Step By Step Teacher Standards Observation Form
Format 3 - Step by Step Teacher Standards Observation FormAugust 2004Observer:Name (first and last)TitleCountryThis Instrument must be accompanied by an ISSA Teacher Observation Score Sheet.BEFORE the OBSERVATION BEGINS: Read this form and the detailed description of teacher standards outlined in the Step by Step Teacher Standards for Preschool and PrimaryGrades BEFORE beginning to rate the classroom. Ensure the Teacher to be rated has received the What to Expect handout and is familiar with your role as an observer in the classroom. Review your observer guidelines. The observer should spend 15 minutes to become familiar with the teacher BEFORE beginning to assign ratingsDuring this time: Observers should complete the cover section of the ISSA Observation Score Sheet. Remind the teacher that not all indicators will be observable and a time of approximately 30 minutes will be needed to ask questionsonce the observation is complete.Ideally this observation is done as part of a broad teacher evaluation process. The observer should be familiar with the teacher’s professionalgoals, using the results of this observation to identify both strengths and weaknesses and to help the teacher translate observation results into aconcrete plan of action to support the teacher.Remember the objective is to make this a positive professional development experience for teachers with the ultimate result being teachercertification.1Format 3 – Original Teacher Observation Form - Revised August 2004
Instructions:1. This instrument involves both an Observation and Interview of the teacher being evaluated.2. Most indicators can be rated by Observing the teacher and the classroom activities. Items should be scored based primarily on what isobserved in the classroom during the observation. However, in some instances a question may be added to the question list at the end of theform in order to further determine the rating for an observable item.3. There are some indicators that may not be observable. These indicators must be rated based on the teachers answers to a set of InterviewQuestions. These indicators include questions to ask the teacher to determine ratings during the teacher interview following the observation.Many of the examples for indicators that may require questions have been shaded for easy reference.4. A Teacher Standards Observation Score Sheet should be used to record all notes. The Score Sheet is also the place where a Rating isidentified for each Indicator.5. Please remember that the listed examples are just examples of how the teacher might meet an indicator, “What you might see”. While theteacher must meet the intent of each indicator, the teacher does not have to exhibit the example exactly as it is written. Be sure to take goodnotes to record the actions of the teacher and thus make a case for how the teacher did meet the indicator and achieved the subsequent rating.6. For some indicators Additional Notes for Clarification or Examples will be listed. These notes will be added through group consensus and cannot be modified by individual evaluators. These additional notes are meant to help further define indicators and to help ensure inter-raterreliability between observers.7. Observers should carefully observe teachers as they move among children and learning centers. Ratings should be based on the quality ofinteractions between teachers and children.8. Remember to always listen to teacher interactions even during the time you are scoring the Learning Environment.9. Keep detailed notes, regarding the interactions and examples of all indicators on the individual Score Sheet used for each observation.10. If a teacher is scheduled to move to a different group of children, follow the schedule with the teacher.11. Ratings should be based on the overall picture of all the teacher’s interactions with children. Try not to rate an indicator too quickly. Take timeto observe and gain a sense of what is happening. Keep good notes on the observable items and complete all ratings on the individual ScoreSheet at the end of the observation session.12. Quality as defined in this instrument refers to the ISSA teacher standards and the criterion outlined that are essential to best practice in earlychildhood education.13. The items on the form do not need to be completed in order. Some indicators are rated more easily than others and these can be done first.For example, observers may choose to start with Learning Environment.14. A rating must be given for each indicator, if there is no evidence of a standard mark the indicator “1”.15. It is important to remember that you are scoring the teacher, not the children in the group.13. When observing programs serving children with disabilities, it is necessary to use developmental levels to determine the appropriateness ofteaching practices, rather than chronological age.The following Rating Key will be used to determine a rating for each indicator. All ratings will be determined based on the evidencefrom both the observation and the teacher interview. Ratings will be circled on the Score Sheet used for each individual observation.R: Rarely Evident, 0-25%S: Sometimes Evident, 26-75% of the timeC: Consistently Evident, 76-100% of the timeCircle the appropriate choice for each indicator.2Format 3 – Original Teacher Observation Form - Revised August 2004
Observation:#1 IndividualizationTeachers use their knowledge of child development and their relationships with children and their families to appreciate thediversity of each class and to respond to each child’s unique needs and potential.IndicatorWhat you might see1.1 Teachers promote positiveself-concept by interactingwith individual children in away that is consistent withtheir knowledge of childdevelopment.Interact frequently with each child, showingaffection, interest, and respect.Examples/Further Notes for ClarificationTalk in a friendly, courteous, and respectful,manner to children at their eye level, usingindividual children’s names.Make non-verbal connections with childrenby smiling, touching and holding.Be aware of the strengths of each child’spersonality and his/her accomplishmentsover time; identify and acknowledge eachchild daily for their individual skills andachievements, ensuring that every child getsrecognized.Communicate with families about theirchildren’s achievements (sample activities:letters, telephone, etc.).Demonstrate knowledge in developmentaltheory by matching learning strategies andexpectations with developmental capabilities.IndicatorWhat you might seeExamples/Further Notes for Clarification3Format 3 – Original Teacher Observation Form - Revised August 2004
1.2 Teachers understand thatyoung children varyconsiderably in the patternand pace of their growth,thinking, language, andsocial capacities due toindividual differences andcultural persuasions.Serve as facilitators, supporting individualgrowth according to each child’s rate ofdevelopment.Treat children of all races, ethnicity, religions,family backgrounds, socio-economic levels,cultures, and both sexes equally with respectand consideration.Provide children with equal opportunities totake part in all activities.Recognize the individual needs of children,including those of children with disabilities;and create and modify learning experiencesto meet those needs.Develop tasks taking into account individuallearning styles of students (sample activities:an interview, posters for visual learners).Present opportunities for choice and allowtime for students to work independently inself-selected groups.4Format 3 – Original Teacher Observation Form - Revised August 2004
IndicatorWhat you might see1.3 Teachers learn about theculture, history, values, andattributes of the families andindividual children theyserve.Engage individual children in conversationsabout people, places, and things that aremeaningful to them; and provideopportunities for them to share their ideaswith other children.Examples/Further Notes for ClarificationRecognize and support contributions ofethnic groups, particularly groupsrepresented by children in the classroom.Use materials and equipment that reflect thediversity of the children and families servedin the classroom.Develop and engage in ways of regularlyrecognizing the culture and traditions ofchildren and their families.Facilitate students’ creating books,newspapers, and magazines that tell thehistory and values of various ethnic groups.Provide opportunities for children andparents to develop educational materialsreflecting national traditions and customs,etc.5Format 3 – Original Teacher Observation Form - Revised August 2004
Promote involvement of children asorganizers of festivals/holiday events,exhibitions, sports competitions, excursions,newspaper development, and other learningactivities; all reflecting the variety of culturalbackgrounds of the families andcommunities.Observation:#2 Learning EnvironmentTeachers promote a caring, stimulating, and inclusive classroom by organizing the environment in ways that best facilitate childrentaking learning risks, practicing democracy, and working both cooperatively and independently.IndicatorWhat you might see2.1 Teachers understand thedevelopmental influence ofthe physical setting onchildren.Introduce activity centers that allow childrento move safely around the classroom andencourage children to make choices andExamples/Further Notes for Clarificationactively learn.Provide individual space for children to keeptheir personal belongings.Present developmentally appropriatematerials, including teacher-made materials,that reflect diverse racial, gender, and ageattributes, and that can be adapted for useby all children.Encourage play, experimentation, andexploration with multi-purpose, open-endedmaterials.6Format 3 – Original Teacher Observation Form - Revised August 2004
Attractively display all children’s work attheir eye level, in the classroom, and onbulletin boards for all to see.Modify the physical space to meet theneeds of different age groups, individualchildren and/or content focus; evaluatechanges in needs over time as children grow(mentally and physically).Provide educational materials, whichmotivate students to conduct independentsearches for information (e.g., vocabularies,encyclopedias, etc.).Extend educational resources by usingcommunity resources (libraries, factories,clubs, community members, etc.).Develop learning materials with children thatare individualized for a learning activity orstudent needs.Share responsibility for the learningenvironment and classroom resources withstudents by having students makeannouncements, initiate activities, and havejob responsibilities.7Format 3 – Original Teacher Observation Form - Revised August 2004
IndicatorWhat you might see2.2 Teachers model, encourage,and offer possibilities forchildren in the classroom toform and practice democraticvalues.Model an empathetic attitude and positiveways of communicating, with an emphasison problem solving and conflict resolution.Examples/Further Notes for ClarificationInvolve children in setting clear expectationsfor behavior and participation in classroomactivities by developing classroom rules andconsequences.Show respect for the thoughts andjudgments of each child.Model and encourage positive interactionsbetween teacher and children, between andamong children, and between teachers andother staff.Recognize and create opportunities forchildren to make choices.Clearly communicate expectations, ideas,and goals.Use situations in school and community lifeto help children distinguish discrimination,biases, and stereotypes and to discussethical aspects of inequality.8Format 3 – Original Teacher Observation Form - Revised August 2004
Provide opportunities to make joint solutionsand develop joint rules (e.g., debates andnegotiations).Create opportunities (e.g., use morningmeetings) and take advantage of situationsfor students to practice compromise andconsensus building.IndicatorWhat you might see2.3 Teachers facilitatecooperative learning bycreating and modelingexpectations for behaviorduring cooperative work.Formulate clear expectations.Examples/Further Notes for ClarificationApply principles of fairness and equity whengrouping children, recognizing competence,effort and performance.Create situations in which childrencooperate, take turns, and help one anothertoward achieving a positive outcome.Facilitate the progress of self-regulation inchildren by providing materials, time, andappropriate room arrangement for childrento select and plan their own activities.9Format 3 – Original Teacher Observation Form - Revised August 2004
Observation:# 3 Family ParticipationTeachers build partnerships with families to ensure optimum support for children’s learning and developmental needs.IndicatorWhat you might see3.1 Teachers welcome parentsand family members into theclassroom to participate in theeducational process.Signs are posted welcoming families to theclassroom and school.Examples/Further Notes for ClarificationWritten information is available to visitingparents to guide their involvement.Inform parents about long-term and shortterm curriculum plans and provideinformation about opportunities for how busyparents can be involved in the classroom.IndicatorWhat you might see3.2 Teachers regularlycommunicate with parentsand families to enhancesupport for children’slearning.Welcome and familiarize families with theprogram’s philosophy, goals,methodology, and operating proceduresthrough written materials and open housepresentations.Examples/Further Notes for ClarificationGreet parents and families at drop-off andpick-up times. Either pick-up or dropoff must be observed.10Format 3 – Original Teacher Observation Form - Revised August 2004
Conduct parent-teacher conferences to talkabout individual children’s,accomplishments, and difficulties, and tosolicit information regarding parentexpectations, goals, concerns and needs.This may not be easily observed, please refer to thelist of additional questions during the teacherinterview.Individualize communication with families.Possible communication methods includevisiting children and their families at home,writing notes and exchanging notebooks forcommunication between home and school,and telephoning parents to relay informationregarding day-to day-happenings andchanges in a child’s physical or emotionalstate.Write progress reports for each child.This may not be easily observed, please refer to thelist of additional questions during the teacherinterview.Maintain a portfolio for each child withwritten information and samples of child’swork.This may not be easily observed, please refer to thelist of additional questions during the teacherinterview.Request parents’ contributions forevaluation criteria.11Format 3 – Original Teacher Observation Form - Revised August 2004
IndicatorWhat you might see3.3 Teachers collect informationabout family member’s’interest, hobbies, culturalbackgrounds, andprofessions and encouragethem to contribute to theprogram in various ways.Use a variety of written information (e.g.,,bulletin boards, personal invitations, andclassroom newsletters) to educate familiesabout projects and events in the classroomand to invite them to participate.Examples/Further Notes for ClarificationThis may not be easily observed, please refer to thelist of additional questions during the teacherinterview.Encourage family members to organize fieldtrips, visits, excursions, sports events,drama performances, camps, and summeror winter holidays for children.This may not be easily observed, please refer to thelist of additional questions during the teacherinterview.Encourage parents to contribute tomeaningful learning by initiating themes,coming as experts, and sharing artifacts andother materials.Use a parent survey to determine areas ofexpertise and willingness to becomeinvolved.IndicatorWhat you might see3.4 Teachers shareresponsibilities with families inthe decision-making processconcerning children’seducation.Share information about child developmentand learning that parents can apply athome.Provide resources that parents can use toextend and complement classroom-learningactivities.Examples/Further Notes for ClarificationThis may not be easily observed, please refer to thelist of additional questions during the teacherinterview.12Format 3 – Original Teacher Observation Form - Revised August 2004
Organize interactive workshops modelingproblem solving.Seek parents’ goals for their children.How are parents involved in planning theirchildren’s educational goals (e.g.,conferences, surveys, parent-childclassroom activities)?IndicatorWhat you might see/What youmight ask the teacher3.5 Teachers provideopportunities for parents tolearn and share knowledgeabout care, development andeducation.Discuss child-rearing practices and childdevelopment, including cultural influences,in order to provide consistency for children.IndicatorWhat you might see/What youmight ask the teacher3.6 Teachers help families toobtain support and servicesfor their children.Promote parent advocacy for children’seducational rights by offering parentalprograms.Examples/Further Notes for ClarificationHold family socials during evenings, withdiscussions that promote exchange ofcustoms and child-rearing practices.Examples/Further Notes for ClarificationHow do you involve parents in advocatingfor their children’s educational rights?Seek to establish contacts with importantinstitutions in the community to receiveresources for children and their families.How do you establish contacts withimportant institutions in the community toreceive resources for children and theirfamilies?13Format 3 – Original Teacher Observation Form - Revised August 2004
Assist families in engaging peers andnetworks for information and support.How do you assist families in engagingpeers and networks for information andsupport?Regularly inform local media of schoolevents and needs.Observation:#4 Teaching Strategies for Meaningful LearningTeachers design and implement varied strategies to promote conceptual understanding, and to encourage innovation, creativity,independent inquiry, social cooperation, and exploration within and across the disciplines.IndicatorWhat you might see4.1 Teachers recognize the needfor a variety of teachingapproaches to accommodatethe different learning styles,temperaments, andpersonalities of individualchildren.Adapt materials and teaching approach toreflect individual children’s developmentalneeds, interests, and diversities.Examples/Further Notes for ClarificationAllow individual children to make choiceswithin the classroom, and to plan what theywill accomplish each day.Provide relevant enrichment activities,assignments, and choices, structured toextend learning for students who completetheir task ahead of time.Use different techniques and visuals to meetdiverse educational needs (e.g., posters,time-charts, video-tapes, tapes, hands-onmaterials, manipulatives, etc.).IndicatorWhat you might seeExamples/Further Notes for Clarification14Format 3 – Original Teacher Observation Form - Revised August 2004
4.2 Teachers create andimplement cooperativelearning activities to enablechildren to achieve higherlevels of understanding, tomaintain collaborativerelationships among peers,and develop interpersonalskills and to foster thecapacity to work asindependent learners.Give children the responsibility of workingtogether and problem solving to achieve acommon goal.Provide situations in which children areencouraged to take turns, listen to oneanother, and share materials.Organize children in diverse groupings(pairs, small clusters, or large groups) inorder for them to gain a broader perspectivethrough the sharing of knowledge, ideas, andopinions.Show respect towards rules/normsestablished in the classroom, thus modelingand encouraging the students to do thesame.Keep different materials posted in theclassrooms, regulating collaborative effortsof children (e.g., scored discussions, criteriafor group work, definitions of various roles,etc.).Apply principles of fairness and equity whengrouping children, recognizing competence,effort, and performance.Arrange furniture so children can workindividually, in small clusters, or in a largegroup.15Format 3 – Original Teacher Observation Form - Revised August 2004
Articulate clear expectations for students’participation and behavior duringcooperative work by defining specific rolesto promote cooperation.Make necessary adjustments andaccommodations to enable successfulparticipation of all children in cooperativework.IndicatorWhat you might see4.3 Teachers use a range ofdevelopmentally appropriateactivities, experiences andmaterials that are selected toengage children in active,meaningful learning.Foster positive self-identity and sense ofemotional well being.Examples/Further Notes for ClarificationDevelop social skills and knowledge.Encourage children to think, reason,question, and experiment.Stimulate language and literacydevelopment.Enhance physical development skills.Provide materials that reflect differences inthe classroom in terms of gender, culture,religion, and learning differences, andincorporate them into various activities (e.g.,family books, etc.).16Format 3 – Original Teacher Observation Form - Revised August 2004
Organize group work, and encouragedebate among students through discussionof controversial issues.Encourage children to lead, run, andfacilitate group activities.Ask open-ended questions.Provide different situations for students topresent to the group, to share and to drawconclusions (e.g., book selling, author’schair, writer’s notebook).Use different energizers for transitions.Provide materials that promote problemsolving.Select materials that are culturally sensitiveto promote social inclusion.IndicatorWhat you might see4.4 Teachers value and createopportunities for informallearning in the classroomduring transition times, cleanup, classroom job time etc.Post a job chart.Examples/Further Notes for ClarificationCollect children’s reflections and feedbackon various activities such as taking care ofanimals in the classroom, organizinglunchtime, regulating outdoor activities, etc.Organize opportunities (non curriculumbased instruction) related to development ofsocial skills (e.g., expressing feelings, takingturns, etc., through dramatization, puppetmaking, drawing, painting, etc.).17Format 3 – Original Teacher Observation Form - Revised August 2004
Model desired behavior informally, joiningthe children at snack and encouraging themby participating in conversations.IndicatorWhat you might see4.5 Teachers create integratedunits to help children see theinterrelationships betweenand among learning conceptsand everyday experiences.Use both teacher-selected and childinitiated topics to create thematic unitsthroughout the school year.Examples/Further Notes for ClarificationPresent activities that build on children’sprevious skills and knowledge.Children are encouraged to extend activitiesover time e.g., continue art project forseveral days.Encourage use of different sources ofinformation for students’ learning (e.g.,encyclopedia, books brought from home,family stories, picture albums, Internet, andresources within the community).#5 Planning and AssessmentTeachers create plans based upon national standards, program goals, and individual needs of children and a systematicapproach for observing and assessing each child’s progress.IndicatorWhat you might see/What you might Examples/Further Notes for Clarificationask the teacher18Format 3 – Original Teacher Observation Form - Revised August 2004
5.1 Teachers recognize theimportance of thoughtful,long-term planning.Create plans that reflect the whole-childapproach, addressing concurrently thephysical, cognitive, language literacy, social,and emotional aspects of children.Prepare thematic units and projects basedon children’s interests, and identify basicconcepts, ideas, and skills for children toacquire that align with required teachinggoals.Develop a plan with examples that include:– What will happen when the children firstcome to school?– How and when will rules and routines beestablished?– How will families be involved?– How will special events and holidays becelebrated?– Which developmental milestones will beachieved?Create lesson plans that include nationalstandards aligned with curriculum, activelearning methodology, and multiplemeasures for demonstrating competence.Indicator5.2 Teachers develop short-termplans for projects andlearning.What you might seeExamples/Further Notes for ClarificationInclude a variety of activities within the dailyplan to accommodate the diversity oflearning styles and abilities of children.19Format 3 – Original Teacher Observation Form - Revised August 2004
Provide a balance between quiet and activeperiods, indoor and outdoor activities,individual, small and large group activities,and structured and unstructured learning.This should be scored based on the schedule ofclassroom during the observation.Modify plans according to class dynamics,unexpected environmental or schedulechanges, and/or an individual’s specialneeds.Use a variety of sources to design learningactivities that extend beyond the classroomand inspire ongoing inquiry.Reinforce cooperative learning, peer tutoring,and student-to-student interaction.Use assessment measures that aresufficiently comprehensive and include levelsof Bloom’s taxonomy (analyze, synthesize,evaluate, generalize, etc.).Connect integrated knowledge withknowledge from other subjects.Indicator5.3 Teachers involve children,families, and otherWhat you might seeExamples/Further Notes for ClarificationUse children’s interests as a guide forpresenting concepts in a meaningful way.20Format 3 – Original Teacher Observation Form - Revised August 2004
professionals in the planningprocess.Include special interests of families, staff,and other community members in planning toprovide a more varied learning environment.Use children’s reflections on their work,knowledge and experiences in the planningprocessActivate prior student knowledge,incorporating children’s interests.Solicit information (using interviews or othercommunication methods) from parents abouttheir expertise to incorporate into lessonplans.Solicit information (using interviews or othercommunication methods) from parents abouttheir expectations for their child, andincorporate this information into individualinstructional/teaching/educational plans.IndicatorWhat you might see5.4 Teachers use a variety ofongoing assessmentstrategies, avoiding biasesand labeling.Gather information(e.g., anecdotal records, narratives, checklists, and conversations with children)regarding how children spend their time,interact socially, work with materials, uselanguage, problem solve.Examples/Further Notes for Clarification21Format 3 – Original Teacher Observation Form - Revised August 2004
Collect children’s samples of writing,artwork, audio-tapes of oral reading, dictatedstories, literature response logs, and recordsof group participation projects.Demonstrate the benefits and limitations ofdifferent methods of evaluation, and justifythe methods selected.Create informal tools for evaluation.Create alternate assessments that includeindividual accommodations and modifications(more time, read passages, assistivetechnology, etc.) for students with uniquelearning needs.Indicator5.5 Teachers encourage childrento become skillful at judgingtheir own work and the workof their peers.What you might seeExamples/Further Notes for ClarificationAsk children to contribute comments on theirown and peers’ work and to and receivecomments on their work.Allow children to choose and explain theirpreferences for particular pieces of work.Encourage children to listen critically indiscussions and oral presentations.22Format 3 – Original Teacher Observation Form - Revised August 2004
Ensure that students are aware of evaluationcriteria in advance and that studentsparticipate in the development of thosecriteria.Use rubrics and share criteria for evaluationon a regular basis with studentIndicator5.6 Teachers, individually or as ateam, analyze collectedinformation to assess andplan further steps for theindividual progress of eachchild.What you might seeExamples/Further Notes for ClarificationInclude children and families in assessing thechild’s educational plan.Help students succeed by integratingapproaches to test taking with normalclassroom instruction.Keep written plans for children based on datafrom observations.Maintain documentation of child progressand planning (i.e. student portfolio, goalsetting, and other collected data).IndicatorWhat you might see5.7 Teachers share progress withparents and create long andshort term goals.Identify and build upon each child’s strengthsand interests to improve student outcomes.Examples/Further Notes for ClarificationReview and implement plans developed forchildren who need extra support.Use assessments to gather information forinstruction.23Format 3 – Original Teacher Observation Form - Revised August 2004
#6 Professional DevelopmentTeachers regularly evaluate and strengthen the quality and effectiveness of their work and collaborate with colleagues toimprove programs and practices for young children and their families.IndicatorWhat you might see/What you might Examples/Further Notes for Clarificationask the teacher6.1 Teachers continuouslyreflect, self-assess, andevaluate the effect of theirpractices.Examine strengths and weaknesses ofteaching practices, and formulate a plan forimprovement where needed.How do you examine the strengths andweaknesses of your teaching practices?How do you create a plan to improve?Evaluate results of their work and seek inputsystematically from a variety of sources (e.g.,student assessment data, peers, m
Read this form and the detailed description of teacher standards outlined in the Step by Step Teacher Standards for Preschool and Primary Grades BEFORE beginning to rate the classroom. Ensure the Teacher to be rated has received the What to Expect handout and is
grade step 1 step 11 step 2 step 12 step 3 step 13 step 4 step 14 step 5 step 15 step 6 step 16 step 7 step 17 step 8 step 18 step 9 step 19 step 10 step 20 /muimn 17,635 18,737 19,840 20,942 22,014 22,926 23,808 24,689 325,57! 26,453 /2qsohrs steps 11-20 8.48 9.0! 9.54 10.07 10.60 11.02 11.45 11.87 12.29 12.72-
Special Rates 562-600 Station Number 564 Duty Sta Occupation 0083-00 City: FAYETTEVILL State: AR Grade Suppl Rate Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Step 10 Min OPM Tab Eff Date Duty Sta Occupation 0601-13 City: FAYETTEVILL State: AR Grade Suppl Rate Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Step 10 Min OPM Tab Eff Date
Grade Minimum Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Mid-Point Step 8 Step 9 Step 10 Step 11 Step 12 Step 13 Step 14 Maximum Step 15 12/31/2022 Accounting Services Coordinator O-19 45.20 55.15 65.10 Hourly 94,016 114,712 135,408 Appx Annual 12/31/2022 Accounting Services Manager O-20 47.45 57.90 68.34 Hourly
Shake the bag so that everything mixes together (at least 1 min.) Store in a dark, dry place for 5 days Primary Growing Process Steps one Step two Step three Step four Step five Final step 11 12 Step two Step three Step five Step four Step one Step three Step 7, 8, & 9 Step four Step ten Step 3 &am
2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
Wendy Lloyd, Teacher Emily Johnson, Teacher Lora McFarland, Teacher Jenna Miller, Psychologist Anne Nelson, Teacher Lacie North, Teacher Tricia Pearson, SLP Sally Rogers, Teacher Kristen Sessions, Teacher Emily Shaw, SLP Bailee VanZeben, Teacher Kristen Walters, SLP L
David Lee Teacher Christine Lyon Teacher Terry Marmion Speech Therapist Lynda McGarvey Teacher . Steve Ramsay Teacher Linda Redmann Cook Linda Rickert Teacher Daniel Rottier Teacher . Diane Sellhorn Teacher Lori Shepard Cook Jane Steele Teacher Bob Streeter Security Deborah Thiel Cook Ti
AngularJS Tutorial W3SCHOOLS.com AngularJS extends HTML with new attributes. AngularJS is perfect for Single Page Applications (SPAs). AngularJS is easy to learn. This Tutorial This tutorial is specially designed to help you learn AngularJS as quickly and efficiently as possible. First, you will learn the basics of AngularJS: directives, expressions, filters, modules, and controllers. Then you .
