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Induction Feedback Form

By Clifford Hamilton,2014-04-03 11:43
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Induction Feedback Form

    Induction Feedback Form

     Teacher’s Name Contract level

     District School

     Grade level(s)/Subject area(s)

     Preliminary Observation

     Academic year cycle Final

    ADEPT Performance Standards for Classroom-Based Teachers ADEPT Performance Standards for Classroom-Based Teachers Consensus Judgment

    Number of Number of ADEPT Total Key ADEPT Total Key Key Key Performance Elements Domain Domain Performance Elements Domain Domain Domain Elements Domain Elements Standards in in the Met Not Met Standards in in the Met Not Met Met in the Met in the the Domain Domain the Domain Domain Domain Domain

    APS 1 Domain 1: Planning APS 2 11 > 10 < 9 APS 3

    APS 4

     APS 5 Domain 2: Instruction 12 APS 6 > 11 < 10

    APS 7

     APS 8 Domain 3: Environment 6 APS 9 > 5 < 4

     Domain 4: APS 10 5 Professionalism > 4 < 3

    Progressing Needs Progressing Needs Overall Judgment Overall Judgment AppropriatelyImprovement AppropriatelyImprovement An overall judgment of met indicates that the teacher achieves the

    criterion level in all four domains at the time of the final feedback conference.

    Signatures: By signing below, I verify that the induction feedback observation process was conducted in accordance with the district’s approved ADEPT plan and that I

    participated in making and am in agreement with the above judgments.

Mentor Date

SMC Date

Principal Date

     or

    Designee

Teacher’s signature: By signing below, I verify that I have received the results of this

    Induction Feedback Form. My signature does not necessarily imply that I agree with these results.

Teacher Date

Domain 1: Planning APS 1: Long-Range Planning

    APS 1.A The teacher obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning.

    The teacher

    ; identifies appropriate student information;

    ; gives a sound explanation of the relevance of the student information to student

    learning; and

    ; shows insight into the use of the student information to guide planning.

    Rating for APS 1.A APS 1.A APS 1.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 1.A rating

APS 1.B The teacher establishes appropriate standards-based long-range learning

    and developmental goals for all students.

    The teacher

    ; identifies long-range goals that are accurate and appropriate; and

    ; provides a sound explanation to support conclusions regarding the most important

    goals for all students to achieve.

    Rating for APS 1.B APS 1.B APS 1.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 1.B rating

    APS 1.C The teacher identifies and sequences instructional units in a manner that facilitates accomplishment of the long-range goals.

    The teacher

    ; identifies units that are appropriate to the context; and

    ; presents a sound explanation for the unit sequence and timeline.

    Rating for APS 1.C APS 1.C APS 1.C

    needs improvement. is progressing

    appropriately.

Domain 1: Planning APS 1: Long-Range Planning

    Rationale for APS 1.C rating

    APS 1.D The teacher develops appropriate processes for evaluating and recording students’ progress and achievement.

    The teacher

    ; describes appropriate procedures for assessing, scoring, and weighting

    assessments;

    ; presents solid evidence for determining the appropriateness of the assessments in

    terms of measuring student progress and achievement; and

    ; presents a sound explanation of the methods for communicating the assessment

    information to students and their parents.

    Rating for APS 1.D APS 1.D APS 1.D

    needs improvement. is progressing

    appropriately.

    Rationale for APS 1.D rating

APS 1.E The teacher plans appropriate procedures for managing the classroom.

    The teacher

    ; presents an appropriate description of the expectations for student behavior during

    instruction and during noninstructional routines; and

    ; presents a sound explanation of the most important considerations for maximizing

    instructional time.

    Rating for APS 1.E APS 1.E APS 1.E

    needs improvement. is progressing

    appropriately.

    Rationale for APS 1.E rating

Domain 1: Planning APS 2: Short-Range Planning of Instruction

    APS 2.A The teacher develops unit objectives that facilitate student achievement of

    appropriate academic standards and long-range learning and developmental goals.

    The teacher

    ; identifies appropriate unit objectives; and

    ; gives a sound explanation of the relevance of these objectives to student learning

    needs and interests.

    Rating for APS 2.A APS 2.A APS 2.A

    needs improvement. is progressing

    appropriately.

    Domain 1: Planning APS 2: Short-Range Planning of Instruction Rationale for APS 2.A rating

APS 2.B The teacher develops instructional plans that include content, strategies,

    materials, and resources that are appropriate for the particular students. The teacher

    ; presents an appropriate, logically sequenced instructional plan for the unit; and

    ; provides a sound explanation of factors that must be taken into consideration in

    balancing grade-level standards/ expectations and individual students’ needs,

    abilities, and developmental levels.

    Rating for APS 2.B APS 2.B APS 2.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 2.B rating

    APS 2.C The teacher routinely uses student performance data to guide short-range planning of instruction.

    The teacher

    ; makes appropriate determinations regarding the need to make adjustments to the

    instructional plans; and

    ; presents a solid rationale for making these determinations.

    Rating for APS 2.C APS 2.C APS 2.C

    needs improvement. is progressing

    appropriately.

    Rationale for APS 2.C rating

    Domain 1: Planning APS 3: Planning Assessments and Using Data APS 3.A The teacher develops/selects and administers a variety of appropriate

    assessments.

    The teacher

    ; develops and/or selects appropriate key unit assessments; and

    ; presents sound evidence that these assessments are valid and reliable for all

    students.

    Rating for APS 3.A APS 3.A APS 3.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 3.A rating

    Domain 1: Planning APS 3: Planning Assessments and Using Data APS 3.B At appropriate intervals, the teacher gathers and accurately analyzes

    student performance data and uses this information to guide instructional planning. The teacher appropriately analyzes the assessment data for formative purposes in order to

    determine

    ; individual students’ strengths and weaknesses; and

    ; specific aspects of instruction that need to be modified.

    Rating for APS 3.B APS 3.B APS 3.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 3.B rating

    APS 3.C The teacher uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement.

    The teacher establishes summative evaluation criteria that

    ; align with the unit objectives, the unit assessments, and the ability levels of the

    students; and

    ; accurately reflect student progress and achievement.

    Rating for APS 3.C APS 3.C APS 3.C

    needs improvement. is progressing

    appropriately.

    Rationale for APS 3.C rating

    APS 4: Establishing and Maintaining High Domain 2: Instruction Expectations for Learners APS 4.A The teacher establishes, communicates, and maintains high expectations

    for student achievement.

    The teacher effectively communicates to the students

    ; what they are expected to learn (i.e., to know and be able to do); and

    ; the overall purpose and relevance (i.e., why they are expected to know and/or be

    able to do it).

    Rating for APS 4.A APS 4.A APS 4.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 4.A rating

    APS 4: Establishing and Maintaining High Domain 2: Instruction Expectations for Learners APS 4.B The teacher establishes, communicates, and maintains high expectations

    for student participation.

    The teacher effectively communicates

    ; appropriate expectations for student participation during the lesson; and

    ; appropriate expectations for accomplishing related assignments and tasks. Rating for APS 4.B APS 4.B APS 4.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 4.B rating

    APS 4.C The teacher helps students assume responsibility for their own participation and learning.

    The teacher

    ; encourages students to develop the initiative to become the active agents of their

    own learning; and

    ; assists the students in developing strategies to compensate for their weaknesses

    when it is necessary.

    Rating for APS 4.C APS 4.C APS 4.C

    needs improvement. is progressing

    appropriately.

    Rationale for APS 4.C rating

    APS 5: Using Instructional Strategies Domain 2: Instruction to Facilitate Learning APS 5.A The teacher uses appropriate instructional strategies.

    The teacher uses instructional strategies that are

    ; appropriate for the content; and

    ; appropriate for the students.

    Rating for APS 5.A APS 5.A APS 5.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 5.A rating

    APS 5: Using Instructional Strategies Domain 2: Instruction to Facilitate Learning APS 5.B The teacher uses a variety of instructional strategies.

    The teacher uses a variety of instructional strategies (that is, the teacher does not always

    rely on the same strategy for every lesson) to

    ; convey information; and

    ; involve and engage the students.

    Rating for APS 5.B APS 5.B APS 5.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 5.B rating

APS 5.C The teacher uses instructional strategies effectively.

    The teacher’s effective use of instructional strategies results in

    ; meaningful student learning; and

    ; opportunities for all students to be engaged in the learning and to experience

    success.

    Rating for APS 5.C APS 5.C APS 5.C

    needs improvement. is progressing

    appropriately.

    Rationale for APS 5.C rating

    Domain 2: Instruction APS 6: Providing Content for Learners APS 6.A The teacher demonstrates a thorough command of the discipline that he or

    she teaches.

    The teacher

    ; provides content that is accurate and current;

    ; identifies and explains/demonstrates conceptual relationships and/or procedural

    steps; and

    ; identifies and corrects students’ content errors.

    Rating for APS 6.A APS 6.A APS 6.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 6.A rating

    Domain 2: Instruction APS 6: Providing Content for Learners APS 6.B The teacher provides appropriate content.

    The teacher

    ; provides content that is appropriate to the learning;

    ; provides content that is appropriate to the learners; and

    ; when possible, provides content that expands students’ perspectives. Rating for APS 6.B APS 6.B APS 6.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 6.B rating

    APS 6.C The teacher structures the content to promote meaningful learning. The teacher

    ; organizes the content in a logical sequence;

    ; makes the content relevant, meaningful, and applicable to the students;

    ; promotes higher level of knowledge and cognitive processing; and

    ; identifies and addresses problems that students may exhibit in terms of mastering

    the content.

    Rating for APS 6.C APS 6.C APS 6.C

    needs improvement. is progressing

    appropriately.

    Rationale for APS 6.C rating

    APS 7: Monitoring, Assessing, and Enhancing Domain 2: Instruction Learning

    APS 7.A The teacher continually monitors student learning during instruction by

    using a variety of informal and formal assessment strategies.

    The teacher maintains a constant awareness of student learning by

    ; engaging the students in activities such as discussions, projects, performances,

    assignments, and quizzes;

    ; using effective questioning techniques; and

    ; observing/listening to and analyzing students’ verbal and nonverbal responses and

    reactions, inquiries, approaches to the task, performances, and final products. Rating for APS 7.A APS 7.A APS 7.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 7.A rating

    APS 7: Monitoring, Assessing, and Enhancing Domain 2: Instruction Learning

    APS 7.B The teacher enhances student learning by using information from

    informal and formal assessments to guide instruction.

    The teacher

    ; makes appropriate decisions regarding the need to make adjustments during the

    lesson; and

    ; effectively implements any needed adjustments.

    Rating for APS 7.B APS 7.B APS 7.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 7.B rating

APS 7.C The teacher enhances student learning by providing appropriate

    instructional feedback to students.

    The teacher

    ; provides feedback to students throughout the lesson;

    ; provides feedback to students on all significant student work; and

    ; provides feedback that is accurate, constructive, substantive, specific, and timely. Rating for APS 7.C APS 7.C APS 7.C

    needs improvement. is progressing

    appropriately.

    Rationale for APS 7.C rating

    APS 8: Maintaining an Environment Domain 3: Environment That Promotes Learning APS 8.A The teacher creates and maintains the physical environment of his or her

    classroom as a safe place that is conducive to learning.

    The teacher creates and maintains a physical environment that

    ; is safe; and

    ; is conducive to learning.

    Rating for APS 8.A APS 8.A APS 8.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 8.A rating

    APS 8: Maintaining an Environment Domain 3: Environment That Promotes Learning APS 8.B The teacher creates and maintains a positive affective climate in his or her

    classroom.

    The teacher

    ; displays confidence and enthusiasm; and

    ; maintains positive and respectful relationships with the students. Rating for APS 8.B APS 8.B APS 8.B

    needs improvement. is progressing

    appropriately.

    Rationale for APS 8.B rating

APS 8.C The teacher creates and maintains a culture of learning in his or her

    classroom.

    The teacher

    ; creates a culture of learning by being an active learner; and

    ; works to ensure that every student feels a sense of belonging in the classroom. Rating for APS 8.C APS 8.C APS 8.C

    needs improvement. is progressing

    appropriately.

    Rationale for APS 8.C rating

    Domain 3: Environment APS 9: Managing the Classroom APS 9.A The teacher manages student behavior appropriately.

    The teacher

    ; establishes and communicates appropriate behavioral rules and consequences;

    ; maintains a constant awareness of events and activities in the classroom;

    ; uses effective preventive discipline techniques; and

    ; handles disruptions in an appropriate and timely manner.

    Rating for APS 9.A APS 9.A APS 9.A

    needs improvement. is progressing

    appropriately.

    Rationale for APS 9.A rating

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