Perf._Eval_Area_A

|| **// Area A- Effective Planning & Preparation //** || Ø // How can using language in specific ways make the content more accessible? // Ø // How can content learning contribute to the development of academic language skills? // || **// Area B – Instruction & Assessment //** ||
 * **// Performance Evaluation Indicators //** || **// Teaching ELLs at SAS //**
 * A1 **SAS teachers will demonstrate knowledge of content and pedagogy**
 * 1) Displays relevant content knowledge
 * 2) Connects curriculum and real world in a variety of ways
 * 3) Demonstrates pedagogythat reflects current research on best practices || // Sincemost of our students are English language learners, effective planning will include the integration of language and content: //
 * A2 **SAS teachers will demonstrate knowledge of students**
 * 1) Planning allows for flexible adjustments based on students’/class needs
 * 2) Chooses content and assessment that reflect students' knowledge, experience, and developmental needs where appropriate
 * 3) Utilizes assessments to improve knowledge of students
 * 4) Uses information about students’ language proficiency to design appropriate learning tasks. || // Students’ home language/culture and background are resources (e.g. Korean students studying Korean history in grade 9).Also, teachers need to be aware of assumptions about English language proficiency and background knowledge necessary for understanding a concept and demonstrating mastery of a skill. // ||
 * A3 **SAS teachers will demonstrate effective planning and organization**
 * 1) Designs instruction based on SAS standards and benchmarks
 * 2) Designs coherent instruction
 * 3) Demonstrates knowledge of resources
 * 4) Utilizes assessments to guide instructional planning
 * 5) Participates in collaborative planning || // A3.5 includes using ESOL teachers(ESOL integration specialists) as resources to understand students’ language proficiency and as partners in differentiating and scaffolding // ||
 * B1 **Communicates accurately and effectively with students**
 * 1) Communicates clear instructions to students
 * 2) Utilizes a variety of methods to communicate with students
 * 3) Attempts to engage all students in discussion
 * 4) Uses effective questioning and discussion techniques
 * 5) Uses a variety of strategies to check students’ comprehension || // Setting up tasks should include modeling and using more than one modality- for intentional redundancy. //

// Just asking “do you understand?” is not enough. // ||
 * B2 **Defines learning expectations and provides timely evaluative feedback on student performance**
 * 1) Communicates learning expectations considering developmental needs
 * 2) Provides timely feedback regarding student performance || // Again- should include modeling and student-friendly language in rubrics to make learning tasks, processes and assessment criteria comprehensible for all students. // ||
 * B3 **Uses appropriate assessment techniques to guide instruction**
 * 1) Communicates clearly assessment criteria to students
 * 2) Monitors individual student and class progress
 * 3) Uses the results of assessments to guide instruction
 * 4) Guides all students in self- assessment ||   ||
 * B4 **Uses appropriate assessment techniques to measure and report student learning**

**// Area C – Professional Responsibilities //** ||
 * 1) Utilizes multiple sources of information to assess and report on student learning
 * 2) Assesses students using SAS standards and benchmarks
 * 3) Uses appropriate assessment tools
 * 4) Uses appropriate assessment strategies for ESOL and AS students
 * 5) Acknowledges achievement of student learning goals
 * 6) Maintains accurate documentation ||   ||
 * B5**: Motivates and engages all students in meaningful learning and growth**
 * 1) Utilizes diverse instructional strategies and resources
 * 2) Provides opportunities for higher level thinking skills
 * 3) Provides opportunities for active engagement
 * 4) Makes learning relevant in a variety of ways
 * 5) Conveys enthusiasm for learning and teaching
 * 6) Demonstrates flexibility and responsiveness to student engagement || // Techniques for sheltering instruction – research-based definition // ||
 * B6 **Differentiates instruction to meet the needs of their students**
 * 1) Differentiates content, process, product, and /or learning environment
 * 2) Differentiates according to students’ interest, readiness, and learning profile
 * 3) Differentiates according to English language proficiency
 * 4) Differentiates to promote literacy learning || // This is a __key__ standard and perhaps the most relevant to teaching ELLs. It could include “works with ESOL teacher to differentiate…” though I know many teachers are skilled at doing this on their own! // ||
 * C1 **Adheres to professional ethical standards**
 * 1) Honors human dignity
 * 2) Models and encourages respect for intellectual and cultural values
 * 3) Models and encourages integrity, responsibility and moral action
 * 4) Models and encourages emotional wellness, care, compassion and commitment to the learning community
 * 5) Develops relationships with students, colleagues and parents that are based on trust, empathy, fairness and honesty
 * 6) Practices professional trust, confidentiality and reliability || // This includes helping English language learners understand how learning expectations at SAS may differ from their previous schools and helping to bridge that gap (i.e. understanding plagiarism). // ||
 * C3 **Fosters positive relationships within the learning community**
 * 1) Cultivates a professional working relationship with colleagues
 * 2) Establishes and maintains relationships with parents and students to support student growth and development
 * 3) Demonstrates dedication in their care and commitment to students
 * 4) Supports SAS vision, mission, core values and EAGLES This is a personal note and not an ESOL one, but I think it would be nice if we could __model__ these in addition to supporting them.
 * 5) Participates in, and supports, team decision making and team-building || // It would be useful if this used more active language such as the word “collaborate” or engage in “instructional conversation” – basically doing the work together and discussing (co-planning, reflecting) how we can cooperate to support students. // ||
 * C5 **Commits to ongoing professional learning**
 * 1) Engages in self evaluation
 * 2) Seeks opportunities for professional growth to support SAS school improvement initiatives


 * 1) Commits to on-going self-directed learning that is informed by experience, research, collaboration and knowledge
 * 2) Promotes and participates in collaborative, safe, and supportive learning communities || // If serving a diverse population is one of the school improvement initiatives, then C5.2 is also relevant. //

// C5.4 Using CFG to support PD for ELLs and recognizing co-teaching as an opportunity for both student support and professional learning. // || **// Area D – Learning Environment //** ||
 * D1 **Mutual respect is evident through interactions between students and teacher**
 * 1) Models and encourages appropriate language
 * 2) Encourages and supports the strengths of all students
 * 3) Models and promotes fairness, equity and respect
 * 4) Establishes a classroom environment that empowers students to take intellectual risks
 * 5) Embraces the cultural diversity and individuality of students || // I’m assuming “appropriate” in D1.1 refers to socially appropriate (e.g. no put-downs) but could also include academic language (e.g. speaking like a scientist). //

// Speaking a new language in an academic environment is a quite risky activity and D1.4 speaks to tolerance of errors that are a natural part of language acquisition. //

// D1.5 fits well with a culturally and linguistically diverse student body.One step further would be that the teacher actively builds knowledge of other languages and cultures – or perhaps that is evidence. // ||
 * D2 **Teacher and students demonstrate a positive disposition toward learning**
 * 1) Models and encourages supportive and positive language
 * 2) Fosters student enthusiasm for, and curiosity about, the discipline
 * 3) Establishes a collaborative environment || // Recognition that cooperative learning promotes interaction and communication, both of which support language acquisition. // ||
 * D3 **Teacher demonstrates effective management**
 * 1) Intervenes and addresses behavioral issues effectively
 * 2) Develops and implements effective classroom procedures and routines
 * 3) Maintains clear expectations and standards of behavior
 * 4) Empowers students to solve problems and resolve conflicts || // Recognition that a “good student” means different things in different cultures. // ||
 * D4 **Teacher establishes an effective physical environment**


 * 1) Creates a learning environment that is safe, functional, and inviting
 * 2) Ensures materials are accessible
 * 3) Creates an environment that promotes student learning and active student engagement
 * 4) Adapts the physical space to accommodate individual and group learning needs || // Includes dictionaries and multiple language resource materials when appropriate. // ||