standard 1: planning & preparation - ric...ri-icee guidance 4 ri icee observation blank guidance...
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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.
OPTIONAL:ProgramspecificclarificationofIneffective
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS1,2,3,4,5, INTASCStandards:1,2 SPAStandard(NameYourSPA)
RhodeIslandInnovationConsortiumEducatorEvaluation(RI-ICEE) [Guidance for Name the Program]
RI-ICEEGuidance
2RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
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.
OPTIONAL:ProgramspecificclarificationofIneffective
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
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.
OPTIONAL:ProgramspecificclarificationofIneffective
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
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.
OPTIONAL:ProgramspecificclarificationofIneffective
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS1,2,3,4,5 INTASCStandards:1,2,7 SPAStandard(NameYourSPA)
RI-ICEEGuidance
3RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
1.3c.InstructionalGroups
- 1.3c.Evidence:Lessonplanmayincludeprogramspecificinformationasdescribedbelow:Ineffective Developing Effective HighlyEffectiveInstructionalgroupsdonotsupporttheinstructionaloutcomes.
Instructionalgroupssupporttheinstructionaloutcomes,withaneffortatprovidingsomevarietyasappropriatetothestudentsandthedifferentinstructionaloutcomes.
Instructionalgroupsarevariedasappropriatetothestudentsandthedifferentinstructionaloutcomes.
Instructionalgroupsarevariedasappropriatetothestudentsandthedifferentinstructionaloutcomes.Thereisevidenceoftheuseofdataand/orstudentchoiceinselectingthedifferentpatternsofinstructionalgroups.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,6 INTASCStandards:8,3 SPAStandard(NameYourSPA)
RI-ICEEGuidance
4RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,6 INTASCStandards:8,3 SPAStandard(NameYourSPA)
Component2.2:EstablishingaCultureforLearning2.2aImportanceoftheContent
2.2a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatordoesnotcommunicatetheimportanceofthecontentand/orconveysanegativeattitudetowardthecontent
Educatorcommunicatesimportanceofthecontent.
Educatorcommunicatesimportanceofthecontentusingreal-worldconnections.
EducatorANDstudentscommunicateimportanceofthecontentusingreal-worldconnections.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS3,4,5,6,8,9 INTASCStandards:1,2,7 SPAStandard(NameYourSPA)
RI-ICEEGuidance
5RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
Component2.3:ManagingClassroomProcedures2.3aManagementofInstructionalGroups
2.3a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducator’smanagementofinstructionalgroupsdoesnotpromoteactivestudentparticipation.
Educator’smanagementofinstructionalgroupsensuresthatsomestudentsactivelyparticipate.
Educator’smanagementofinstructionalgroupsensuresthatallstudentsactivelyparticipate.
Educator’smanagementofinstructionalgroupsensuresthatallstudentsactivelyparticipateandsupporteachotherinachievingtheoutcomesofthelesson.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS6 INTASCStandards:3 SPAStandard(NameYourSPA)
2.3bManagementofTransitions
2.3b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveTransitionsarechaoticwithsignificantlossofinstructionaltime.
Transitionsareunevenresultinginsomelossofinstructionaltime.
Transitionsareefficient,withminimallossofinstructionaltime.
Transitionsareseamless,withstudentsassumingsomeresponsibilityinensuringtheirefficientoperation.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS6 INTASCStandards:3 SPAStandard(NameYourSPA)
2.3cManagementofMaterialsAndSupplies
2.3c.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveManagementofmaterialsandsuppliesisinefficient,resultinginsignificantlossofinstructionaltime.
Managementofmaterialsandsuppliesisunevenresultinginsomelossofinstructionaltime.
Managementofmaterialsandsuppliesisefficientwithlittlelossofinstructionaltime.
Managementofmaterialsandsuppliesisefficientwithlittlelossofinstructionaltimewithstudentsassumingsomeresponsibility.
OPTIONAL:Programspecificclarification
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS6 INTASCStandards:3 SPAStandard(NameYourSPA)
Component2.4:ManagingStudentBehavior2.4aBehavioralExpectations
2.4a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveNoevidencethatstandardsofconductandconsequenceshavebeenestablishedorcommunicatedtostudents.
Standardsofconducthavebeenestablishedandcommunicatedandappeartobecleartostudents.
Standardsofconductandconsequenceshavebeenestablishedandcommunicatedandappeartobecleartostudents.
Standardsofconductandconsequenceshavebeenestablishedandcommunicatedtostudents.Studentshaveparticipatedintheirdevelopment.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS6 INTASCStandards:3 SPAStandard(NameYourSPA)
RI-ICEEGuidance
6RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
2.4bRespondingtoStudentMisbehavior
2.4b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducator’sresponsetostudentmisbehaviorisinappropriate.
OR
Educatordoesnotrespondtostudentmisbehavior.
Educator’sresponsetostudentmisbehaviorisinconsistent.
Educator’sresponsetostudentmisbehaviorisappropriate,consistentandtimely.
Educator’sresponsetostudentmisbehaviorisappropriate,consistent,timelyandsuccessful.
OR
Nostudentmisbehaviorisobserved.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS6 INTASCStandards:3 SPAStandard(NameYourSPA)
STANDARD3:Instruction/ServiceDeliveryComponent3.1:CommunicatingWithStudents3.1aExpectationsforLearning
3.1a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatordoesnotexplaintheinstructionalpurpose.
Educatorexplainstheinstructionalpurposeofthelessonorunit,attemptingtocommunicatewhereitissituatedwithinbroaderlearning.
Educatorexplainstheinstructionalpurposeofthelessonorunit,linkingtobroaderauthenticlearning,appropriatestandardsor21stcenturyskills’expectations.Educatorexplainshowstudentswilldemonstratetheirlearning.
Educatorclearlyexplainstheinstructionalpurposeofthelessonorunit,linkingtobroaderauthenticlearning,appropriatestandardsand21stcenturyskills’expectations.Educatorexplainshowstudentswilldemonstratetheirlearningwithexemplarstoguidestudentachievement.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS8 INTASCStandards:8 SPAStandard(NameYourSPA)
3.1bDirectionsandProcedures
3.1b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatordirectionsandproceduresareconfusing.
Educatordirectionsandproceduresareclarifiedafterinitialconfusion.
Educatordirectionsandproceduresareclear.
Educatordirectionsandproceduresareclear,complete,andanticipatepossiblemisunderstanding.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS8 INTASCStandards:8 SPAStandard(NameYourSPA)
RI-ICEEGuidance
7RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS2,8 INTASCStandards:4,8 SPAStandard(NameYourSPA)
Component3.2:UsingQuestioningandDiscussionTechniques3.2aQualityofQuestions
3.2a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducator’squestionsrequireonlylowcognitivechallengeandsingleorlimitedresponses.
Educator’squestionsareappropriatetothecontentalthoughtheycoveronlyalimitedrangeofskillsandknowledge.
Educator’squestionsareappropriatetothecontentandcoverarangeofskillsandknowledge.Questionsareconstructedtoincludehigherorderthinkingandengagestudentsinfurtherdiscussion.
Educator’squestionsareappropriatetothecontentandcoverarangeofskillsandknowledge.Questionsareconstructedtoincludehigherorderthinkingandengagestudentsinfurtherdiscussion.Studentsformulatetheirownquestionstoadvanceunderstanding.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,8 INTASCStandards:8 SPAStandard(NameYourSPA)
3.2bDeliveryTechniques
3.2b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatordoesnotdeliverquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestion.Questionsmaybeaskedinrapidsuccessionwithoutappropriatewaittime.
Educatordoesnotconsistentlydeliverquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestion.Somequestionsmaybeaskedinrapidsuccessionand/orwithoutappropriatewaittime.
Educatordeliversquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestionwhileprovidingsufficientwaittime.
Educatordeliversquestionsusingtechniquesthatrequirestudentstoengagecognitivelyandpreparetorespondtothequestionwhileprovidingsufficientwaittime.Studentsrespondtoquestionswithevidenceoftheirunderstanding.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,8 INTASCStandards:7,8 SPAStandard(NameYourSPA)
RI-ICEEGuidance
8RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
3.2cDiscussionTechniques
3.2c.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatormakeslittleattempttoengagestudentsinanauthenticdiscussionand/ortheeducatorandafewstudentsdominatethediscussion.
Educatormakessomeattempttoengagestudentsinanauthenticdiscussionwithunevenresults.
Educatorcreatesanauthenticdiscussionamongstudents,usinginstructionalandquestioningtechniquesthatsuccessfullyengagestudentsinthediscussion,steppingasidewhenappropriate.
Educatorcreatesanauthenticdiscussionamongstudents,usinginstructionalandquestioningtechniquesthatsuccessfullyengagestudentsinthediscussion,steppingasidewhenappropriate.Studentsensurethatallvoicesandideasareheardinthediscussion.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,8 INTASCStandards:7,8 SPAStandard(NameYourSPA)
Component3.3:EngagingStudentinLearning3.3aProjects,ActivitiesandAssignments
3.3a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveProjects,activitiesandassignmentslackchallenge,areinappropriate,ordonotcognitivelyengagestudents.
Projects,activitiesandassignmentsareinconsistentinchallengingandcognitivelyengagingstudents.
Projects,activitiesandassignmentsareappropriatelychallengingforallstudents,require21stcenturyskills,andcognitivelyengagestudents.
Projects,activities,andassignmentsareappropriatelychallengingforallstudents,require21stcenturyskills,andcognitivelyengagestudentincomplexlearning.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,6 INTASCStandards:7,8 SPAStandard(NameYourSPA)
3.3bInstructionalMaterials,andTechnologies
3.3b.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveInstructionalmaterialsandtechnologiesareinappropriatefortheinstructionalpurpose.
Instructionalmaterialsandtechnologiesarepartiallyappropriatefortheinstructionalpurpose.
Instructionalmaterialsandtechnologiesareappropriatetotheinstructionalpurpose,andaredifferentiatedasappropriate.
Instructionalmaterialsandtechnologiesareappropriatetotheinstructionalpurpose,andaredifferentiatedasappropriate.Studentsinitiatethechoice,adaptation,orcreationofmaterialstoenhancetheirlearningandbuildunderstanding.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,6,8 INTASCStandards:7,8,3 SPAStandard(NameYourSPA)
RI-ICEEGuidance
9RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
Component3.4:UsingAssessmentinInstruction3.4aAssessmentCriteria3.4a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatordoesnotconveythecriteriabywhichstudents’workwillbeevaluated.
Educatorinconsistentlyconveysthecriteriabywhichstudent’sworkwillbeevaluated.
Educatorclearlyconveysthecriteriabywhichstudents’workwillbeevaluatedincludingprovidingexemplarstoguidestudentachievement.
Educatorclearlyconveysthecriteriabywhichstudents’workwillbeevaluatedandstudentshavecontributedtothedevelopmentofthecriteriaand/orcreationofexemplarstoguidestudentachievement.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,6,9 INTASCStandards:7,8,3,6 SPAStandard(NameYourSPA)
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.
OPTIONAL:Programspecificclarification
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS5,6,9 INTASCStandards:7,8,3,6 SPAStandard(NameYourSPA)
RI-ICEEGuidance
10RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
STANDARD4:ProfessionalGrowth&ResponsibilitiesComponent4.1:ReflectingonPractice4.1Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatordoesnotreflectontheirstrengthandareasforgrowth.OREducatorreflectsontheirstrengthandareasforgrowth,butdoesnotidentifyanypracticesthattheywouldaddressdifferentlyinthefuture.
Educatorreflectsontheirstrengthsandareasforgrowth,identifyinggeneralpracticesthattheymayaddressdifferentlyinthefuture.
Educatorreflectsontheirstrengthsandareasforgrowth,identifyingspecificpracticesthattheywouldaddressdifferentlyinthefuture.
Educatorreflectsontheirstrengthsandareasforgrowth,identifyingspecificpracticesthattheywouldaddressdifferentlyinthefuturecompletewiththeprobablesuccessofdifferentcoursesofaction.
OPTIONAL:Programspecificclarification
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS10 INTASCStandards:9 SPAStandard(NameYourSPA)
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS7,11 INTASCStandards:9,10 SPAStandard(NameYourSPA)
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS,9 INTASCStandards:6 SPAStandard(NameYourSPA)
RI-ICEEGuidance
11RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
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.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS7,11 INTASCStandards:9,10 SPAStandard(NameYourSPA)
Component4.4:Growing&DevelopingProfessionally4.4aGrowingandDevelopinginaProfessionalLearningCommunity4.4a.Evidence:Observationsmayincludeprogramspecificobservationsasdescribedbelow:
Ineffective Developing Effective HighlyEffectiveEducatordoesnotengageinaprofessionallearningcommunity.
Educatorminimallyengagesinaprofessionallearningcommunitybyseekingoutcurrent,targetedprofessionaldevelopmentopportunities.
Educatoractivelyengagesinaprofessionallearningcommunitybyusingfeedbacktoidentifyareasofgrowth,seekingoutcurrent,targetedprofessionaldevelopmentopportunitiesthatarealignedtoschool/districtinitiatives.
Educatoractivelyengagesinaprofessionallearningcommunitybyusingfeedbacktoidentifyareasofgrowth,seekingoutcurrent,targetedprofessionaldevelopmentopportunitiesthatarealignedtoschool/districtinitiatives.Educatortakesaleadershiproleinpromotingprofessionaldevelopmentopportunitiesfortheircolleagues.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS7,10 INTASCStandards:9,10 SPAStandard(NameYourSPA)
RI-ICEEGuidance
12RIICEEObservationBlankGuidanceforFSEHDPrograms11.2017
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
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS7,9,10,11 INTASCStandards:9,10 SPAStandard(NameYourSPA)
4.4cEvidenceforAttainmentofProfessionalGrowthGoal4.4c.Evidence:*EvidencecomesdirectlyfromPGGResults/Summary
Ineffective Developing Effective HighlyEffectiveEvidenceprovidedindicateslittle/noprogressofthePGGActionPlan.
EvidenceprovidedindicatessomeprogresswiththePGGActionPlan.
EvidenceprovidedindicatessufficientprogressofthePGGActionPlan.
EvidenceprovidedindicatescompletionofthePGGActionPlan.
OPTIONAL:ProgramspecificclarificationofI
OPTIONAL:ProgramspecificclarificationofDeveloping
OPTIONAL:ProgramspecificclarificationofEffective
OPTIONAL:ProgramspecificclarificationofHighlyEffective
StandardsLinkedtothisComponent:RIPTS10 INTASCStandards:9 SPAStandard(NameYourSPA)