Nev. Admin. Code § 391.575

Current through November 8, 2024

Section 391.575 - Performance evaluation of teacher in domain of instructional practices

The performance evaluation of a teacher in the domain of instructional practices of the teacher in the classroom must include, without limitation, an evaluation of the teacher in the following standards of performance, with each standard carrying the weight prescribed by the Department pursuant to NAC 391.580:

1. The teacher ensures that new learning is connected to the prior learning and experience of all pupils, as demonstrated by the following indicators:

(a) Activating the initial understanding of all pupils and applying that existing understanding to new concepts and skills;

(b) Making explicit connections for all pupils between new concepts and skills and previously learned concepts and skills;

(c) Making clear to all pupils the purpose and relevance of new concepts and skills; and

(d) Providing all pupils with opportunities to build on or challenge their initial understanding of concepts and skills.

2. The teacher ensures that tasks are based upon high cognitive demands for pupils with diverse abilities, as demonstrated by the following indicators:

(a) Purposefully employing the cognitive abilities and skills of all pupils;

(b) Placing appropriate demands on all pupils;

(c) Progressively developing the cognitive abilities and skills of all pupils; and

(d) Operating with a belief that all children can achieve regardless of their race, perceived abilities or socioeconomic status.

3. The teacher ensures that all pupils engage in the act of learning, constructing understandings for themselves, through discourse and other strategies, as demonstrated by the following indicators:

(a) Providing opportunities for extended, productive discourse between the teacher and all pupils and among pupils;

(b) Providing opportunities for all pupils to create and interpret multiple representations;

(c) Assisting all pupils to use existing knowledge and prior experience to make connections and recognize relationships among new concepts and skills; and

(d) Structuring the classroom environment to enable collaboration among pupils and participation by all pupils, and to create a positive affective experience for all pupils.

4. The teacher ensures that all pupils engage in metacognitive activity to increase understanding of and accept responsibility for their own learning, as demonstrated by the following indicators:

(a) Imparting an understanding to pupils of the skills and concepts being taught, the reasons each skill or concept is being presented and the methods for a pupil to assess whether he or she has learned each skill or concept presented;

(b) Structuring opportunities for self-monitored learning for all pupils; and

(c) Supporting all pupils to take actions to improve their abilities based on the self-monitoring described in paragraph (b).

5. The teacher integrates assessment into instruction, as demonstrated by the following indicators:

(a) Planning ongoing learning opportunities for all pupils based upon evidence of their current learning status;

(b) Aligning assessment opportunities with learning goals and performance criteria;

(c) Structuring opportunities to generate evidence that all pupils are learning each skill and concept being presented during a lesson; and

(d) Adapting his or her actions in the classroom based on the evidence described in paragraph (c).

Nev. Admin. Code § 391.575

Added to NAC by Bd. of Education by R007-13, eff. 10-23-2013; A by R021-16A, eff. 11/2/2016

NRS 385.080, 391.465.