some the following problem-solving types:

2.1. Instructional plans include:
2.1.1. objectives aligned to state standards and aligned curriculum, both in content and in rigor;
2.1.2. activities, materials, and assessments that:

2.1.3. evidence that the plan is appropriate for the age, knowledge, and interests of learners; and

2.1.4. evidence that the plan provides opportunities to accommodate individual student needs.
2.2. Assignments are:
2.2.1. aligned to the rigor and depth of the standards and curriculum content. 2.2.2. aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
2.3. Assignments require students to:

2.4. Assessments:

3.1. Teacher engages students in learning with clear and rigorous academic expectations with aligned materials and resources for students to access.
3.2. Teacher encourages students to learn from mistakes.
3.3. Teacher creates learning opportunities where all students can experience success.
3.4. Students complete their work according to teacher expectations.
3.5. Students are mostly engaged in behaviors that optimize learning and increase time on task.
3.6. Teacher establishes rules for learning and behavior.
3.7. Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment.
3.8. Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
3.9. Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.
3.10. The classroom:

3.11. Teacher-student interactions are generally positive and reflect awareness and consideration of all students’ background and culture.
3.12. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm,
3.13. and put-downs.
3.14. Teacher is receptive to the interests and opinions of students learning.

4. Professionalism: The teacher demonstrates professionalism by growing and developing professionally, reflecting on teaching, actively supporting school activities/events, and accepting school responsibilities.

4.1. The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested.
4.2. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.
4.3. The educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher leader and principal observations.
4.4. The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.
4.5. The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation. 4.6. The educator offers specific actions to improve his/her teaching.
4.7. The educator accepts responsibilities contributing to school improvement.
4.8. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.
4.9. The educator actively supports school activities and events.
4.10. The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.

5. Other Responsibilities/Job Duties Include:

5.1. Maintain good attendance
5.2. Report to work on time and follow assigned work schedule
5.3. Display professional ethics on and off duty
5.4. Must be able to communicate in English both orally and in writing. 5.5. Effectively communicate with students, parents, school personnel, and other stakeholders
5.6. Must be able to perform physical activities of standing, walking, reaching, bending, and lifting 10 pounds. (Lifting is sometimes required.)
5.7. Keep accurate, up-to-date records
5.8. Complete reports, paperwork, and other assignments accurately and in a timely manner.
5.9. Attend meetings as directed
5.10. Participate in events related to the profession including but not limited to: faculty meetings, open house, family nights, graduation, athletic events, awards programs, supervising co- and extracurricular events and other types of related activities as part of job duties as assigned by his/her supervisor. 5.11. Maintains confidentiality of student information
5.12. Perform other duties as assigned by his/her supervisor.
5.13. Fulfill duties traditionally expected of those in teaching profession 5.14. Prepare lesson plans
5.15. Instruction of students
5.16. Collaboration with students, other school staff, and parents.
5.17. Grading papers
5.18. Taking attendance
5.19. Entering/Averaging Grades
5.20. Supervision of Students when students are on campus
5.21. Supervision of Students prior to school and/or drop-off, when assigned 5.22. Supervision of Students in classroom
5.23. Supervision of students between classes, during recess/intermission, during lunch, assemblies
5.24. Supervision after school and/or pick-up, when assigned
5.25. Attend meetings generally associated with the instruction of students 5.26. Attend faculty, staff, and department meetings
5.27. Attend training sessions
5.28. Attend IEP meetings
5.29. Attend parent-teacher conferences
5.30. Attend back-to-school and open-house events
5.31. Attend graduation
5.32. Attend PPI, Evaluation, Observation, IAP, and student discipline meetings/hearings
5.33. Attend school board/committee meetings, upon request
5.34. Attend/work concessions/gates of athletic events when requested 5.35. Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor