STANDARD 1: Planning & Preparation - RIC...RI-ICEE Guidance 4 RI ICEE Observation Blank Guidance for FSEHD Programs 11.2017 2.1b Student Interactions with One Another 2.1b. Evidence:

RIICEs-Guidance

1RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017

STANDARD1:Planning&Preparation

Component1.1:DemonstrationofKnowledgeofContent&Students

1.1a.KnowledgeofContent1.1a.Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow::-

Ineffective Developing Effective HighlyEffectiveInplanning,educatormakescontenterrors.

Educatorisfamiliarwiththeimportantconceptsinthediscipline,butmaydisplaylackofawarenessofhowtheseconceptsrelatetooneanother.

Educatordisplayssolidknowledgeoftheimportantconceptsinthedisciplineandhowtheserelatetooneanotherandto21stcenturyskills.

Educatordisplaysknowledgeoftheimportantconceptsinthedisciplineandhowtheserelatebothtooneanotherandtootherdisciplinesandto21stcenturyskills.

OPTIONAL:ProgramspecificclarificationofIneffective

OPTIONAL:ProgramspecificclarificationofDeveloping

OPTIONAL:ProgramspecificclarificationofEffective

OPTIONAL:ProgramspecificclarificationofHighlyEffective

StandardsLinkedtothisComponent:RIPTS1,2,3,4,5, INTASC:4,5 SPAStandard(NameYourSPA)

1.1b.KnowledgeofStudents

1.1b.EvidenceLessonplanmayincludeprogramspecificinformationasdescribedbelow::

Ineffective Developing Effective HighlyEffectiveEducatordisplayslittleornoknowledgeofstudents’skills,knowledge,languageproficiency,backgrounds,and/ormedicalneeds.

Educatordisplaysknowledgeofstudents’skills,knowledge,languageproficiency,backgrounds,and/ormedicalneeds,butonlyfortheclassasawhole.

Educatortracksstudents’skills,knowledge,languageproficiency,backgroundsand/ormedicalneeds,anddisplaysthisknowledgeforgroupsofstudentsinordertodeterminegrowthovertime.

Educatorunderstandsandtracksindividualstudents’skills,knowledge,languageproficiency,and/ormedicalneeds,andhasastrategyformaintainingsuchinformationinordertodeterminegrowthovertimeforeachstudent.





StandardsLinkedtothisComponent:RIPTS1,2,3,4,5, INTASCStandards:1,2 SPAStandard(NameYourSPA)

RhodeIslandInnovationConsortiumEducatorEvaluation(RI-ICEE) [Guidance for Name the Program]

RI-ICEEGuidance


Component1.2:EstablishingInstructionalOutcomes1.2.Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveOutcomesdonotreflecttheappropriatestandards,setlowexpectationsforstudents,lackrigor,and/oronlyincludeonetypeoflearning.Outcomesarestatedasactivitiesratherthanasstudentlearning.

Outcomesreflecttheappropriatestandards.Expectationsandrigorareinconsistentandaresuitableformostofthestudentsintheclass.Outcomesarewrittenasacombinationofstudentlearningandactivities.

Outcomesreflecttheappropriatestandards,setrigorousexpectationsforstudentsandincludedifferenttypesoflearningaccordingtovaryingneedsofgroupsofstudents.Alltheinstructionaloutcomesareclear,writtenintheformofstudentlearning.

Outcomesreflecttheappropriatestandards,setrigorousexpectationsforstudentsandincludedifferenttypesoflearningaccordingtovaryingneedsofindividualstudents.Alltheinstructionaloutcomesareclear,writtenintheformofstudentlearningandrepresentopportunitiesforbothcoordinationandintegrationwithotherdisciplines.





StandardsLinkedtothisComponent:RIPTS1,2,3,4,5 INTASCStandards:1,2,4,5,7 SPAStandard(NameYourSPA)

Component1.3:DesigningCoherentInstruction1.3aLearningActivities,LessonStructure&Content-RelatedPedagogy

1.3a.Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow:Ineffective Developing Effective HighlyEffectiveLearningactivitiesarenotsuitabletoinstructionaloutcomes,donotincludearangeofpedagogicalapproaches,andarenotdesignedtoengagestudents.Thelessonhasnoclearlydefinedstructure,and/ortimeallocationsareunrealistic.

Learningactivitiesareinconsistentintheirsuitabilitytotheinstructionaloutcomesandrepresentlittlecognitivechallenge.Learningactivitiesincludealimitedrangeofeffectivepedagogicalapproachesandarenotdifferentiated.Thelessonhasarecognizablestructure,althoughthestructureisnotuniformlymaintainedthroughout.Progressionofactivitiesisuneven,withunreasonabletimeallocations.

Learningactivitiesaresuitabletotheinstructionaloutcomes,includearangeofeffectivepedagogicalapproachesandcognitivechallenge.Activitiesaredifferentiatedforgroupsofstudents,helpstudentsconstructcontentknowledgeandbuild21stCenturySkills.Thelessonhasaclearlydefinedstructurewithevenprogressionofactivitiesandreasonabletimeallocations.

Learningactivitiesaresuitabletotheinstructionaloutcomes,includearangeofeffectivepedagogicalapproachesandcognitivechallenge.Activitiesaredifferentiatedforindividualstudents,helpstudentsconstructcontentknowledgeandbuild21stCenturySkills.Thelessonhasaclearlydefinedstructurewithevenprogressionofactivitiesandreasonabletimeallocations,allowingfordifferentpathwaysaccordingtodiversestudentneeds.





StandardsLinkedtothisComponent:RIPTS1,2,3,4,5 INTASCStandards:1,2,4,5,7 SPAStandard(NameYourSPA)

1.3b.Instructionalmaterials/resources1.3b.Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveMaterials,technology,andresourcesbeinguseddonotsupporttheinstructionaloutcomesnorengagestudentsinmeaningfullearning.

Someofthematerials,technology,andresourcesbeingusedsupporttheinstructionaloutcomes,andengagestudentsinmeaningfullearning.

Materials,technology,andresourcesbeingusedsupporttheinstructionaloutcomes,andaredesignedtoengagestudentsinmeaningfullearning.

Materials,technology,andresourcesbeingusedsupporttheinstructionaloutcomes,andaredesignedtoengagestudentsinmeaningfullearning,includingstudentparticipationinselectingoradaptingmaterials.





StandardsLinkedtothisComponent:RIPTS1,2,3,4,5 INTASCStandards:1,2,7 SPAStandard(NameYourSPA)

RI-ICEEGuidance


1.3c.InstructionalGroups

- 1.3c.Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow:Ineffective Developing Effective HighlyEffectiveInstructionalgroupsdonotsupporttheinstructionaloutcomes.

Instructionalgroupssupporttheinstructionaloutcomes,withaneffortatprovidingsomevarietyasappropriatetothestudentsandthedifferentinstructionaloutcomes.

Instructionalgroupsarevariedasappropriatetothestudentsandthedifferentinstructionaloutcomes.

Instructionalgroupsarevariedasappropriatetothestudentsandthedifferentinstructionaloutcomes.Thereisevidenceoftheuseofdataand/orstudentchoiceinselectingthedifferentpatternsofinstructionalgroups.

OPTIONAL:ProgramspecificclarificationofI




StandardsLinkedtothisComponent:RIPTS1,2,3,4,5,9 INTASCStandards:1,2,7 SPAStandard(NameYourSPA)

1.4DesigningStudentAssessment1.4Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow:

Ineffective Developing Effective HighlyEffective

Educator’splanforstudentassessmentisnotalignedwiththeinstructionaloutcomes.

Educator’splanforstudentassessmentisalignedwiththeinstructionaloutcomes,butislimitedtoeitherformativeorsummativeassessments,and/orlacksclearcriteriaandexpectations.Educatoridentifiesaplantouseassessmentresultstoplanforfutureinstructionfortheclassasawhole.

Educator’splanforstudentassessmentisalignedwiththeinstructionaloutcomes,hasbeenadaptedforgroupsofstudents,andincludesbothformativeandsummativeassessmentswithclearcriteriaandexpectations.Educatoridentifiesplantouseassessmentresultstoplanforfutureinstructionforgroupsofstudents.

Educator’splanforstudentassessmentisalignedwiththeinstructionaloutcomes,hasbeenadaptedforindividualstudents,asneeded,andincludesbothformativeandsummativeassessmentswithclearcriteriaandexpectations.Educatoridentifiesplantouseassessmentresultstoplanfutureinstructionforindividualstudents.





StandardsLinkedtothisComponent:RIPTS4,5,9 INTASCStandards:2,8,6 SPAStandard(NameYourSPA)

STANDARD2:EducationalEnvironmentComponent2.1:CreatinganEnvironmentofRespectandRapport2.1aEducatorInteractionwithStudents

- 2.1a.Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow:Ineffective Developing Effective HighlyEffectiveEducator-studentinteractionswithatleastsomestudentsarenegativeorinappropriate.

Educator-studentinteractionsaregenerallyappropriate,positiveandrespectful,butmayreflectoccasionalinconsistencies.

Educator-studentinteractionsareappropriate,positiveandrespectful.

Educator-studentinteractionsareappropriate,positiveandrespectfultogroupsofstudentsaswellasindividuals.





StandardsLinkedtothisComponent:RIPTS5,6 INTASCStandards:8,3 SPAStandard(NameYourSPA)

RI-ICEEGuidance


2.1bStudentInteractionswithOneAnother

2.1b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:Ineffective Developing Effective HighlyEffectiveEducatordoesnotmodelnorencourageappropriateinteractionsparticularlywhenstudentinteractionsareimpoliteordisrespectful.

Educatorisinconsistentinmodelingand/orencouragingappropriateinteractions,particularlywhenstudents’interactionsareimpoliteordisrespectful.

OR

Studentinteractionsaregenerallypoliteandrespectful.

Educatormodelsand/orencouragesappropriateinteractions,particularlywhenstudents’interactionsareimpoliteordisrespectful.

OR

Studentinteractionsarepoliteandrespectfulwhetherdirectlymonitoredbyaneducatorornot.

Educatormodelsand/orencouragesstudentinteractionsthatdemonstraterespectforoneanother.Studentsmonitoreachother’streatmentofpeers,correctingclassmatesrespectfullywhenneeded.






Component2.2:EstablishingaCultureforLearning2.2aImportanceoftheContent

2.2a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatordoesnotcommunicatetheimportanceofthecontentand/orconveysanegativeattitudetowardthecontent

Educatorcommunicatesimportanceofthecontent.

Educatorcommunicatesimportanceofthecontentusingreal-worldconnections.

EducatorANDstudentscommunicateimportanceofthecontentusingreal-worldconnections.





StandardsLinkedtothisComponent:RIPTS3,4,5,6,8,9 INTASCStandards:4,5 SPAStandard(NameYourSPA)

2.2bExpectationsforLearningandAchievement

2.2b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatorconveyslowexpectationsforstudentlearningandachievementforatleastsomestudents.

Educatorconveysmodestexpectationsforstudentlearningandachievement.

Educatorconveyshighexpectationsforstudentlearningandachievement.

Educatorconveyshighexpectationsforstudentlearningandachievement.Studentsverbalizeand/ordemonstratetheirunderstandingoftheexpectations.





StandardsLinkedtothisComponent:RIPTS3,4,5,6,8,9 INTASCStandards:1,2,7 SPAStandard(NameYourSPA)

RI-ICEEGuidance


Component2.3:ManagingClassroomProcedures2.3aManagementofInstructionalGroups


Ineffective Developing Effective HighlyEffectiveEducator’smanagementofinstructionalgroupsdoesnotpromoteactivestudentparticipation.

Educator’smanagementofinstructionalgroupsensuresthatsomestudentsactivelyparticipate.

Educator’smanagementofinstructionalgroupsensuresthatallstudentsactivelyparticipate.

Educator’smanagementofinstructionalgroupsensuresthatallstudentsactivelyparticipateandsupporteachotherinachievingtheoutcomesofthelesson.





StandardsLinkedtothisComponent:RIPTS6 INTASCStandards:3 SPAStandard(NameYourSPA)

2.3bManagementofTransitions


Ineffective Developing Effective HighlyEffectiveTransitionsarechaoticwithsignificantlossofinstructionaltime.

Transitionsareunevenresultinginsomelossofinstructionaltime.

Transitionsareefficient,withminimallossofinstructionaltime.

Transitionsareseamless,withstudentsassumingsomeresponsibilityinensuringtheirefficientoperation.






2.3cManagementofMaterialsAndSupplies

2.3c.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveManagementofmaterialsandsuppliesisinefficient,resultinginsignificantlossofinstructionaltime.

Managementofmaterialsandsuppliesisunevenresultinginsomelossofinstructionaltime.

Managementofmaterialsandsuppliesisefficientwithlittlelossofinstructionaltime.

Managementofmaterialsandsuppliesisefficientwithlittlelossofinstructionaltimewithstudentsassumingsomeresponsibility.

OPTIONAL:Programspecificclarification





Component2.4:ManagingStudentBehavior2.4aBehavioralExpectations


Ineffective Developing Effective HighlyEffectiveNoevidencethatstandardsofconductandconsequenceshavebeenestablishedorcommunicatedtostudents.

Standardsofconducthavebeenestablishedandcommunicatedandappeartobecleartostudents.

Standardsofconductandconsequenceshavebeenestablishedandcommunicatedandappeartobecleartostudents.

Standardsofconductandconsequenceshavebeenestablishedandcommunicatedtostudents.Studentshaveparticipatedintheirdevelopment.






RI-ICEEGuidance


2.4bRespondingtoStudentMisbehavior


Ineffective Developing Effective HighlyEffectiveEducator’sresponsetostudentmisbehaviorisinappropriate.

OR

Educatordoesnotrespondtostudentmisbehavior.

Educator’sresponsetostudentmisbehaviorisinconsistent.

Educator’sresponsetostudentmisbehaviorisappropriate,consistentandtimely.

Educator’sresponsetostudentmisbehaviorisappropriate,consistent,timelyandsuccessful.

OR

Nostudentmisbehaviorisobserved.






STANDARD3:Instruction/ServiceDeliveryComponent3.1:CommunicatingWithStudents3.1aExpectationsforLearning


Ineffective Developing Effective HighlyEffectiveEducatordoesnotexplaintheinstructionalpurpose.

Educatorexplainstheinstructionalpurposeofthelessonorunit,attemptingtocommunicatewhereitissituatedwithinbroaderlearning.

Educatorexplainstheinstructionalpurposeofthelessonorunit,linkingtobroaderauthenticlearning,appropriatestandardsor21stcenturyskills’expectations.Educatorexplainshowstudentswilldemonstratetheirlearning.

Educatorclearlyexplainstheinstructionalpurposeofthelessonorunit,linkingtobroaderauthenticlearning,appropriatestandardsand21stcenturyskills’expectations.Educatorexplainshowstudentswilldemonstratetheirlearningwithexemplarstoguidestudentachievement.






3.1bDirectionsandProcedures


Ineffective Developing Effective HighlyEffectiveEducatordirectionsandproceduresareconfusing.

Educatordirectionsandproceduresareclarifiedafterinitialconfusion.

Educatordirectionsandproceduresareclear.

Educatordirectionsandproceduresareclear,complete,andanticipatepossiblemisunderstanding.






RI-ICEEGuidance


3.1cExplanationofContent

3.1c.EvidenceObservationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducator’sexplanationofthecontentisincorrect.

Educator’sexplanationofcontentisclearandcorrectbutdoesnotmakeaconnectionwithstudents’knowledge,experience,appropriatestandardsor21stcenturyskills’expectations.

Educator’sexplanationofcontentisclearandcorrectandconnectswithstudents’knowledge,experience,appropriatestandardsor21stcenturyskills’expectations.

Educator’sexplanationofcontentisclearandcorrectandconnectswithstudents’knowledge,experience,appropriatestandardsor21stcenturyskills’expectations.Studentscontributetoexplainingcontenttotheirpeers.






Component3.2:UsingQuestioningandDiscussionTechniques3.2aQualityofQuestions


Ineffective Developing Effective HighlyEffectiveEducator’squestionsrequireonlylowcognitivechallengeandsingleorlimitedresponses.

Educator’squestionsareappropriatetothecontentalthoughtheycoveronlyalimitedrangeofskillsandknowledge.

Educator’squestionsareappropriatetothecontentandcoverarangeofskillsandknowledge.Questionsareconstructedtoincludehigherorderthinkingandengagestudentsinfurtherdiscussion.

Educator’squestionsareappropriatetothecontentandcoverarangeofskillsandknowledge.Questionsareconstructedtoincludehigherorderthinkingandengagestudentsinfurtherdiscussion.Studentsformulatetheirownquestionstoadvanceunderstanding.





StandardsLinkedtothisComponent:RIPTS5,8 INTASCStandards:8 SPAStandard(NameYourSPA)

3.2bDeliveryTechniques


Ineffective Developing Effective HighlyEffectiveEducatordoesnotdeliverquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestion.Questionsmaybeaskedinrapidsuccessionwithoutappropriatewaittime.

Educatordoesnotconsistentlydeliverquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestion.Somequestionsmaybeaskedinrapidsuccessionand/orwithoutappropriatewaittime.

Educatordeliversquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestionwhileprovidingsufficientwaittime.

Educatordeliversquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestionwhileprovidingsufficientwaittime.Studentsrespondtoquestionswithevidenceoftheirunderstanding.






RI-ICEEGuidance


3.2cDiscussionTechniques

3.2c.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatormakeslittleattempttoengagestudentsinanauthenticdiscussionand/ortheeducatorandafewstudentsdominatethediscussion.

Educatormakessomeattempttoengagestudentsinanauthenticdiscussionwithunevenresults.

Educatorcreatesanauthenticdiscussionamongstudents,usinginstructionalandquestioningtechniquesthatsuccessfullyengagestudentsinthediscussion,steppingasidewhenappropriate.

Educatorcreatesanauthenticdiscussionamongstudents,usinginstructionalandquestioningtechniquesthatsuccessfullyengagestudentsinthediscussion,steppingasidewhenappropriate.Studentsensurethatallvoicesandideasareheardinthediscussion.






Component3.3:EngagingStudentinLearning3.3aProjects,ActivitiesandAssignments


Ineffective Developing Effective HighlyEffectiveProjects,activitiesandassignmentslackchallenge,areinappropriate,ordonotcognitivelyengagestudents.

Projects,activitiesandassignmentsareinconsistentinchallengingandcognitivelyengagingstudents.

Projects,activitiesandassignmentsareappropriatelychallengingforallstudents,require21stcenturyskills,andcognitivelyengagestudents.

Projects,activities,andassignmentsareappropriatelychallengingforallstudents,require21stcenturyskills,andcognitivelyengagestudentincomplexlearning.






3.3bInstructionalMaterials,andTechnologies


Ineffective Developing Effective HighlyEffectiveInstructionalmaterialsandtechnologiesareinappropriatefortheinstructionalpurpose.

Instructionalmaterialsandtechnologiesarepartiallyappropriatefortheinstructionalpurpose.

Instructionalmaterialsandtechnologiesareappropriatetotheinstructionalpurpose,andaredifferentiatedasappropriate.

Instructionalmaterialsandtechnologiesareappropriatetotheinstructionalpurpose,andaredifferentiatedasappropriate.Studentsinitiatethechoice,adaptation,orcreationofmaterialstoenhancetheirlearningandbuildunderstanding.





StandardsLinkedtothisComponent:RIPTS5,6,8 INTASCStandards:7,8,3 SPAStandard(NameYourSPA)

RI-ICEEGuidance


Component3.4:UsingAssessmentinInstruction3.4aAssessmentCriteria3.4a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatordoesnotconveythecriteriabywhichstudents’workwillbeevaluated.

Educatorinconsistentlyconveysthecriteriabywhichstudent’sworkwillbeevaluated.

Educatorclearlyconveysthecriteriabywhichstudents’workwillbeevaluatedincludingprovidingexemplarstoguidestudentachievement.

Educatorclearlyconveysthecriteriabywhichstudents’workwillbeevaluatedandstudentshavecontributedtothedevelopmentofthecriteriaand/orcreationofexemplarstoguidestudentachievement.





StandardsLinkedtothisComponent:RIPTS5,6,9 INTASCStandards:7,8,3,6 SPAStandard(NameYourSPA)

3.4bMonitoringStudentLearning3.4b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatordoesnotmonitorstudentlearning.

Educatorusesformativeassessmentstrategiestomonitorstudentlearningfortheclassasawhole.

Educatorusesformativeassessmentstrategiestomonitorstudentlearninganduncovermisunderstandingsforgroupsofstudentswithintheclass.

Educatorusesformativeassessmentstrategies,includingselfand/orpeer-assessmentstomonitorstudentlearninganduncovermisunderstandingsforindividualstudents.






3.4.cProvidingFeedbacktoStudents3.4c.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:- -

Ineffective Developing Effective HighlyEffectiveEducator’sfeedbacktostudentsislimited,infrequentand/orirrelevant,resultinginnoadvancementinlearning.

Educator’sfeedbacktostudentsisgeneraland/orinfrequentresultinginminimaladvancementinlearning.

Educator’sfeedbacktostudentsis,timely,frequent,andspecific,providingindividualstudentswithspecificdirectionandinformationtohelpadvancelearning.

Educator’sfeedbacktostudentsistimely,frequent,andspecific,providingindividualstudentswithdirectionandinformationtohelpadvancelearning.Studentsmakeuseofthefeedbackinrevisingandimprovingtheirwork.






RI-ICEEGuidance


STANDARD4:ProfessionalGrowth&ResponsibilitiesComponent4.1:ReflectingonPractice4.1Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatordoesnotreflectontheirstrengthandareasforgrowth.OREducatorreflectsontheirstrengthandareasforgrowth,butdoesnotidentifyanypracticesthattheywouldaddressdifferentlyinthefuture.

Educatorreflectsontheirstrengthsandareasforgrowth,identifyinggeneralpracticesthattheymayaddressdifferentlyinthefuture.

Educatorreflectsontheirstrengthsandareasforgrowth,identifyingspecificpracticesthattheywouldaddressdifferentlyinthefuture.

Educatorreflectsontheirstrengthsandareasforgrowth,identifyingspecificpracticesthattheywouldaddressdifferentlyinthefuturecompletewiththeprobablesuccessofdifferentcoursesofaction.






Component4.2:CommunicatingwithFamilies4.2Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducator’sprofessionalcommunicationswithfamiliesarelimited,infrequentand/orirrelevant.

Educator’s professional communications with families are general and/or infrequent.

Educator’sprofessionalcommunicationswithfamiliesaretimely,frequent,andspecific,providingindividualstudentprogresswithspecificdirectionandinformationtohelpadvancelearning.Educatorattemptstoengagefamiliesintwo-waycommunication.

Educator’sprofessionalcommunicationswithfamiliesaretimely,frequent,andspecific,providingindividualstudentprogresswithspecificdirectionandinformationtohelpadvancelearning.Educatorattemptstoengagefamiliesintwo-waycommunicationandinvolvefamiliesintheschoolcommunity.






Component4.3:ShowingProfessionalism4.3aMaintainingAccurateRecords4.3a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatordoesnotmaintaininformationonstudentcompletionofassignments,studentprogressinlearning,andnon-instructionalrecords.

Educatorisinconsistentinmaintaininginformationonstudentcompletionofassignments,studentprogressinlearning,andnon-instructionalrecords.

Educatormaintainsinformationonstudentcompletionofassignments,studentprogressinlearning,andnon-instructionalrecordsinatimelymanner.

Educatormaintainsinformationonstudentcompletionofassignments,studentprogressinlearning,andnon-instructionalrecordsinatimelymanner.Educatorregularlysharesdatawithstudentsasappropriate.





StandardsLinkedtothisComponent:RIPTS,9 INTASCStandards:6 SPAStandard(NameYourSPA)

RI-ICEEGuidance


4.3bCommitmenttoProfessionalStandards4.3b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatordoesnotcomplywithschoolanddistrictregulations,policies,andcontractuallanguage.EducatordoesnotcomplywithStateandFederalLawandRegulationsincludingbutnotlimitedtoIEP,504plans,AISservices,RTI,FERPA,andHIPPA.

Educatorcompliesminimallywithschoolanddistrictregulations,policies,andcontractuallanguage.EducatorcompliesminimallywithschoolStateandFederalLawandRegulationsincludingbutnotlimitedtoIEP,504plans,AISservices,RTI,FERPA,andHIPPA.

Educatorcompliesfullywithschoolanddistrictregulations,policies,andcontractuallanguage.EducatorcomplieswithStateandFederalLawandRegulationsincluding,butnotlimitedto,IEP,504plans,AISservices,RTI,FERPA,andHIPPA.

Educatorcompliesfullywithschoolanddistrictregulations,policies,andcontractuallanguage,takingaleadershiprolewithcolleagues.EducatorcompliesfullywithStateandFederalLawandRegulationsincludingbutnotlimitedtoIEP,504plans,AISservices,RTI,FERPA,andHIPPA.EducatorstayscurrentonthestandardsoftheirprofessionbeyondtheirLEA.






Component4.4:Growing&DevelopingProfessionally4.4aGrowingandDevelopinginaProfessionalLearningCommunity4.4a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:

Ineffective Developing Effective HighlyEffectiveEducatordoesnotengageinaprofessionallearningcommunity.

Educatorminimallyengagesinaprofessionallearningcommunitybyseekingoutcurrent,targetedprofessionaldevelopmentopportunities.

Educatoractivelyengagesinaprofessionallearningcommunitybyusingfeedbacktoidentifyareasofgrowth,seekingoutcurrent,targetedprofessionaldevelopmentopportunitiesthatarealignedtoschool/districtinitiatives.

Educatoractivelyengagesinaprofessionallearningcommunitybyusingfeedbacktoidentifyareasofgrowth,seekingoutcurrent,targetedprofessionaldevelopmentopportunitiesthatarealignedtoschool/districtinitiatives.Educatortakesaleadershiproleinpromotingprofessionaldevelopmentopportunitiesfortheircolleagues.






RI-ICEEGuidance


4.4bEvidenceforApprovalofProfessionalGrowthGoal4.4b.Evidence:*EvidencecomesdirectlyfromPGG

Ineffective Developing Effective HighlyEffectiveTheProfessionalGrowthGoalisnotsubmittedORismissinganyofthefollowingpieces:S–Specific:TheeducatorclearlyidentifiestheskillorknowledgetobeenhancedM–Measureable:Thereisaclearsourceofevidenceformeasuringthecompletionofactionsteps/plansA–Attainable:Actionsteps/plandescribethestepsandstrategiestobecompletedR–Relevant:ConnectiontotheProfessionalPracticerubricand/ordistrictinitiativesisstatedT–TimeBoundThelengthoftimeforattainingthegoalisidentified

TheProfessionalGrowthGoaldoesnotfullyaddressthefollowingpieces:S–Specific:TheeducatorclearlyidentifiestheskillorknowledgetobeenhancedM–Measureable:Thereisaclearsourceofevidenceformeasuringthecompletionofactionsteps/plansA–Attainable:Actionsteps/plandescribethestepsandstrategiestobecompletedR–Relevant:ConnectiontotheProfessionalPracticerubricand/ordistrictinitiativesisstatedT–TimeBoundThelengthoftimeforattainingthegoalisidentified

TheProfessionalGrowthGoalfullyaddressesthefollowingpieces:S–Specific:TheeducatorclearlyidentifiestheskillorknowledgetobeenhancedM–Measureable:Thereisaclearsourceofevidenceformeasuringthecompletionofactionsteps/plansA–Attainable:Actionsteps/plandescribethestepsandstrategiestobecompletedR–Relevant:ConnectiontotheProfessionalPracticerubricand/ordistrictinitiativesisstatedT–TimeBoundThelengthoftimeforattainingthegoalisidentified

TheProfessionalGrowthGoalfullyaddressesthefollowingpieces:S–Specific:TheeducatorclearlyidentifiestheskillorknowledgetobeenhancedM–Measureable:Thereisaclearsourceofevidenceformeasuringthecompletionofactionsteps/plansA–Attainable:Actionsteps/plandescribethestepsandstrategiestobecompletedR–Relevant:ConnectiontotheProfessionalPracticerubricand/ordistrictinitiativesisstatedT–TimeBoundThelengthoftimeforattainingthegoalisidentifiedPLUSBenchmarksforgaugingprogresspartwaythroughtheyearareincluded





StandardsLinkedtothisComponent:RIPTS7,9,10,11 INTASCStandards:9,10 SPAStandard(NameYourSPA)

4.4cEvidenceforAttainmentofProfessionalGrowthGoal4.4c.Evidence:*EvidencecomesdirectlyfromPGGResults/Summary

Ineffective Developing Effective HighlyEffectiveEvidenceprovidedindicateslittle/noprogressofthePGGActionPlan.

EvidenceprovidedindicatessomeprogresswiththePGGActionPlan.

EvidenceprovidedindicatessufficientprogressofthePGGActionPlan.

EvidenceprovidedindicatescompletionofthePGGActionPlan.






Documents

STANDARD 1: Planning & Preparation - RIC...RI-ICEE Guidance 4 RI ICEE Observation Blank Guidance for FSEHD Programs 11.2017 2.1b Student Interactions with One Another 2.1b. Evidence: