SUPPORT PLAN

Employee Name Evaluator Date Plan was Initiated and Timeframe for Plan

Position Title/Assignment

Periodic Review of Progress:

Evaluation Criteria for Improvement

Domain 1 Planning and Preparation
1c: Selecting instructional goals

Performance Measures
(proficient language from element level of rubric specific to performance needs of teacher)

Evidence & Indicators of Progress

Timeline

Support Available

1e: Designing coherent instruction

1c Most outcomes represent high expectations and rigor and important leaning in the discipline. They are connected to a sequence of learning. Instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment and reflect several different types of learning. Outcomes are suitable for all students in the class and are based on evidence of student proficiency. 1e The lesson or unit has a clearly defined structure
around which activities are organized. Progression of activities is even, with reasonable time allocations. All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students. Instructional groups are varied as appropriate to the students and the different instructional outcomes. Materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning.

Lessons and teaching points are clear, connected to standards/grade level expectations and can be assessed. Lesson plans for all subjects for the week include: - Specifics about what is to be accomplished/learned in each subject - A clear teaching point (what, why, how) for each subject clearly communicated to students verbally and in written form daily

Weekly lesson plans

Daily

Weekly

Evaluator will provide the books, K Today and Developmentally Appropriate Practice in Early Learning Childhood Programs. Evaluator will recommend reading the Chapter, Kindergarten Year, pp. 187-217. (1a) Evaluator will review the daily lesson during informal or formal observations. Evaluator will provide verbal or written constructive feedback on informal and formal observations. Employee may attend mutually agreeable workshops between the dates of 09/19 10/21 that support this plan at the District or school expense for registration and substitutes.

All material, supplies, and equipment are ready prior to the beginning of the lesson. The teacher lesson/learning centers are characterized by a variety of student grouping strategies appropriate for kindergarten. A majority of students know the learning goals for which they are responsible and are able to self-evaluate. Students contribute to classroom discussion based upon the required learning goals, curriculum standards, and/or grade level expectations (1c).

Daily Daily, Weekly, and/or Monthly Daily

Evaluation Criteria for Improvement

1f: Assessing student learning

Performance Measures
1f Assessment criteria and standards are clear.
Teacher analyzes data of prior student achievement to help set realistic, rigorous, and measurable goals to inform instructional practice and ensure that every student is progressing toward learning standards. Teacher has a welldeveloped strategy to using formative assessment and has designed particular approaches to be used. Assessment methodologies may be adapted for groups of students. Teacher plans to use assessment results to plan for future instruction for groups of students.

Evidence & Indicators of Progress

Instructional decisions and individual learning goals are based upon the standards and grade level expectations as well as data attained from multiple assessments of the students (1e) The teacher plans his instruction to include differentiated opportunities for students. (1e)

Timeline
Daily

Support Available

Domain 3: Instruction
3c: Engaging Students in learning 3c Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content. Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Instructional materials and resources are suitable to the instructional purposes and engage students mentally. The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate. 3d: Using assessment in Instruction 3d Students are fully aware of the criteria and performance standards by which their work will be evaluated. Teachers feedback to students is timely and of consistently high quality. Students frequently assess and monitor the quality of their own work against the assessment criteria and performance standards. 3e Teacher uses specific strategies outlined in their teacher-determined student academic achievement goals, as established in initial goal setting conference, to modify and adjust instructional practice. Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly. They successfully accommodate students questions or interests and Teacher will appropriately and developmentally challenge students to demonstrate a depth of understanding to include such cognitive processes as explanation, interpretation, application, empathy, and self-knowledge. (3c,e) Teacher will continually revisit daily, weekly, or monthly assessment results to the aligned curriculum by adding or changing resources such as, technology, leveled texts, textbooks, etc. (3c,3d,3e) Evidence of higher order thinking is reflected in assigned tasks. (3c) - Teacher asks appropriate questions to assess higher order thinking and problem solving ability. (3d) - Students are asked to explain and support their answers as well as show evidence that validates their reasoning. (3c,d - Students are also able to retell and summarize what they have read or learned. (3c,d) The teacher will be able to provide concrete evidence upon request about the progress of each student. (3d) Daily
Evaluator will provide written feedback when necessary.

Daily, Weekly, and/or Monthly

Daily Daily

Daily

Daily

3e: Demonstrating flexibility and responsiveness

Daily, Weekly, and/or Monthly

The teacher can articulate how assessments

results indicate the need for changes in the

Weekly, Monthly, or during progress

Evaluation Criteria for Improvement

Performance Measures
persist in seeking approaches for student who have difficulty learning, drawing on a broad repertoire of strategies.

Evidence & Indicators of Progress

The teacher provides opportunities for
alignment and what those changes are. (3d,e) students to share and discuss their work in large or small groups to receive specific feedback for improvement. Students are taught protocols for giving and receiving appropriate & constructive feedback. The feedback results in revision of their work to meet standards. (3e, d, and f) Daily

Timeline
monitoring

Support Available

Signature of Employee

date

Signature of Administrator

date

RESULTS This Support Plan or portion of this plan has been completed: Plan will continue and be extended until Successfully Unsuccessfully

Evaluators Signature

date

Evaluators Printed Name