NAC391.575. 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 connects the prior learning and experience of pupils to guide current learning, as demonstrated by the following indicators:

     (a) Activating the understanding of each pupil to new concepts and skills;

     (b) Making explicit connections for each pupil between new concepts and skills and previously learned concepts and skills;

     (c) Making clear to each pupil the purpose and relevance of new concepts and skills; and

     (d) Providing each pupil with opportunities to build on or challenge his or her initial understanding of concepts and skills.

     2. The teacher assigns tasks based upon the appropriate cognitive demands for pupils with diverse abilities, as demonstrated by the following indicators:

     (a) Purposefully employing the cognitive abilities and skills of each pupil;

     (b) Placing appropriate demands on each pupil;

     (c) Progressively developing the cognitive abilities and skills of each pupil; and

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

     3. The teacher requires pupils to engage in learning through discourse and other strategies, as demonstrated by the following indicators:

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

     (b) Providing opportunities for each pupil to learn and interpret new concepts in multiple different ways;

     (c) Assisting each pupil 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 each pupil, and to create a positive affective learning experience for each pupil.

     4. The teacher requires pupils to engage in metacognitive activity, as demonstrated by the following indicators:

     (a) Imparting an understanding to pupils of the skills and concepts being presented, 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 each pupil; and

     (c) Supporting each pupil to take actions to improve his or her 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 each pupil based upon his or her current learning status;

     (b) Aligning assessment opportunities with each pupil’s goals of learning and performance criteria;

     (c) Structuring opportunities to generate evidence that each pupil is learning each skill and concept being presented; and

     (d) Adapting the actions of the teacher in the classroom based on the evidence described in paragraph (c).

     (Added to NAC by Bd. of Education by R007-13, eff. 10-23-2013)