Licensed Employee Professional Growth Handbook

Appendix E – ELD Educator/Title Coordinator

Brooking Harbor School District 17-C

Updated February 2015 Appendix – ELD Educator/Title Coordinator

Appendices by program Initial Professional Growth Conference ………………………………….E-1 Levels of Performance Defined – ELD Educator/Title Coordinator.……E-2 ELD Educator/Title Coordinator Rubric…….….…………………………..E-3 Self-Assessment…………………………………………………………….E-15 Pre-Formal Observation Meeting………………………………………….E-16 Informal Observation………………………………………………………..E-18 Formal Observation…………………………………………………………E-19 Summative Evaluation………………………………………………….…..E-20 Program of Assistance for Improvement …………………………………E-22 Initial Professional Growth Plan Meeting

Employee's Name ______Job Title ______

Program ______Year ______

Status:  Probationary  Contract

Review/discuss the following: ❑ BHSD Licensed Employee Professional Growth Handbook ❑ Job Description ❑ Standards/Rubrics ❑ Self-Assessment ❑ Development of Professional Growth Goals

Evaluation will occur on or before ______(Specify date)

Employee signature ______Date ______

Administrator signature ______Date ______

Copy to:  Employee  Administrator

E-1 Levels of Performance Defined – ELD Educator/Title Coordinator Accomplished(4) Proficient (3) Minimally Effective (2) Ineffective (1) A ELD Educator/Title The ELD Educator/Title The ELD Educator/Title Coordinator The ELD Educator/Title Coordinator Coordinator at this level Coordinator clearly understands appears to understand the concepts does not demonstrate an demonstrates mastery and the concepts underlying the underlying the standards and understanding of the concepts attempts to implement the underlying the standards. Working makes contributions to the components of the standards and elements. Implementation is on fundamental practices profession both in and outside implements them well. Most sporadic, intermittent, or otherwise associated with the elements of the the learning environment. experienced, capable Evaluators not entirely successful. standards will enable the evaluator will regard themselves, and be to grow and develop in this area. regarded by others, as performing The ELD Educator/Title Coordinator The ELD Educator/Title Coordinator’s at this level. performance is inconsistent and "Seldom" or "rarely" are often used exceeds expectations for good improvement is likely to come with to describe an evaluator's performance; demonstrates highly performance at this level. "Regularly," "independently" and "the experience. Additional professional effective practices and impact on reading, discussion, educator majority of the time" are words used student learning; and continually observations, and support by a to describe the evaluator's expands expertise through mentor will assist the evaluator to performance at this level. professional learning and become Proficient. leadership opportunities. The goal of the Differentiated "Inconsistently," "sometime," "at times," and "unevenly" are commonly Supervision for Professional Growth The ELD Educator/Title used to describe an evaluator's and Evaluation is to have all evaluators Coordinator consistently exceeds performance at this level. performing at the Proficient or expectations for good Exemplary level. performance under this standard; demonstrates highly effective practices and impact on student learning; continued expansion of expertise through professional learning and leadership opportunities.

"Consistently" and "continually" are words commonly used when describing the evaluator's performance. There must be significant evidence for the evaluator to be ranked exemplary.

E-2 Domain 1: STUDENT ENGAGEMENT | Are all students engaged in the work of the lesson from start to finish? INEFFECTIVE MINIMALLY EFFECTIVE PROFICIENT ACCOMPLISHED Engagement: Very few or no* students complete Engagement: Some** students complete Engagement: Most*** students complete Engagement: All or almost all**** instructional tasks, volunteer responses and/or ask instructional tasks, volunteer responses and/or instructional tasks, volunteer responses and/or ask students complete instructional tasks, appropriate questions. ask appropriate questions. appropriate questions. volunteer responses and/or ask appropriate questions. Expectations: Very few or no students demonstrate Expectations: Some students demonstrate a Expectations: Most students demonstrate a clear Expectations: All or almost all students a clear understanding of behavioral expectations and clear understanding of behavioral expectations understanding of behavioral expectations and are self-directed to follow behavioral directions through their actions. and directions. directions. expectations and directions. Procedures: Students do not execute transitions, Procedures: Students sometimes execute Procedures: Students mostly execute transitions, Procedures: Students assume routines and procedures in an orderly manner. transitions, routines and procedures in an routines and procedures in an orderly and efficient responsibility for routines and procedures Students are left without work to do for a significant orderly and efficient manner and/or require manner, though they may require some direction and execute them in an orderly, efficient portion of the class period. There is little evidence substantial direction or narration. Students are or narration. Students are only idle for short and self-directed manner, requiring little or that transitions and or handling of materials are idle while waiting for the ELD Educator/Title periods of time (less than one minute at a time). no direction or narration. Students who effective. Coordinator or left with nothing to do for one or The ELD Educator/Title Coordinator’s finish assigned work early engage in two minutes at a time. The ELD Educator/Title management of instructional groups, transitions, meaningful learning without interrupting Coordinator’s management of instructional and handling of materials or consistently other students’ learning. Students take groups, transitions, and handling of materials successful. initiative in the management of are inconsistent. instructional groups, transitions, and materials. Respect and Rapport: Classroom interactions, both Respect and Rapport: Interactions between Respect and Rapport: Interactions demonstrate Respect and Rapport: Interactions are between ELD Educator/Title Coordinator and ELD Educator/Title Coordinator and students general caring and respect, appropriate to the age, highly respectful and sensitive to students students are mostly negative, inappropriate, or are generally appropriate but may reflect culture and developmental levels of students. as individuals. Students exhibit respect for insensitive to age, cultural background, and occasional inconsistencies, favoritism, and Most*** student interactions are generally polite the ELD Educator/Title Coordinator and development levels. Student interactions include disregard for age, culture, or developmental and respectful. The ELD Educator/Title contribute to high levels of civility among sarcasm, put-downs, or conflict. The ELD levels. Some** students demonstrate respect Coordinator responds successfully to disrespectful all members of the class. Educator/Title Coordinator does not deal with and the ELD Educator/Title Coordinator behavior. disrespectful behavior. attempts to respond with uneven results. Managing Student Behavior: There appear to be no Managing Student Behavior: Standards of Managing Student Behavior: Student behavior is Managing Student Behavior: Student established standards of conduct, or students conduct appear to have been established, but generally appropriate. The ELD Educator/Title behavior is entirely appropriate. Students’ challenge them. There is little to no ELD their implementation is inconsistent. Reponses Coordinator monitors behaviors and responds actively monitor their own behavior. ELD Educator/Title Coordinator monitoring of student to student misbehavior are inconsistent consistently, proportionately, and respectfully Educator/Title Coordinator monitoring is behavior, and response to students’ misbehavior is subtle, preventative, and sensitive to repressive or disrespectful of student dignity. individual student needs

* Very few/no: 0-50% **Some: 50-70% ***Most: 70-85% ****All/almost all: 85-100%

E-3 Core ELD Educator/Title Coordinator Skills

Maintaining High Behavior Expectations  Providing specific, concrete, sequential, and observable directions for behavior and academics  Addressing all negative and off-task student behavior immediately and in a way that does not slow or disrupt lesson momentum  Issuing logical and appropriate consequences as needed without hesitation, such that consequences are successful in changing student behavior  Using voice and presence to maintain authority and convey caring for students  Investing time in knowing individual students and in forming relationships to best support their learning  Developing an active interest in students’ well-being and demonstrating that interest through his/her engagement with students  Developing and implementing a positive behavior intervention system  Developing student ownership for a respectful, clean and organized classroom that is conducive to student learning

Maximizing Instructional Time  Using efficient routines and procedures  Responding to student requests without interrupting instruction E-4 Domain 2: ESSENTIAL CONTENT | Are all students working with content aligned to the appropriate standards for their subject and grade? INEFFECTIVE MINIMALLY EFFECTIVE PROFICIENT ACCOMPLISHED Program Activities: Most of the activities students engage in are not aligned to the stated or implied learning goal(s) or to each other.

Program Activities: Only some activities students engage in are aligned to the stated or implied learning goal(s).

Program Activities: Most*** activities students engage in are aligned to the stated or implied learning goal(s) and move students toward mastery of the grade-level standard(s) and/or IEP goal(s).

Program Activities: All**** activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

Sequence: Most activities students engage in are disconnected from one another and/or do not move students toward mastery of the standard(s).

Sequence: Some activities students engage in are disconnected from one another and/or do not move students toward mastery of the standard(s).

Sequence: Most activities students engage in are generally connected to one another and move students toward mastery of the standard(s).

Sequence: All activities students engage in are well-sequenced and build on each other to move students toward mastery of the standard(s).

Materials: Instructional materials students use are not appropriately demanding for the grade/course and time in the school-year, based on the standards and/or students’ IEP goals (ex. Lexile level and complexity of text).

Materials: Some instructional materials students use are not appropriately demanding for the grade/course and time in the school-year, based on the standards and/or students’ IEP goals (ex. Lexile level and complexity of text).

Materials: Most instructional materials students use are appropriately demanding for the grade/course and time in the school-year, based on the standards and/or students’ IEP goals (ex. Lexile level and complexity of text).

Materials: All instructional materials students use are high-quality and appropriately demanding for the grade/course and time in the school-year, based on the standards and/or students’ IEP goals (ex. Lexile level and complexity of text). * Do(es) not/are not: 0-50% **Partially/some: 50-70% ***Most: 70-85% ****All/ almost all: 85-100%

Domain 3: DEMONSTRATION OF LEARNING | Do all students demonstrate that they are learning? INEFFECTIVE MINIMALLY EFFECTIVE PROFICIENT ACCOMPLISHED Checks for Understanding: Questions, tasks or Checks for Understanding: Questions, tasks Checks for Understanding: Questions, tasks Checks for Understanding: Questions, assessments do not* yield data that allow the or assessments yield data that only or assessments yield data that allow the ELD tasks or assessments yield data that ELD Educator/Title Coordinator to assess partially** allow the ELD Educator/Title Educator/Title Coordinator to assess allow the ELD Educator/Title Coordinator students’ progress toward learning goals. Coordinator to assess students’ progress students’ progress toward learning goals and to assess students’ progress toward toward learning goals. to sometimes make adjustments in learning goals and to regularly**** make instruction. adjustments in instruction.

Student Understanding: Very few or no students Student Understanding: Some students Student Understanding: Most students Student Understanding: All students demonstrate how well they understand lesson demonstrate how well they understand demonstrate how well they understand demonstrate how well they understand content and their progress toward learning goals. lesson content and their progress toward lesson content and their progress toward lesson content and their progress learning goals through their work and/or learning goals through their work and/or toward learning goals through their work responses. responses. and/or responses.

Practice: Student responses, work and Practice: Student responses, work and Practice: Student responses, work and Practice: Student responses, work and interactions demonstrate that most students are interactions demonstrate that some students interactions demonstrate that most students interactions demonstrate that all or not on track to achieve learning goals. are on track to achieve learning goals. are on track to achieve learning goals. almost all students are on track to achieve learning goals.

Data Tracking: Very few or no students monitor Data Tracking: Some students monitor their Data Tracking: Most students monitor their Data Tracking: All or almost all students their own progress, identify their own errors, and own progress, identify their own errors, and own progress, identify their own errors, and monitor their own progress, identify seek additional opportunities for practice. seek additional opportunities for practice. seek additional opportunities for practice. their own errors, and seek additional opportunities for practice.

*Do not/very few/no: 0-50% **Partially/few/some: 50-70% ***Some/most: 70-85% ****Regularly/all/almost all: 85-100% Domain 4: Standard 1- REFLECTING ON PROGRAM DEVELOPMENT

Reflecting on Program Roles and Responsibilities encompasses the ELD Educator/Title Coordinator’s thinking that follows any analysis of the many decisions made in both the planning and the implementation of a program. By considering these elements in light of the impact they had on student learning, ELD Educator/Title Coordinators can determine where to focus their efforts in making revisions and choose which aspect of the program they will continue in the future. ELD Educator/Title Coordinators may reflect on their practice though collegial conversations, journal writing, examining reports, conversations with colleagues, or simply thinking about their program. Over time, this way of thinking both reflectively and self-critically and of analyzing a program though the lens of student learning-whether excellent, adequate, or inadequate-becomes a habit of mind, leading to improvement in teaching and learning though the program.

INEFFECTIVE MINIMALLY PROFICIENT ACCOMPLISHED EFFECTIVE

The ELD Educator/Title The ELD The ELD Educator/Title Coordinator The ELD Educator/Title Coordinator Coordinator does not know Educator/Title makes accurate assessment of programs makes thoughtful and accurate whether the program was Coordinator has a effectiveness and the extent to which it assessment of programs effectiveness effective or achieved its generally accurate achieved its educational outcomes and and the extent to which it achieved its instructional outcomes, or the impression of the can cite general references to support educational outcomes. Drawing on an ELD Educator/Title Coordinator program’s the judgment. The ELD Educator/Title extensive repertoire of skills, the ELD profoundly misjudges the effectiveness and Coordinator makes a few specific Educator/Title Coordinator offers success of a lesson. The ELD the extent to suggestions of what could be specific alternative actions, complete Educator/Title Coordinator has which educational attempted. with the probable success of different no suggestions for how a lesson outcomes were courses of action. could be improved. met. The ELD Educator/Title Coordinator makes general suggestions about how a lesson could be improved.

Critical Attributes  The ELD Educator/Title  The ELD  The ELD Educator/Title  The ELD Educator/Title Coordinator considers the Educator/Tit Coordinator accurately assess the Coordinator’s assessment of the program but draws le effectiveness of educational program is thoughtful and incorrect conclusions Coordinator activities used includes specific indicators of about its effectiveness has a general  The ELD Educator/Title effectiveness  The ELD Educator/Title sense of Coordinator identifies specific  The ELD Educator/Title Coordinator makes no whether or ways in which a program might Coordinator’s suggestions for suggestions for not be improved improvement draw on an improvement educational extensive repertoire program practices were effective  The ELD Educator/Tit le Coordinator offers general modification s for future program

E-7 Domain 4: Standard 2 - MAINTAINING ACCURATE RECORDS/DATA COLLECTION

An essential responsibility of ELD Educator/Title Coordinator is keeping accurate records of program events for District state reports for ADM. Proficiency in this component is vital because these records inform the District, County and State. ELD Educator/Title Coordinators to monitor learning and adjust the program accordingly. The methods of keeping records vary as much as the type of information being recorded.

The ELD Educator/Title The ELD The ELD Educator/Title Coordinator’s The ELD Educator/Title Coordinator’s Coordinator’s system of Educator/Title system for maintaining information on system for maintaining information on maintaining information on Coordinators system student completion of assignments, student completion of assignments, student progress in leaning is for maintaining student progress in learning, and non- student progress in learning, and non- nonexistent or in disarray. The information on instructional records in fully effective instructional records is fully effective. ELD Educator/Title Coordinator’s student completion Students contribute information and records for non-instructional of assignments and participate in maintaining the records activities are in disarray, the student progress is result being errors and confusion rudimentary and only partially effective. The ELD Educator/Title Coordinator’s records for non-instructional activities are adequate but inefficient and, unless given frequent oversight by the ELD Educator/Title Coordinator, prone to errors

Critical Attributes  There is no system for non-  The ELD  The ELD Educator/Title  The ELD Educator/Title instructional records Educator/Title Coordinators process for Coordinators process for  Record-keeping systems are Coordinator has recording information is efficient recording information is in disarray and provide a process for and effective; Administration efficient and effective; incorrect or confusing recording state may have access to some but not Administration has complete information required all information. access to all information. information.  The ELD Educator/Title  The ELD Educator/Title However, it may Coordinator has an efficient and Coordinator maintains data be out of date or effective process for recording files indicating their own administrationd information progress in the program and an o not have  The ELD Educator/Title efficient and maintains non- access to Coordinator’s process for instructional records for the information. recording non-instructional District  The ELD information is both efficient and Educator/Title effective Coordinator’s process for tracking data is cumbersome to use  The ELD Educator/Title Coordinator has a process for tracking some, but not all, non- instructional information, and it may contain some errors

E-8 Domain 4: Standard 3 – TESTING/COMPLIANCE

The ELD Educator/Title Coordinator provides little The ELD The ELD Educator/Title Coordinator The ELD Educator/Title information about the programs to families; the ELD Educator/Title provides frequent and appropriate Coordinator communicates Educator/Title Coordinator’s communication about Coordinator makes information to families about the frequently with families in a student’s progress is minimal. The ELD Educator/Title sporadic attempts instructional program and conveys culturally sensitive manner, Coordinator does not respond, or responds insensitively, to communicate information about individual student with students contributing to to parental concerns with families about services in a culturally sensitive manner. The the communication. The ELD the program and ELD Educator/Title Coordinator makes some Educator/Title Coordinator about the progress attempts to engage families in the program responds to family concerns of individual with professional and cultural students but does sensitivity. The ELD not attempt to Educator/Title Coordinator’s engage families in efforts to engage families in the the program. program are frequent and Moreover, the successful communication that does take place may be culturally sensitive to those families

Cri  Little or no information regarding the program is  School or  The ELD Educator/Title Coordinator  The ELD Educator/Title tic available to parents district regularly makes information about Coordinator regularly  Families are unaware of their children’s progress created the program available makes information about al  Family engagement activities are lacking materials  The ELD Educator/Title Coordinator the program and home Att about the language surveys  There is some culturally inappropriate regularly sends home information program are rib communication regarding student scheduling for  The ELD Educator/Title sent home ut services Coordinator regularly  The ELD  The ELD Educator/Title Coordinator sends home information es Educator/Title maintains the scheduling of WMLS regarding student Coordinator and ELPA21 scheduling for services sends home  Most of the ELD Educator/Title and anticipates additional infrequent or Coordinator’s communications are services incomplete appropriate to the families’ cultural  The ELD Educator/Title information norms Coordinator maintains the about the scheduling of WMLS and program ELPA21 and  The ELD communicates results Educator/Title  All the ELD Educator/Title Coordinator Coordinator’s maintains communications are some of the highly sensitive to families scheduling of cultural norms WMLS and ELPA21  Some of the ELD Educator/Title Coordinator’s communicatio ns are inappropriate to families’ cultural norms

Domain 4: Standard 4 - GROWING AND DEVELOPING PROFESSIONALLY As in other professions, the complexity of teaching requires continued growth and development in order for ELD Educator/Title Coordinators to remain current. Continuing to stay informed and increasing their skills allows ELD Educator/Title Coordinators to become ever more effective and to exercise leadership among their colleagues. Networking with colleagues through such activities as joint planning, study groups, and lesson study provides opportunities for ELD Educator/Title Coordinator to learn from one another. These activities allow for job-embedded professional development. In addition, professional ELD Educator/Title Coordinators increase their effectiveness in the program by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university classes. As they gain experience and expertise, ELD Educator/Title Coordinator find ways to contribute to their colleagues and to the profession. INEFFECTIV MINIMALLY EFFECTIVE PROFICIENT ACCOMPLISHED E

The ELD The ELD Educator/Title Coordinator participates to a The ELD Educator/Title The ELD Educator/Title Coordinator Educator/Tit limited extent in professional activities when they are Coordinator seeks out seeks out opportunities for le convenient. The ELD Educator/Title Coordinator opportunities for professional development and makes a Coordinator engages in a limited way with colleagues and professional development systematic effort to conduct action engages in supervisors in professional conversations about to enhance content research. The ELD Educator/Title no practice, including some feedback on teaching knowledge and Coordinator solicits feedback on professional performance. The ELD Educator/Title Coordinator pedagogical skills. The ELD practice from both supervisors and developmen finds limited ways to assist other educators and Educator/Title Coordinator colleagues. The ELD Educator/Title t activities to contribute to the profession. actively engages with Coordinator initiates important enhance colleagues and supervisors activities to contribute to the knowledge in professional or skill. The conversations about profession. ELD practice, including Educator/Tit feedback about practice. le The ELD Educator/Title Coordinator Coordinator participates resists actively in assisting other feedback on educators and looks for teaching ways to contribute to the performance profession. from either supervisors or more experienced colleagues. The ELD Educator/Tit le Coordinator makes no effort to share knowledge with others or to assume professional responsibiliti es.

Critical Attributes  The  The ELD Educator/Title Coordinator  The ELD  The ELD Educator/Title ELD participates in professional activities when Educator/Title Coordinator seeks regular Educato they are required or provided by the district Coordinator seeks opportunities for continued r/Title  The ELD Educator/Title Coordinator regular opportunities professional development, Coordin reluctantly accepts feedback from supervisors for continued including initiating action ator is and colleagues professional research not  The ELD Educator/Title Coordinator development  The ELD Educator/Title involve contributes in a limited fashion to professional  The ELD Coordinator actively seeks d in any organizations Educator/Title feedback from supervisors and activitie Coordinator colleagues s that welcomes colleagues  The ELD Educator/Title might and supervisors into Coordinator takes an active enhanc the classroom for the leadership role in professional e purpose of gaining organizations in order to knowle insight from their contribute to the profession dge or feedback skill  The ELD  The Educator/Title ELD Coordinator actively Educato participates in r/Title organizations Coordin designed to ator contribute to the purpos profession efully resists discussi ng perfor mance with supervi sors or colleag ues  The ELD Educato r/Title Coordin ator ignores invitati ons to join professi onal organiz ations or attend confere nces Possible Examples  The ELD  The ELD Educator/Title Coordinator politely  The ELD Educator/Title  The ELD Educator/Title Educato attends district workshops and professional Coordinator eagerly Coordinator’s principal rarely r/Title development days but doesn’t make much use of attends the district’s spends time observing in her Coordin the materials received optional summer classroom. Therefore, she has ator  The ELD Educator/Title Coordinator listens to his workshops, knowing initiated an action research never principal’s feedback after a lesson but isn’t sure they provide a wealth project in order to improve her takes that the recommendations really apply in his of instructional own instruction continui situation strategies he’ll be able  The ELD Educator/Title ng  The ELD Educator/Title Coordinator joins the to use during the Coordinator is working on a educati local chapter of the American Library Association school year particular instructional strategy on because she might benefit from the free books-  The ELD Educator/Title and asks colleagues to observe in courses, but otherwise doesn’t feel it’s worth much of her Coordinator enjoys her his classroom in order to provide even time principal’s weekly objective feedback on his progress though walk-through visits  The ELD Educator/Title the because they always Coordinator has founded a local credits lead to a valuable organization devoted to literacy would informal discussion education; her leadership has increase during lunch the next inspired ELD Educator/Title his day Coordinators in the community to salary  The ELD Educator/Title work on several curriculum and  The ELD Coordinator joins a instruction projects Educato science education r/Title partnership and finds Coordin that it provides him ator access to resources for endures his classroom that the truly benefit his principa students l’s annual observa tions in her classroo m, know that if she waits long enough, the principa l will eventua lly leave and she will be able to simply discard the feedbac k form  Despite teachin g high school honors mathe matics, the ELD Educato r/Title Coordin ator declines to join NCTM because it costs too much and makes too many demand s on member s’ time E-12 Domain 4: Standard 5 - SHOWING PROFESIONALISM Expert ELD Educator/Title Coordinators demonstrate professionalism in service both to students and to the profession. Accomplished ELD Educator/Title Coordinators have a strong moral compass and are guided by what is in the best interest of each student. They display professionalism in a number of ways. For example, they conduct interactions with colleagues in a manner notable for honesty and integrity. Furthermore, they know their students’ needs and can readily access resources with which to step in and provide help that may extend beyond the classroom. Seeking greater flexibility in the ways school rules and policies are applied, expert ELD Educator/Title Coordinators advocate for their students in ways that might challenge traditional views and the educational establishment. They also display professionalism in the ways they approach problem solving and decision making, with students needs constantly in mind. Finally, accomplished ELD Educator/Title Coordinators consistently adhere to school and district policies and procedures but are willing to work to improve those that may be outdated or ineffective. INEFFECTIVE MINIMALLY EFFECTIVE PROFICIENT ACCOMPLISHED

The ELD The ELD Educator/Title Coordinator is honest in The ELD Educator/Title The ELD Educator/Title Coordinator Educator/Titl interactions with colleagues, students, and the Coordinator displays high can be counted on to hold the highest e Coordinator public. The ELD Educator/Title Coordinator’s standards of honesty, standards of honesty, integrity, and displays attempts to serve students are inconsistent, and integrity, and confidentiality and takes a leadership dishonesty in unknowingly contribute to some students being ill confidentiality in role with colleagues. The ELD interactions served by the school. The ELD Educator/Title interactions with Educator/Title Coordinator is highly with Coordinator’s decisions and recommendations are colleagues, students, and proactive in serving students, seeking colleagues, based on limited though genuinely professional the public. The ELD out resources when needed. The ELD students, and considerations. The ELD Educator/Title Coordinator Educator/Title Coordinator Educator/Title Coordinator makes a the public. must be reminded by supervisors about complying is active in serving concerted effort to challenge negative The ELD with school and district regulations. students, working to attitudes or practices to ensure that all Educator/Titl ensure that all students students, particularly those e Coordinator receive a fair opportunity traditionally underserved, are honored is not alert to to succeed. The ELD in the school. The ELD Educator/Title students’ Educator/Title Coordinator Coordinator takes a leadership role in needs and maintains an open mind in team or departmental decision making contributes to team or departmental and helps ensure that such decisions school decision making. The ELD are based on the highest professional practices that Educator/Title Coordinator standards. The ELD Educator/Title result in some complies fully with school Coordinator complies fully with school students and district regulations. and district regulations, taking a being ill leadership role with colleagues. served by the school. The ELD Educator/Titl e Coordinator makes decisions and recommendat ions that are based on self- serving interests. The ELD Educator/Titl e Coordinator does not comply with school and district regulations.

Critical Attributes  The ELD  The ELD Educator/Title Coordinator is  The ELD  The ELD Educator/Title Educator honest Educator/Title Coordinator is considered a /Title  The ELD Educator/Title Coordinator notices Coordinator is honest leader in terms of honesty, Coordina the needs of students but is inconsistent in and known for having integrity, and confidentiality tor is addressing them high standards of  The ELD Educator/Title dishones  The ELD Educator/Title Coordinator does not integrity Coordinator is highly proactive t notice that some school practices result in  The ELD in serving students  The ELD poor conditions for students Educator/Title  The ELD Educator/Title Educator  The ELD Educator/Title Coordinator makes Coordinator actively Coordinator makes a concerted /Title decisions professionally but on limited basis addresses student effort to ensure opportunities Coordina  The ELD Educator/Title Coordinator needs are available for all students to tor does complies with district regulations  The ELD be successful not Educator/Title  The ELD Educator/Title notice Coordinator actively Coordinator takes a leadership the works to provide role in team and departmental needs of opportunities for decision making students student success  The ELD Educator/Title  The ELD  The ELD Coordinator takes a leadership Educator Educator/Title role regarding district /Title Coordinator willingly regulations Coordina participates in team tor and departmental engages decision making in  The ELD practices Educator/Title that are Coordinator complies self- completely with serving district regulations  The ELD Educator /Title Coordina tor willfully rejects district regulatio ns E-14

Self – Assessment:

Using the rubric as your guide, carefully reflect on your teaching performance in all Four domains. Complete the Self-Assessment by using the Domains of Professional Practice in the Evaluation handbook. Prepare to discuss your performance in all domains during the goals conference with your administrator.

KEY: (1) – INEFFECTIVE (2) – MINIMALLY EFFECTIVE (3) – PROFICIENT (4) - ACCOMPLISHED

1 2 3 4 Domain 1 Student Engagement Engagement Expectations Procedures Respect and Rapport Managing Student Behavior Domain 2 Essential Content Program Activities Sequence Materials

______Employee Signature Date E-15 PRE-FORMAL OBSERVATION MEETING – ELD Educator/Title Coordinator

Evaluator ______Date ______Administrator ______Observation Date/Time ______Program ______Proposed Length of Observation ______

Please provide the following information in preparation for the observation:

1. Objective(s): What service will be provided to students, staff or the community?

______

2. Service Format: Explain or describe the sequence of service provided ______

______

3. Assessment: Explain how you will assess and self-reflect to ensure the service meets the objective ______

______

Data Collection: What do you want observed? Check no more than three options. Domain 1: Student Engagement Domain 3: Demonstration of Learning  Engagement  Checking for Understanding  Expectations  Opportunity  Procedures  Student Understanding  Respect and Rapport  Practice  Managing Student Behavior  Data Tracking

Domain 2: Essential Content Domain 4: Professional Responsibilities  Lesson Activities  Reflecting on Teaching  Sequence  Maintaining Accurate Records/Data  Materials Collection  Testing/Compliance  Growing and Developing Professionally  Showing Professionalism

This verifies that we have mutually reviewed and agreed upon this plan. ______ELD Educator/Title Coordinator Date Administrator Date

Example 1: Informal Observation – ELD Educator/Title Coordinator

ELD Educator/Title Coordinator: Date: Domain:

Observation Notes:

Feedback Provided to ELD Educator/Title Coordinator Via:

Domain 1: Student Engagement Domain 3: Demonstration of Learning  Engagement  Checking for Understanding  Expectations  Opportunity  Procedures  Student Understanding  Respect and Rapport  Practice  Managing Student Behavior  Data Tracking

Domain 2: Essential Content Domain 4: Professional Responsibilities  Lesson Activities  Reflecting on Teaching  Sequence  Maintaining Accurate Records/Data  Materials Collection  Testing/Compliance  Growing and Developing Professionally  Showing Professionalism

______ELD Educator/Title Coordinator Date Administrator Date E-17

Example 2: Informal Observation – ELD Educator/Title Coordinator

Evaluator ______Date ______Administrator ______Observation Date/Time ______

Strength of the Service Domain Component: ______Evidence:

Areas for Growth Domain Component: ______Evidence:

______ELD Educator/Title Coordinator Date Administrator Date

E-18 Formal Observation – ELD Educator/Title Coordinator

Evaluator ______Date ______Administrator ______Observation Date/Time ______Intended observation focus:

______

Observation Evidence Aligned Indicator

Comments

Domain 1: Student Engagement Domain 3: Demonstration of Learning  Engagement  Checking for Understanding  Expectations  Opportunity  Procedures  Student Understanding  Respect and Rapport  Practice  Managing Student Behavior  Data Tracking

Domain 2: Essential Content Domain 4: Professional Responsibilities  Lesson Activities  Reflecting on Teaching  Sequence  Maintaining Accurate Records/Data  Materials Collection  Testing/Compliance  Growing and Developing Professionally  Showing Professionalism We have participated in a conversation on the above items.

______ELD Educator/Title Coordinator Date Administrator Date

BHSD SUMMATIVE EVALUATION – ELD Educator/Title Coordinator Evaluator ______Date ______Administrator ______Program ______

Domain 1: Student Engagement 1 2 3 4 N/A Engagement Expectations Procedures Respect and Rapport Managing Student Behavior Comments:

Domain 2: Essential Content 1 2 3 4 N/A Program Activities Sequence Materials Comments:

Domain 3: Demonstration of Learning 1 2 3 4 N/A Checking for Understanding Opportunity Student Understanding Practice Data Tracking Comments:

Domain 4: Professional Responsibilities 1 2 3 4 N/A Reflecting on Teaching Maintaining Accurate Records/Data Collection Testing/Compliance Participating in Professional Community Growing and Developing Professionally Professionalism Comments:

Employee has attached comments: Yes  No 

Signature of Employee: ______Date ______

Signature of Administrator: ______Date ______

Copy to:  Employee  Administrator  HR

E-21 Program of Assistance for Improvement

Employee: ______Position: ______

Performance Deficiencies Performance Standards Employee Corrective Action District Assistance/Monitoring The following must be met in order to bring your performance to a satisfactory level:

Timelines: The above plan will be accomplished on or before ______. A progress conference will be held at that time to review the requirements written above and progress made or not made to that date. Failure to accomplish the expectations listed above will result in an extended plan or a recommendation to dismiss.

If you successfully complete the plan, the plan may be continued on a “maintenance” basis to monitor whether you continue to meet the expectations listed above thereafter. Consistent compliance with the expectations listed above shall be expected as long as you remain a District employee, and you may be dismissed without a new plan of assistance if you do not maintain compliance with these expectations.

______Signature of Employee Date Signature of Administrator Date

(Does not necessarily indicate agreement, but acknowledges the plan has been read and discusses)

Copy to:  Employee  Administrator  HR