matter and activites. bw 5. Incorporates strategies for movating students using relevant and interesting subject v 2 '6. Explains and proceeds in small steps at an appropriate pace to suit the acivly and stent response al 7,__Demonstates subject mater competence during instucon io 8. Orgenizes and crc lerring finds, smal runs, and whole esses aa NZ ©. Provides der crestons, instructions and explanations. LhZ 10, Ores fin arson Been esa and tom on aco et bg a Ti, Uses a variety ofinsuctonalerategies to address dosed utcomes,sibjec ater, | 7 ‘Varied leaning styles an invidual needs lv| |v 12.__Uses appropriate materials and resources, 13._ Demonstrates flexibility and adapabily. 14, Asks clearly phrased, well'sequenced questions at a variety of cognitive levels 18. _ Provides appropriate "waittime” after posing questions. 16. Seeks lafication and elaboration of student rasponses, where appropriate, 17,__Leads and directs student participation in cass discussion effectively and distributes ‘questions appropriately 18, _Circulates in the classroom, intervening when necessary, checking on individual and group understanding of acthtyiconten. 78. Recognizes and responds appropriately to individual differences and group learning needs. 20._ Reinforces sludent leamring, bulling on previous earring, reviewing, and re-teaching, 21, Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, et. 22. Provides homework when appropriate and explains atsionmens tay. 7\/_ '3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs #7. 8) Nor Meeting Expectations Meeting Expectation Excooding Expectations 1. Assumes a leadership role inthe classroom, taking charge of 'assroom activites, showing confidence, poise, composure, and presence. 2. Creates and maintains an effective learning environment, setting high expectalions and standards for student learning, “3. Demonstrates infative, enthusiasm and a commitment to the students and subject, ‘models appropriate behaviour. “Establishes postive relationships and a classroom climate based on mutual stand respect (Cleary defines and reinforces classroom procedures and routines. SS Sls ‘Cleary communicates and reinforces expectations for appropriate student behaviour. Monitors student behaviour and is aware of student behaviour at all times. Responds to inappropriate behavior promptly, firmly, and consistent, using appropriate low-key and higher level responses; flows school discipline policies and procedures. May 25, 2006-—Fornatve Assessment