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(11,'Math Walkthrough','','Instruction','b2f25b26-4b01-4159-bf7c-75ee9785eb6e','2014-01-24',500),
(12,'Math Walkthrough','','Instructional Strategies','3f77fffc-6c3a-4302-b925-bab1b1e87052','2014-01-24',540),
(8,'Math Walkthrough ','Common expectations for all instruction','Planning and Preparation','ae65de95-5de8-4006-ba16-d8bd4bb67dc7','2014-01-23',510),
(9,'Math Walkthrough','','Classroom/Learning Environment','cb4d204a-ce7b-4b0f-a4cc-47dc54f7f374','2014-01-24',520),
(10,'Math Walkthrough','','Physical Setting','5f1e5784-49b6-40e6-a832-87c3d151c57c','2014-01-24',530),
(13,'General Walkthrough','','Year Plan','d3552862-6024-421c-952f-26fc2206bc6a','2014-01-24',400),
(14,'General Walkthrough','','Unit Plan','9335d8e1-ad65-4a4d-bf6b-7c4885d16e46','2014-01-24',410),
(15,'General Walkthrough','','Five Day Plan','7d676648-60e4-490e-b852-5326a3e96f07','2014-01-24',420),
(16,'General Walkthrough','','Instruction','c5ed08d7-bd3f-45c0-bb07-6bdd0594322f','2014-01-24',430),
(17,'General Walkthrough','','Classroom Management','ff4e822b-7b58-44b1-b63e-214e047ea7c7','2014-01-24',440),
(18,'General Walkthrough','','Instructional Strategies','9758490d-b7f3-4806-a8a6-aeed7c662577','2014-01-24',450),
(19,'General Walkthrough','','DRA/FSiM/PPVT/EYE/CMA Data Usage','b218c149-bbdd-4b83-9984-98fdc6c7c4fa','2014-01-24',460),
(20,'PPP Teambuilding Checklist','','Parent Meeting Checklist','789afd3c-3d72-4ac2-bf27-4dd2b07c39a2','2014-01-28',700),
(21,'PPP Teambuilding Checklist','','PPP in the classroom','6aeca995-0f28-41ed-8077-a27cd82bce50','2014-01-28',710),
(23,'Catalyst Walkthrough','','Organization Skills','40f92e6a-8e0d-450a-8529-0260944864a8','2014-04-09',200),
(24,'Catalyst Walkthrough','','Leadership Consultation','e79e1570-d5f4-479b-b4d2-c9c4b56f5d90','2014-04-09',210),
(25,'Catalyst Walkthrough','','Support','f3822bbe-5086-451e-9fa5-e70faa7fe3fd','2014-04-09',220),
(26,'Catalyst Walkthrough','','Goalsetting and Accountability','d915404e-79b9-4273-b23a-64c9ccff7613','2014-04-09',230),
(27,'Catalyst Walkthrough','','Cooperation and Collaboration','526101b7-6fc6-41d0-8524-c2af61052127','2014-04-09',240),
(28,'Balanced Literacy','','Read Aloud','7a478bce-27d7-4fa6-b9bc-eb49fc5906fd','2014-05-30',100),
(29,'Balanced Literacy','','Shared Reading','348e2e4b-ed92-4a78-9a3a-c70215fec9aa','2014-05-30',110),
(30,'Balanced Literacy','','Guided Reading','0be4a22b-2c67-44a5-850d-dd1b3ae767df','2014-05-30',120),
(31,'Balanced Literacy','','Independent Reading','d4c952b2-2468-4ea1-9e60-a2cc55bc3ae8','2014-05-30',130),
(32,'Early Learning Walkthrough PK,K,1','','Planning','9db8eedd-d572-4661-8579-9177355ef940','2014-06-25',300),
(33,'Early Learning Walkthrough PK,K,1','','Environment','21f4d9d8-6512-4065-a995-686ff2e6647e','2014-06-25',310),
(34,'Early Learning Walkthrough PK,K,1','','Instruction','4fb6ab6a-c742-4a87-95d6-935b5cb53073','2014-06-25',320),
(35,'Early Learning Walkthrough PK,K,1','','Assessment','e4146c73-3d58-4f85-b598-2d22dd1342b2','2014-06-25',330),
(36,'Treaty, Language and Culture ','','Planning','80a61665-abfd-4829-866f-12479dc268eb','2014-06-25',600),
(37,'Treaty, Language and Culture ','','Environment','a90e36ea-58e7-4e0a-9f01-a089b0ccaa45','2014-06-25',610),
(38,'Treaty, Language and Culture ','','Instruction','2df9ec23-fb82-435b-87e7-a39711b4957a','2014-06-25',620),
(39,'Treaty, Language and Culture ','','Cree Classroom','64a903b4-491c-4fa6-a4a7-e7f35428b0a6','2014-06-25',630),
(40,'Treaty, Language and Culture ','','Protocols','c8d0a369-a70c-4632-ac2e-ca5c4be2b5a7','2014-06-25',640),
(42,'Teacher Associate Walkthrough','','Planning','7dd35d07-45ca-4a62-8c58-9c45aad5a692','2014-10-09',550),
(43,'Teacher Associate Walkthrough','','Instructional Skills','65b0505a-fe77-48e1-94bd-65d656fd9206','2014-10-09',560),
(44,'Teacher Associate Walkthrough','','Evaluation','4a30cd7f-5b3f-4f05-ae20-23663677a26f','2014-10-09',570),
(45,'Teacher Associate Walkthrough','','Personal and Professional','f8ff0066-7952-4195-81f4-1e4d9b80e32c','2014-10-09',580),
(49,'Data Walkthrough','For principals to monitor data records and to engage staff in using data for a focus for instruction and the improvement of student outcomes','Basic Data Capture','67FA9EF0-E7E3-11E6-8C18-74AD466BEA78','2017-01-31',800),
(63,'Teacher Informal Assessment Mistahi/SeSe/CJK','Informal Assessment to be completed by Principal','Informal Assessment','A26A4BC4-03F7-11F0-A2FA-586BCD1FF4EF','2025-03-18',543),
(54,'General Walkthrough ','Record of communications with parents by nature, type and frequency ','Home Communications','9E50EBFE-C077-11EC-92E5-A3ED0A38A4AF','2022-04-20',470),
(55,'General Walkthrough','','Classroom Learning Environment','C425D4FE-7054-11EF-BCCB-699AC5C72380','2024-09-11',441),
(60,'Teacher Associate','For informal assessment of EA by Teacher','EA Informal Assessment','FF963F42-FF88-11EF-98DE-962CCC1FF4EF','2025-03-12',545);
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(34,8,'Uses approved resources - MMS, FSiM','Planning and Preparation',2),
(54,12,'Teacher demonstration','Instructional Strategies',2),
(53,12,'Lecture','Instructional Strategies',1),
(52,11,'Students can identify outcomes or learning destination','Instruction',5),
(51,11,'Evidence of diagnostic tasks and/or pre-assessment','Instruction',4),
(50,11,'Evidence of prior knowledge assessment and activation','Instruction',3),
(49,11,'Variety of approaches and strategies to aid learning','Instruction',2),
(48,11,'Daily math scheduled for required number of minutes','Instruction',1),
(59,12,'Students using manipulatives or technology','Instructional Strategies',7),
(58,12,'Cooperative group activity','Instructional Strategies',6),
(57,12,'Student/student discussion','Instructional Strategies',5),
(56,12,'Teacher/student discussion','Instructional Strategies',4),
(55,12,'Teacher using technology','Instructional Strategies',3),
(35,8,'Evidence of outcome based planning','Planning and Preparation',3),
(33,8,'Uses common year plan','Planning and Preparation',1),
(36,8,'Evidence of formative assessment','Planning and Preparation',4),
(37,8,'Evidence of variety of summative assessments','Planning and Preparation',5),
(38,9,'Procedures and rules evident and in use','Classroom/Learning Environment',1),
(39,9,'Consistent expectation and response to behavior','Classroom/Learning Environment',2),
(40,9,'Math mentors and EA\'s engaged in lesson','Classroom/Learning Environment',3),
(41,9,'Teacher demonstrates knowledge of content','Classroom/Learning Environment',4),
(42,9,'Appropriate instruction and use of manipulatives','Classroom/Learning Environment',5),
(43,10,'Visual aids - number lines, desk tags, hundred chart, word wall','Physical Setting',1),
(44,10,'Manipulatives accessible and stored properly','Physical Setting',2),
(45,10,'Furniture allows for grouping','Physical Setting',3),
(46,10,'Space adequate for activities','Physical Setting',4),
(47,10,'Room clean and neat','Physical Setting',5),
(60,12,'Small group activity','Instructional Strategies',8),
(61,12,'Appropriate independent seat work','Instructional Strategies',9),
(62,13,'Instructional timeline for units outlined for year','Year Plan',1),
(63,13,'Instructional minutes for units outlined for outcomes','Year Plan',2),
(64,13,'Outcomes listed by unit cross referenced to curriculum guide','Year Plan',3),
(65,13,'Resources/Instructional strategy for each outcome indicated','Year Plan',4),
(66,13,'Evidence of curriculum guide and year plan in daily reflection','Year Plan',5),
(67,14,'Unit plan developed through UbD (understanding by design)','Unit Plan',1),
(68,14,'Outcomes identified in terms students understand','Unit Plan',2),
(69,14,'Indicators identified  in terms students understand','Unit Plan',3),
(70,14,'Indicators triangulated (conversation, observation, product)','Unit Plan',4),
(71,14,'Resources identified for each indicator','Unit Plan',5),
(72,14,'Identifies DI (differentiated instruction)','Unit Plan',6),
(73,15,'Lesson outlines in daybook','Five Day Plan',1),
(74,15,'Lesson focus evident - what outcome/indicator students learn','Five Day Plan',2),
(75,15,'Instruction reflects prior learning/material taught','Five Day Plan',3),
(76,15,'Instruction aligns with day plan','Five Day Plan',4),
(77,15,'Identifies BDA procedures (before, during, after)','Five Day Plan',5),
(78,15,'Identifies DI (differentiated instruction)','Five Day Plan',6),
(79,15,'Identifies resources required for instruction','Five Day Plan',7),
(80,15,'Identifies formative/summative assessment','Five Day Plan',8),
(81,15,'Identifies student attendance and materials to catch up','Five Day Plan',9),
(82,16,'Focus for learning evident at beginning of class ','Instruction',1),
(83,16,'Motivational set employed','Instruction',2),
(84,16,'Variety of instructional strategies employed','Instruction',3),
(85,16,'Formative assessment evident in ongoing instruction','Instruction',4),
(86,16,'Instruction differentiated to meet student needs','Instruction',5),
(87,16,'Pacing of instruction and student work time meets student needs','Instruction',6),
(88,16,'Exit strategies employed to student learning/planning for next day','Instruction',7),
(89,17,'Expectations of students clearly displayed','Classroom Management',1),
(90,17,'Teacher treats students in consistent and equitable manner','Classroom Management',2),
(91,17,'Teacher is aware of classroom dynamics','Classroom Management',3),
(92,17,'Respect and rapport is evident','Classroom Management',4),
(93,17,'Teacher handles student misbehavior appropriately','Classroom Management',5),
(94,17,'Transitions are smooth','Classroom Management',6),
(95,17,'Teacher circulates during student work time','Classroom Management',7),
(96,11,'Corelation guide for FSiM and MMS on teacher desk','Instruction',6),
(97,11,'Common year plan in daybook','Instruction',7),
(98,18,'Discussion','Instructional Strategies',1),
(99,18,'Hands on Learning','Instructional Strategies',2),
(100,18,'Inquiry Learning','Instructional Strategies',3),
(101,18,'Smartboard/Technology','Instructional Strategies',4),
(102,18,'Independent Seat Work','Instructional Strategies',5),
(103,18,'Learning Centres','Instructional Strategies',6),
(104,18,'Graphic Organizers','Instructional Strategies',7),
(105,18,'Differentiated Instruction','Instructional Strategies',8),
(106,18,'Modelling','Instructional Strategies',9),
(107,18,'Student Presentation','Instructional Strategies',10),
(108,18,'Questioning','Instructional Strategies',11),
(109,18,'Cooperative Learning','Instructional Strategies',12),
(110,19,'Instructional groupings reflect data','DRA/FSiM/PPVT/EYE/CMA Data Usage',1),
(111,19,'Focus for instruction relates to areas of growth','DRA/FSiM/PPVT/EYE/CMA Data Usage',2),
(112,19,'Recommended timelines for instruction are evident','DRA/FSiM/PPVT/EYE/CMA Data Usage',3),
(113,19,'Use of comprehension strategies evident','DRA/FSiM/PPVT/EYE/CMA Data Usage',4),
(114,19,'Times blocked for SSP initiatives','DRA/FSiM/PPVT/EYE/CMA Data Usage',5),
(115,19,'Appropriate resources are displayed/used in class','DRA/FSiM/PPVT/EYE/CMA Data Usage',6),
(116,20,'Meeting scheduled early September','Parent Meeting Checklist',1),
(117,20,'Parents present','Parent Meeting Checklist',2),
(118,20,'Teachers of child present','Parent Meeting Checklist',3),
(119,20,'Administrator present','Parent Meeting Checklist',4),
(120,20,'EA of child present','Parent Meeting Checklist',5),
(121,20,'Sp. Ed. teacher present','Parent Meeting Checklist',6),
(122,20,'Evidence of EYE/summative assessment presented to parents','Parent Meeting Checklist',7),
(123,20,'Discussion of child\'s learning style and goals','Parent Meeting Checklist',8),
(124,20,'Evidence of ongoing programming to meet child\'s needs','Parent Meeting Checklist',9),
(125,20,'Evidence of parent checklist completion','Parent Meeting Checklist',10),
(126,21,'PPP identifies, strengths, weaknesses and mastery learning','PPP in the classroom',1),
(127,21,'Evidence PPP is updated by teachers','PPP in the classroom',2),
(128,21,'Evidence of PPP planning in daybook','PPP in the classroom',3),
(129,21,'Proof of assessment plan documents available','PPP in the classroom',4),
(130,21,'Filing and paperwork behavioral students up to date','PPP in the classroom',5),
(131,21,'Filing and paperwork high cost students up to date','PPP in the classroom',6),
(132,21,'Targeted school wide behavior plan in use','PPP in the classroom',7),
(133,21,'Teacher demonstrates use of technology in record keeping','PPP in the classroom',8),
(134,21,'Teacher demonstrates use of technology in instruction','PPP in the classroom',9),
(135,20,'AANDC Documentation completed','Parent Meeting Checklist',11),
(136,20,'Results of referrals and tests available','Parent Meeting Checklist',12),
(137,23,'Prepares detailed, accurate and timely reports','Organization Skills',1),
(138,23,'Delegates responsibility and routine tasks to others ie resource cataloguing','Organization Skills',2),
(139,23,'Plans and organizes duties efficiently and effectively','Organization Skills',3),
(140,23,'Follows through to see objectives achieved on an established course of action','Organization Skills',4),
(141,23,'Spends at least 50% of time directly coaching teachers','Organization Skills',5),
(142,23,'Practices effective time management','Organization Skills',6),
(143,25,'Effectively guides teachers towards best practice','Support',1),
(144,25,'Provides leadership in support and planning unit and lesson plans','Support',2),
(145,25,'Provides leadership and support in assessment','Support',3),
(146,25,'Provides leadership and support in implementing curriculum','Support',4),
(147,25,'Provides leadership and support in instructional approaches','Support',5),
(148,24,'Consults with staff and enables cooperative efforts with enthusiasm','Leadership Consultation',1),
(149,24,'Consults with administration about decisions affecting ELA/Math program','Leadership Consultation',2),
(150,24,'Consults with staff about decisions affecting ELA/Math program','Leadership Consultation',3),
(151,24,'Facilitates effective group meetings with staff','Leadership Consultation',4),
(152,24,'Provides feedback in a respectful manner','Leadership Consultation',5),
(153,26,'Articulate and clear in expressing thoughts; directions easily followed','Goalsetting and Accountability',1),
(154,26,'Researches best practice and provides appropriate resources','Goalsetting and Accountability',2),
(155,26,'Helps set and maintain focus on Balanced Literacy/CYP','Goalsetting and Accountability',3),
(156,26,'Establishes school action plan and coordinates improvement activities','Goalsetting and Accountability',4),
(157,26,'Evaluates school progress in relation to school learning focus','Goalsetting and Accountability',5),
(158,27,'Demonstrates empathy, consideration and good judgment when dealing  with people','Cooperation and Collaboration',1),
(159,27,'Listens well, participates in, but does not dominate group discussion','Cooperation and Collaboration',2),
(160,27,'Willingly accepts constructive feedback','Cooperation and Collaboration',3),
(161,27,'Strives to be the type of person other people like to work with','Cooperation and Collaboration',4),
(162,27,'Practices positive collaboration with staff','Cooperation and Collaboration',5),
(163,27,'Constructive and affirming when providing feedback','Cooperation and Collaboration',6),
(164,27,'Supportive not evaluative','Cooperation and Collaboration',7),
(165,28,'Teacher plan indicates a teaching focus for the lesson','Read aloud',1),
(166,28,'Teacher plan indicates daily read aloud with a book title','Read aloud',2),
(167,28,'Whole class session with the teacher reading aloud expressively','Read aloud',3),
(168,28,'Students listening purposefully and actively','Read aloud',4),
(169,28,'Teacher pausing at planned places to think aloud about strategies','Read aloud',5),
(170,29,'Teacher plan indicates a teaching focus for each day','Shared Reading',1),
(171,29,'Teacher plan indicates that text is used over several days','Shared Reading',2),
(172,29,'Explicit instruction on reading comprehension strategies with skills','Shared Reading',3),
(173,29,'Whole class session with teacher and students reading a communal text','Shared Reading',4),
(174,29,'Teacher reads the text aloud followed by students reading in unison or small groups','Shared Reading',5),
(175,29,'Word study connected to daily reading and writing','Shared Reading',6),
(176,29,'Time provided for students to talk about text and their thinking','Shared Reading',7),
(177,30,' Teacher plan indicates/skill strategy focus, focus questions and group information','Guided Reading',1),
(178,30,'Teacher reinforces comprehension strategies and skills that have been previously modelled','Guided Reading',2),
(179,30,'Teacher plans a Before, During and After lesson','Guided Reading',3),
(180,30,'Working with 5 to 6 students using short texts (fiction and non-fiction) at their instructional level','Guided Reading',4),
(181,30,'Students read the text independently and practice strategies while the teacher provides support','Guided Reading',5),
(182,30,'Teachers listen to individuals read and prompt when needed','Guided Reading',6),
(183,30,'Students read the text independently and are NOT round robin reading','Guided Reading',7),
(184,30,'Sets guiding questions to focus comprehension and lead discussions to promote deeper understanding of text and strategy use','Guided Reading',8),
(185,30,'Running records are used to assess student progress','Guided Reading',9),
(186,30,'Other students are working independently','Guided Reading',10),
(187,31,'Teacher plan indicates a mini-lesson with a purpose for reading','Independent Reading',1),
(188,31,'Students have selected text at their independent reading level','Independent Reading',2),
(189,31,'Students are reading independently for a sustained period of time and practice strategies taught during explicit strategy instruction','Independent Reading',3),
(190,31,'Students keep a reading log','Independent Reading',4),
(191,31,'Teacher conducts individual conferences with students and keeps anecdotal notes','Independent Reading',5),
(192,31,'Time allowed for sharing','Independent Reading',6),
(193,32,'Teacher is flexible in planning, understands curriculum evolves on student interest','Planning',1),
(194,32,'All units incorporate evidence of First Nations materials relating to Treaty, Language and Culture','Planning',2),
(195,32,'Play is purposeful and planned','Planning',3),
(196,32,'Play centres are modified, added to, refreshed and enhanced as children develop competencies','Planning',4),
(197,32,'Invitations used to explore child’s prior knowledge and interests and enhance learning','Planning',5),
(198,32,'Balance between direct teaching, inquiry and play','Planning',6),
(199,32,'Balance between whole group, small group and individual instruction based on student need','Planning',7),
(200,32,'Scheduled blocks of time for children to engage in inquiry and exploration ','Planning',8),
(201,32,'Incorporation of technology, community resources and traditional knowledge keepers','Planning',9),
(202,33,'Reflects children’s’ photos creations, conversations and classroom displays','Environment',1),
(203,33,'Work displayed is created by children and is of interest to them','Environment',2),
(204,33,'Indoor and outdoor environments support safe and healthy development in learning','Environment',3),
(205,33,'Literacy rich environment with variety of literature, including First Nations literature , print and writing materials at every learning centre','Environment',4),
(206,33,'Layout and access thoughtful, uncluttered and organized according to student needs','Environment',5),
(207,33,'First Nations cultural items and elements of natural environment in classroom environment in meaningful way','Environment',6),
(208,34,'Open ended questions to engage student conversation to scaffold/extend learning','Instruction',1),
(209,34,'Guides learning through interaction, observation and documentation','Instruction',2),
(210,34,'Promotes openness, opportunity for interaction and shows interest in children','Instruction',3),
(211,34,'Nurtures and supports children through words, action and body language','Instruction',4),
(212,34,'Views children as capable, competent learners, respecting prior knowledge, culture and experiences','Instruction',5),
(213,35,'Uses variety of research based methods to collect information','Assessment',1),
(214,35,'Evidence of accessibility for parents and children ','Assessment',2),
(215,36,'Evidence of Elder plan being used in day book or on wall','Planning',1),
(216,36,'Evidence of daily lesson plan','Planning',2),
(217,36,'Evidence of Treaty Language and Culture into regular instruction','Planning',3),
(218,36,'Evidence of use of Treaty kits in the classroom','Planning',4),
(219,36,'Evidence of Cultural Year Plan in day book and on wall','Planning',5),
(220,37,'Cree word beside English word on wall','Environment',1),
(221,37,'Cree word weekly charts used by Cree and non-Cree speaking staff','Environment',2),
(222,37,'Evidence of Treaties posted on walls','Environment',3),
(223,37,'All objects in class labeled in Cree','Environment',4),
(224,37,'Cree world view displayed on wall','Environment',5),
(225,37,'Evidence of morning prayer where applicable','Environment',6),
(226,37,'Evidence of smudging where applicable','Environment',7),
(227,38,'Evidence of use of the word of the day','Instruction',1),
(228,38,'Evidence of tipi teachings/virtues incorporated into lesson ','Instruction',2),
(229,38,'Evidence of cultural relationship skills with students','Instruction',3),
(230,38,'Evidence of relationship skills with students','Instruction',4),
(231,39,'Instruction in Cree only','Cree Classroom',1),
(232,39,'Use of other strategies than coloring','Cree Classroom',2),
(233,39,'Evidence of Cree learning centres','Cree Classroom',3),
(234,39,'Teacher demonstrates cultural protocols as related to age and sex','Cree Classroom',4),
(235,39,'Teacher knows how to engage oskapewis as the bridge between school, community and traditional knowledge keepers','Cree Classroom',5),
(236,39,'Teachers know how to engage Elders in discussion of sacred sites and other teachings and their meaning','Cree Classroom',6),
(237,39,'Teachers use Elders to bridge traditional knowledge with oral tradition of the community','Cree Classroom',7),
(238,40,'Teacher is familiar with the uses/abuses of tobacco','Protocols',1),
(239,40,'Teacher is familiar with protocol for presenting tobacco to an Elder','Protocols',2),
(282,12,'Teacher used Common Math Assessments as a part of instructional strategy','Instructional Strategies',10),
(246,36,'Evidence of common Cree Language Year Plan being used in day book or on wall','Planning',6),
(281,8,'Uses Common Math Assessment outcomes in planning instruction','Planning and Preparation',6),
(280,11,'Evidence of use of CMA assessment to focus instruction ','Instruction',8),
(253,42,'Follows IEP objectives','Planning',1),
(254,42,'Takes initiative to change plans when necessary','Planning',2),
(255,42,'Works as a team with teachers of assigned students','Planning',3),
(256,42,'Plans activities around stated IEP objectives','Planning',4),
(257,42,'Keeps accurate records in daily log books','Planning',5),
(258,42,'Plans to use a variety of methods, activities and management strategies','Planning',6),
(259,43,'Gives clear directions','Instructional Skills',1),
(260,43,'Uses encouragement and praise to support student effort','Instructional Skills',2),
(261,43,'Implements a variety of activities around the stated objective','Instructional Skills',3),
(262,43,'Monitors student work','Instructional Skills',4),
(263,43,'Uses a variety of classroom management strategies','Instructional Skills',5),
(264,43,'Works diligently with assigned students','Instructional Skills',6),
(265,44,'Makes suggestions about lesson based on what was effective with children','Evaluation',1),
(266,44,'Communicates with teacher regarding evaluation','Evaluation',2),
(267,44,'Evaluates and provides feedback about lesson to the teacher','Evaluation',3),
(268,44,'Takes initiative to change lessons based on child\'s responses','Evaluation',4),
(269,44,'Participates in parent teacher interviews','Evaluation',5),
(270,44,'Contacts parents frequently about student progress','Evaluation',6),
(271,45,'Demonstrates a cooperative, professional relationship with staff','Personal and Professional',1),
(272,45,'Demonstrates a cooperative, professional relationship with supervisors','Personal and Professional',2),
(273,45,'Demonstrates a cooperative, professional relationship with parents','Personal and Professional',3),
(274,45,'Shows a willingness to be flexible','Personal and Professional',4),
(275,45,'Shows a willingness to be creative and attempts new ways to work with students','Personal and Professional',5),
(276,45,'Exhibits warmth, patience, tolerance, empathy and respect to students','Personal and Professional',6),
(277,45,'Is involved in extra-curricular activities and school communities','Personal and Professional',7),
(278,45,'Is punctual for assigned duties','Personal and Professional',8),
(279,45,'Willingness to develop as a professional by participating in PD','Personal and Professional',9),
(283,49,'Data Observations','Basic Data Capture',1),
(284,49,'Three Things I Saw','Basic Data Capture',2),
(285,49,'Two Questions I Have','Basic Data Capture',3),
(286,49,'One Thing I Liked','Basic Data Capture',4),
(292,49,'Next Steps','Basic Data Capture',6),
(291,49,'Notes From Conversation With Teacher','Basic Data Capture',5),
(298,54,'Communication made by telephone','Communication',2),
(297,54,'Communication made F2F','Communication',1),
(299,54,'Communication made by email','Communication',3),
(300,54,'Communication made by text','Communication',4),
(301,54,'Adequate description of communication is recorded on paper','Communication',5),
(302,54,'Adequate description of communication is recorded electronically','Communication',6),
(303,54,'Plans for follow-up recorded ','Communication',7),
(304,54,'Date and time of communication is recorded','Communication',8),
(305,55,'Procedures and rules evident and in use','Classroom/Learning Environment',1),
(306,55,'Consistent expectation and response to behavior','Classroom/Learning Environment',2),
(307,55,'EA\'s engaged in lesson','Classroom/Learning Environment',3),
(308,55,'Teacher demonstrates knowledge of control','Classroom/Learning Environment',4),
(309,55,'Appropriate instruction and use of anchor charts','Classroom/Learning Environment',5),
(461,63,'Demonstrates a cooperative, professional relationship with parents','Informal Assessment',2),
(462,63,'Shows a willingness to be flexible','Informal Assessment',3),
(463,63,'Shows a willingness to be creative and attempts new ways to work with students','Informal Assessment',4),
(324,60,'Demonstrates a cooperative, professional relationship with supervisors','EA Informal Assessment',1),
(325,60,'Shows a willingness to be flexible','EA Informal Assessment',2),
(326,60,'Shows a willingness to be creative and attempts new ways to work with students','EA Informal Assessment',3),
(327,60,'Exhibits warmth, patience, tolerance, empathy and respect to students','EA Informal Assessment',4),
(328,60,'Uses encouragement and praise to support student effort','EA Informal Assessment',5),
(329,60,'Follows IEP objectives','EA Informal Assessment',6),
(330,60,'Works diligently with assigned students','EA Informal Assessment',7),
(331,60,'Cell phone is used only as directed by teacher','EA Informal Assessment',8),
(332,60,'Works as part of team with teachers of assigned students','EA Informal Assessment',9),
(333,60,'Keeps accurate records in daily log books','EA Informal Assessment',10),
(334,60,'Takes initiative to change plans when necessary','EA Informal Assessment',11),
(335,60,'Makes suggestions about lesson on what was effective with children','EA Informal Assessment',12),
(336,60,'Completes supervision on time and for duration of supervision','EA Informal Assessment',13),
(337,60,'Is involved in extra-curricular and community activities','EA Informal Assessment',14),
(338,60,'Is punctual for assigned duties.','EA Informal Assessment',15),
(339,60,'Uses cellphone as outlined in school policy','EA Informal Assessment',16),
(490,63,'Unit plan developed','Informal Assessment',31),
(489,63,'Discussion','Informal Assessment',30),
(488,63,'Hands on learning','Informal Assessment',29),
(487,63,'Pacing of instruction and student work time meets student needs','Informal Assessment',28),
(486,63,'Variety of Instructional Strategies employed','Informal Assessment',27),
(485,63,'Communication made by telephone, date and time of communication is recorded','Informal Assessment',26),
(484,63,'Uses Open Admin for Attendance, Report Cards, DRA Assessments','Informal Assessment',25),
(483,63,'Identifies DI (differentiated instruction)','Informal Assessment',24),
(482,63,'Instruction aligns with day plan','Informal Assessment',23),
(481,63,'Lesson focus evident - what outcome/indicator students learn','Informal Assessment',22),
(480,63,'Lesson outlines in daybook','Informal Assessment',21),
(479,63,'Appropriate resources are displayed/used in class','Informal Assessment',20),
(478,63,'Recommended timelines for instruction are evident','Informal Assessment',19),
(477,63,'Teacher circulates during student work time','Informal Assessment',18),
(476,63,'Transitions are smooth','Informal Assessment',17),
(475,63,'Teacher handles student misbehavior appropriately','Informal Assessment',16),
(474,63,'Respect and rapport is evident','Informal Assessment',15),
(473,63,'Teacher is aware of classroom dynamics','Informal Assessment',14),
(472,63,'Teacher treats students in consistent and equitable manner','Informal Assessment',13),
(471,63,'Expectations of students clearly displayed','Informal Assessment',12),
(470,63,'Teacher demonstrates knowledge of control','Informal Assessment',11),
(469,63,'EA\'s engaged in lesson','Informal Assessment',10),
(468,63,'Procedures and rules evident and in use','Informal Assessment',9),
(467,63,'Willingness to develop as a professional by participating in PD','Informal Assessment',8),
(466,63,'Is punctual for assigned duties i.e. work, supervision, extra curricular','Informal Assessment',7),
(465,63,'Is involved in extra-curricular activities and school communities','Informal Assessment',6),
(464,63,'Exhibits warmth, patience, tolerance, empathy and respect to students','Informal Assessment',5),
(460,63,'Teacher demonstrates a cooperative, professional relationship with staff & Admin.','Informal Assessment',1);
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