LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Transcription

1 DOMAIN 1: PLANNING AND PREPARATION Component 1a: Demonstrate Knowledge of Curriculum Design Elements: Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content related pedagogy Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content related instructional practices In planning and practice, teacher Teacher is familiar with the Teacher displays solid knowledge of Teacher displays extensive makes content errors or does not important concepts in the discipline the important concepts in the knowledge of the important correct errors made by students. but may display lack of awareness of discipline and how these relate to concepts in the discipline and how how these concepts relate to one one another. these relate both to one another another. and to other disciplines. Teacher s plans and practice display Teacher s plans and practice indicate Teacher s plans and practice reflect Teacher s plans and practices reflect little understanding of prerequisite some awareness of prerequisite accurate understanding of understanding of prerequisite relationships important to student relationships, although such prerequisite relationships among relationships among topics and learning of the content. knowledge may be inaccurate or topics and concepts. concepts and a link to necessary incomplete. cognitive structures by students to ensure understanding. Teacher displays little or no Teacher s plans and practice reflect Teacher s plans and practice reflect Teacher s plans and practice reflect understanding of the range of a limited range of instructional familiarity with a wide range of familiarity with a wide range of instructional practices suitable to practices or some approaches that effective instructional practices in effective instructional practices in student learning of the content. are not suitable to the discipline or the discipline. the discipline, anticipating student to the students. misconceptions. Page 8

2 DOMAIN 1: PLANNING AND PREPARATION Component 1b: Demonstrating Knowledge of Students Elements: Knowledge of child and adolescent development Knowledge of the learning process Use of strategies Accommodations and modifications Use of resources for students Knowledge of child and adolescent development Knowledge of the learning process Use of strategies Accommodations and modifications (GT, ESS, ELL, ESL, Medical needs, Problem Solving Teams, etc.) Use of Resources for students Teacher displays little or no knowledge of the developmental characteristics of the age group. Teacher displays partial knowledge of the developmental characteristics of the age group. Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, teacher displays knowledge of the extent to which individual students follow the general patterns. Teacher sees no value in Teacher recognizes the value of Teacher s knowledge of how Teacher displays extensive and understanding how students learn knowing how students learn, but students learn is accurate and subtle understanding of how and does not seek such information. this knowledge is limited or current. Teacher applies this students learn and applies this outdated. knowledge to the class as a whole knowledge to individual students. and to groups of students. Teaching strategies are carried out by rote and lessons are designed with a one size fits all approach. The teacher is passive in the development of appropriate accommodations and sometimes fails to carry out recommended modifications or accommodations. The teacher may use different strategies, but they are used with little thought about their effectiveness in helping students learn the material. The teacher may use different strategies that take into account different learning styles or multiple intelligences. Teacher s use of various strategies is effective in helping students learn the material. The teacher attempts to meet the needs of all students in the class, by differentiating whenever and wherever possible. The teacher is passive in the development of appropriate accommodations and modifications. The teacher works with colleagues and/or educational specialist to develop appropriate accommodations and modifications. The teacher works with educational specialists to develop appropriate accommodations and modifications. The teacher is able to adjust the plan on the spot in order to make information more accessible. Teacher is unaware of resources for Teacher displays awareness of Teacher displays awareness of Teacher s knowledge of resources students available through the resources for students available resources for students available for students is extensive, including school or district. through the school or district but no through the school or district and those available through the school knowledge of resources available some familiarity with resources or district, in the community, and on more broadly. external to the school and on the the Internet. Internet. Page 9

3 Learning activities Instructional materials and resources Lesson and unit structure DOMAIN 1: PLANNING AND PREPARATION Component 1c: Designing Coherent Instruction Elements: Learning activities Instructional materials and resources Instructional groups Lesson and unit structure Learning activities are not suitable to students or to instruction and are not designed to engage students in active intellectual activity. Only some of the learning activities All of the learning activities are are suitable to meet students suitable to meet students instructional needs. Some represent instructional needs, and most a moderate cognitive challenge, but represent significant cognitive with no differentiation for different challenge, with some differentiation students. for different groups of students. Materials and resources are not suitable for students and do not support the instruction or engage students in meaningful learning. Learning activities are highly suitable to diverse learner s instructional needs. They are all designed to engage students in high level cognitive activity and are differentiated, as appropriate, for individual learners. Some of the materials and resources All of the materials and resources are suitable to students, support the are suitable to students, support the instruction, and are intended to instruction, and are intended to engage students in meaningful engage students in meaningful learning. learning. All of the materials and resources are suitable to students, support the instruction, and are intended to engage students in meaningful learning. There is evidence of appropriate use of technology and of student participation in selecting or adapting materials. The lesson or unit has no clearly The lesson or unit has a recognizable The lesson or unit has a clearly The lesson s or unit s structure is defined structure, or the structure is structure, although the structure is defined structure around which clear and allows for different chaotic. Activities do not follow an not uniformly maintained activities are organized. Progression pathways according to diverse organized progression, and time throughout. Progression of activities of activities is even, with reasonable student needs. The progression of allocations are unrealistic. is uneven in complexity, with most time allocations. (Progression of activities is highly coherent. time allocations reasonable. activities is even: moving from (Example: easy to harder, simple to simple to complex and including complex, one domain to another) more than one learning style with reasonable time allocations.) Page 10

4 DOMAIN 1: PLANNING AND PREPARATION Component 1d: Designing Student Assessments Elements: Criteria and standards Design of formative assessments Use of classroom assessment for planning Use of standardized assessments for planning (CSAP, DIBELS, MAPS, etc.) Criteria and standards Design of formative assessments Use of classroom assessment for planning Use of standardized assessments for planning (CSAP, DIBELS, MAPS, etc.) Proposed approach contains no criteria or standards. Assessment criteria and standards Assessment criteria and standards have been developed, but they are are clear. not clear. Assessment criteria and standards are clear; there is evidence that the students contributed to their development. Teacher has no plan to incorporate formative assessment in the lesson or unit. Approach to the use of formative assessment is rudimentary; it provides little feedback to guide instruction. Teacher has a well developed strategy to using formative assessment and has designed particular approaches to be used. Approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher has no plans to use Teacher plans to use classroom Teacher plans to use classroom Teacher plans to use classroom classroom assessment results in assessment results to design future assessment results to design future assessment results to design future designing future instruction. instruction for the class as a whole. instruction for groups of students. instruction for individual students. Teacher has no plans to use Teacher plans to use standardized Teacher plans to use standardized Teacher plans to use standardized standardized assessment results in assessment results to design future assessment results to design future assessments results to design future designing future instruction. instruction for the class as a whole. instruction for groups of students. instruction for individual students. Page 11

5 DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2a: Establishing a Culture for Learning Elements: Importance of the content Expectations for learning and achievement Importance of the content Expectations for learning and achievement Teacher or students convey a Teacher verbally communicates Teacher communicates enthusiasm Teacher fosters active participation, negative attitude toward the importance of the work but with for the content through selection of curiosity, and student initiative in content, suggesting that it is not little conviction and only minimal activities, and students demonstrate the content area. important or has been mandated by apparent buy in by the students. consistent awareness of its value. others. Activities and assignments, and classroom interactions convey low expectations for at least some students. Activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement. Activities and assignments, and classroom interactions convey high expectations for most students. Activities and assignments, and classroom interactions convey high expectations for all students. Students appear to have internalized these expectations. Page 12

6 DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2b: Managing Classroom Procedures Elements: Management of instructional groups Management of transitions Management of materials, supplies, and time. Performance of noninstructional duties Management of instructional groups Management of transitions Management of materials, supplies, and time Performance of noninstructional duties Students not working with the teacher are not productively engaged in learning. Students in only some groups are productively engaged in learning while unsupervised by the teacher. Small group work is well organized, and most students are productively engaged in the learning while unsupervised by the teacher. Small group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. Transitions are chaotic, with much time lost between activities or lesson segments. Only some transitions are efficient, resulting in some loss of instructional time. Transitions occur smoothly, with little loss of instructional time. Transitions are seamless, with little or no prompting from teacher. Materials and supplies are handled Routines for handling materials and Routines for handling materials and Routines for handling materials and inefficiently, resulting in significant supplies function moderately well, supplies occur smoothly, with little supplies are seamless, with students loss of instructional time. but with some loss of instructional loss of instructional time. assuming some responsibility for time. smooth operation. Systems for performing noninstructional Efficient systems for performing duties are minimally non instructional duties are in place, efficient, resulting in some loss of resulting in minimal loss of instructional time. instructional time. Considerable instructional time is lost in performing non instructional duties. Systems for performing noninstructional duties are well established, with students assisting in efficient operation of these duties. Page 13

7 DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2c: Managing Student Behavior Elements: Teacher interaction with students Expectations and Behaviors Monitoring of student behavior Response to student misbehavior Teacher interaction with students Expectations and Behaviors Monitoring of student behavior Response to student misbehavior Teacher interaction with at least Teacher student interactions are Teacher student interactions are Teacher interactions with students some students is negative, generally appropriate but may friendly and demonstrate general reflect genuine respect and caring demeaning, sarcastic, or reflect occasional inconsistencies, caring and respect. Such interactions for individuals as well as groups of inappropriate to the age or culture favoritism, or disregard for students are appropriate to the age and students. Students appear to trust of the students. Students exhibit cultures. Students exhibit only cultures of the students. Students the teacher with sensitive disrespect for the teacher. minimal respect for the teacher. exhibit respect for the teacher. information. No standards of conduct appear to Standards of conduct appear to have Standards of conduct are clear to all Standards of conduct are clear to all have been established, or students been established, and most students students. Student interactions are students and appear to have been are confused as to what the seem to understand them. Students generally polite and respectful. developed with student standards are. Conflict, sarcasm do not demonstrate disrespect for participation. and/or put downs are observable. one another. Student behavior is not monitored, Teacher is generally aware of Teacher is alert to student behavior Monitoring by teacher is subtle and and teacher is unaware of what the student behavior but may miss the at all times. preventive. Students monitor their students are doing. activities of some students. own and their peers behavior, correcting one another respectfully. Teacher does not respond to misbehavior, or the response is inconsistent, is overly repressive, or does not respect the student s dignity. Teacher attempts to respond to student misbehavior but with uneven results, or there are no major infractions of the rules. Teacher response to misbehavior is appropriate and successful and respects the student s dignity, or student behavior is generally appropriate. Teacher response to misbehavior is highly effective and sensitive to students individual needs, or student behavior is entirely appropriate. Page 14

8 DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2d: Organizing Physical Space Elements: Safety and accessibility Arrangement of furniture and use of physical resources Safety and accessibility Arrangement of furniture and use of physical resources The classroom is unsafe, or learning The classroom is safe, and at least The classroom is safe, and learning is The classroom is safe, and students is not accessible to some students. essential learning is accessible to equally accessible to all students. themselves ensure that all learning most students. is equally accessible to all students. The furniture arrangement hinders Teacher uses physical resources Teacher uses physical resources Both teacher and students use the learning activities, or the teacher adequately. The furniture may be skillfully, and the furniture physical resources easily and makes poor use of physical adjusted for a lesson, but with arrangement is a resource for skillfully, and students adjust the resources. limited effectiveness. learning activities as classroom furniture to advance their learning design allows. as classroom design allows. Page 15

9 Expectations for learning Directions and procedures Explanations of content Use of oral and written language DOMAIN 3: INSTRUCTION Component 3a: Communicating with Students Elements: Expectations for learning Directions and procedures Explanations of content Use of oral and written language Teacher s purpose in a lesson or unit is unclear to students. Teacher attempts to explain the Teacher s purpose for the lesson or instructional purpose, with limited unit is clear, including where it is success. situated within broader learning. Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests. Teacher s directions and procedures Teacher s directions and procedures Teacher s directions and procedures Teacher s directions and procedures are confusing to students. are clarified after initial student are clear to students. are clear to students and anticipate confusion. possible student misunderstanding. Teacher s explanation of the content is unclear or confusing or uses inappropriate language. Teacher s explanation of the content is uneven; some is done skillfully, but other portions are difficult to follow. Teacher s explanation of content is appropriate, recognizes diversity, and connects with students knowledge, experience, and diversity (ethnic, religious, cultural, gender, etc). Teacher s explanation of content is appropriate and connects with students knowledge and experience. Teacher encourages students to assist in explaining concepts to their peers and students feel comfortable sharing their backgrounds. Teacher s spoken language is Teacher s spoken language is Teacher s spoken and written Teacher s spoken and written inaudible, or written language is audible, and written language is language is clear and correct and language is correct and conforms to illegible. Spoken or written language legible. Both are used correctly and conforms to standard English. standard English. It is also contains errors of grammar or conform to standard English. Vocabulary is appropriate to the expressive, with well chosen syntax. Vocabulary may be Vocabulary is correct but limited or students ages, interests, and the vocabulary that enriches the lesson. inappropriate, vague, or used is not appropriate to the students subject matter. Teacher finds opportunities to incorrectly, leaving students ages or backgrounds. extend students vocabularies. confused. Page 16

10 Quality of questions for instructional purposes Discussion techniques *May be topic, curriculum, and grade level dependent Student participation in discussions DOMAIN 3: INSTRUCTION Component 3b: Using Questioning and Discussion Techniques Elements: Quality of questions for instructional purposes Discussion techniques Student participation in discussions Teacher s questions are virtually all of poor quality, with low cognitive challenge and single correct responses, and they are asked in rapid succession. Teacher s questions are a Most of the teacher s questions are combination of low and high quality, of high quality. Teacher uses higher posed in rapid succession. Only level questions when appropriate. some invite a thoughtful response. Adequate time is provided for students to respond. Teacher s questions are uniformly high quality and of varied levels, with adequate time for students to respond. Teacher encourages students to extend the discussion with their own questions. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results. Teacher creates a genuine discussion among students, stepping aside when appropriate. Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions. A few students dominate the discussion. Teacher attempts to engage all students in the discussion, but with only limited success. Teacher successfully engages the majority of students in the discussion. Teacher successfully engages all students in the discussion. Page 17

11 Activities and assignments Grouping of students Instructional materials and resources Structure and pacing DOMAIN 3: INSTRUCTION Component 3c: Engaging Students in Learning Elements: Activities and assignments Grouping of students Instructional materials and resources Structure and pacing Activates and assignments are inappropriate for students age or background. Students are not mentally engaged in them. Activities and assignments are Most activities and assignments are appropriate to some students and appropriate to students, and almost engage them mentally, but others all students are cognitively engaged are not engaged. in exploring content. All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding. Instructional groups are inappropriate to the students or to the instructional purpose. Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional purpose of the lesson. Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Teacher allows students input in the formation of instructional groups based on content need. Instructional materials and The instructional materials and The instructional materials and Instructional materials and resources are unsuitable to the resources are limited to the district resources come from a variety of resources come from a variety of instructional purposes or do not adopted materials only and the sources (district, internet, etc.) and areas, are suitable to the engage students mentally. students are only partially mentally are suitable to the instructional instructional purposes, and engage engaged with them. purposes and engage students students mentally through teacher mentally. guidance. Teacher allows students input in adaptation or creation of materials to enhance their learning. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed, or both. The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent. The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate The lesson s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students. Page 18

12 DOMAIN 3: INSTRUCTION Component 3d: Using Assessment in Instruction Elements: Assessment Criteria Monitoring of student learning using formative assessment Monitoring of student learning using standardized assessment Feedback to students Assessment criteria Monitoring of student learning using formative assessment Monitoring of student learning using standardized assessment (CSAP, DIBELS, MAPS, etc.) Feedback to students Students are not aware of the criteria and performance standards by which their work will be evaluated. Students know some of the criteria Students are aware of the criteria and performance standards by and performance standards by which their work will be evaluated. which their work will be evaluated. Students are fully aware of the criteria and performance standards by which their work will be evaluated and have contributed to the development of the criteria. Teacher does not monitor student Teacher monitors the progress of Teacher monitors the progress of Teacher actively and systematically learning in the curriculum. the class as a whole using a minimal groups of students using planned uses planned formative assessment formative assessment that gathers formative assessments that gathers to understand and monitor the little diagnostic information. general diagnostic information. progress of individual students. Teacher does not monitor student learning in the classroom. Teacher s feedback to students is of poor quality and not provided in a timely manner. Teacher monitors the progress of the class as a whole using a basic standardized assessment. Teacher monitors the progress of groups of students using planned standardized assessment. Teacher actively and systematically uses planned standardized assessment to understand and monitor the progress of individual student. Teacher s feedback to students is Teacher s feedback to students is uneven, and its timeliness is timely and of consistently highly inconsistent. quality. Teacher s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning. Page 19

13 Lesson adjustment Response to students Persistence DOMAIN 3: INSTRUCTION Component 3e: Demonstrating Flexibility and Responsiveness Elements: Lesson adjustment Response to students Persistence Teacher adheres rigidly to and Teacher attempts to adjust a lesson Teacher makes a minor adjustment Teacher successfully makes a major instructional plan, even when a when needed, with only partially to a lesson, and the adjustment adjustment to a lesson when change is clearly needed. successful results. occurs smoothly. needed. Teacher ignores or brushes aside Teacher attempts to accommodate Teacher successfully accommodates Teacher does not pass up an students questions or interests. students questions or interests, student s questions or interests. opportunity to enhance learning, although the pacing of the lesson is building on student interests or a disrupted.. spontaneous event. When a student has difficulty Teacher accepts responsibility for Teacher persists in seeking Teacher persists in seeking effective learning, the teacher either gives up the success of all students but has approaches for students who have approaches for students who need or blames the student or the only a limited repertoire of difficulty learning, drawing on a help, using an extensive repertoire student s home environment. instructional strategies to draw on broad repertoire of strategies. of strategies and soliciting additional resources from the school/district. Page 20

14 Accuracy Use in future teaching Teacher does not know whether a lesson was effective or achieved its instructional goals, or teacher profoundly misjudges the success of a lesson. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4a: Reflecting on Teaching Elements: Accuracy Use in future teaching Teacher has a generally accurate impression of a lesson s effectiveness and the extent to which instructional goals were met. Teacher makes an accurate assessment of a lesson s effectiveness and the extent to which it achieved its instructional goals and can cite general references to support the judgment. Teacher makes a thoughtful and accurate assessment of a lesson s effectiveness and the extent to which it achieved its instructional goals, citing many specific examples from the lesson and weighing the relative strengths of each. Teacher has no suggestions for how a lesson could be improved another time the lesson is taught. Teacher makes general suggestions about how a lesson could be improved another time the lesson is taught. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions. Page 21

15 Student completion of assignments Student progress in learning DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4b: Maintaining Accurate Records Elements: Student completion of assignments Student progress in learning Teacher s system for maintaining Teacher s system for maintaining information on student completion information on student completion of assignments is in disarray. of assignments is fully effective. Teacher has no system for maintaining information on student progress in learning, or the system is in disarray. Teacher s system for maintaining information on student completion of assignments is rudimentary and only partially effective. Teacher s system for maintaining information on student completion of assignments is fully effective. Teacher provides a means for students to participate in maintaining their own records. (Examples: syllabus, planner, assignment check list, etc.) Teacher s system for maintaining Teacher s system for maintaining information on student progress information on student progress in learning is rudimentary and in learning is fully effective. only partially effective. Teacher s system for maintaining information on student progress in learning is effective. Teacher provides a means for students to contribute information and to participate in additional learning activities. Page 22

16 Information about the instructional program DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4c: Communicating with Families Elements: Information about the instructional program Information about individual students Engagement of families in the instructional program Information about individual students Engagement of families in the instructional program (May be topic, curriculum, and grade level dependent) Teacher provides little or no information about the instructional program to families. Teacher participates in the school s activities for family communication but offers little additional information. Teacher provides frequent information to families, as appropriate, about the instructional program. (Examples: letters home, phone calls, electronic communication, etc.) Teacher provides frequent information to families, as appropriate, about the instructional program. Teacher provides a means for students to participate in preparing materials for their families. Teacher provides minimal information to families about individual students, or the communication is inappropriate to the cultures of the families. Teacher does not respond, or responds insensitively, to family concerns about students. Teacher adheres to the school s required procedures for communicating with families. Responses to family concerns are minimal or may reflect occasional insensitivity. Teacher communicates with families about students progress on a regular basis, and is available as needed to respond to family concerns. Communications are professional and timely. Teacher provides frequent information to families on student progress. Responses to family concerns are handled professionally and promptly. Teacher makes modest attempts to engage families in the instructional program. Teacher makes no attempt to engage families in the instructional program, or such efforts are inappropriate. Teacher s efforts to engage student s families in the instructional program are frequent and systematic. Teacher s efforts to engage students families in the instructional program are frequent and systematic. Teacher provides the means for students to contribute ideas for projects that could be enhanced by family participation. Page 23

17 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4d: Participating in a Professional Community Elements: Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects Teacher s relationships with colleagues are negative or self serving. Teacher maintains cordial Relationships with colleagues are relationships with colleagues to characterized by mutual support and fulfill duties that the school or cooperation. district requires. Relationships with colleagues are characterized by mutual support and cooperation. Teacher takes initiative in assuming leadership among the faculty. Teacher avoids participation in a Teacher becomes involved in the Teacher actively participates in a Teacher takes a leadership role in culture of inquiry, resisting school s culture of inquiry when culture of professional inquiry. promoting a culture of professional opportunities to become involved. required to do so. inquiry.. Teacher avoids becoming involved in school events.. Teacher avoids becoming involved in school and district projects Teacher participates in school events when specifically asked. Teacher volunteers to participate in school events, making a contribution of time and effort Teacher volunteers to participate in school events, making a contribution of time and effort and assumes a leadership role in at least one school activity or event. Teacher participates in school and Teacher volunteers to participate in district projects when specifically school and district projects. asked. Teacher volunteers to participate in school and district projects and assumes a leadership role in a school or district project. Page 24

18 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4e: Growing and Developing Professionally Elements: Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession Resources to extend content knowledge and pedagogy Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession Resources to extend content knowledge and pedagogy Teacher engages in no professional development activities to enhance knowledge or skill. Teacher participates in professional Teacher seeks out opportunities for activities to a limited extent when professional development to they are convenient. enhance content knowledge and Teacher seeks out opportunities for professional development and makes a systematic effort to apply pedagogical skill. new skills and knowledge. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues.. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and professional colleagues. Teacher welcomes feedback from colleagues when opportunities arise through professional collaboration Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher makes no effort to share Teacher finds limited ways to Teacher participates actively in Teacher initiates important activities knowledge with others or to assume contribute to the profession. assisting other educators. to contribute to the profession. professional responsibilities Teacher is unaware of resources to Teacher has an awareness of Teacher has an awareness of Teacher s knowledge of resources to enhance content and pedagogical resources to enhance content and resources to enhance content and enhance content and pedagogical knowledge available through the pedagogical knowledge available pedagogical knowledge available knowledge is extensive, including school or district. through the school or district but no through the school or district and those available through the school knowledge of resources available familiarity with some resources or district, in the community, more broadly. external to the school and on the through professional organizations Internet. and universities, and on the Internet. Page 25

19 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4f: Showing Professionalism Elements: Knowledge of child and adolescent development Knowledge of the learning process Use of strategies Accommodations and modifications Use of resources for students Compliance with school and district regulations and procedures Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school and district regulations and procedures Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is honest in interactions with colleagues, students, and the public. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, parents, and the general public. Teacher can be counted on to hold self to the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Teacher is not alert to students needs. Teacher contributes to school practices that result in some students being ill served by the school. Teacher s attempts to serve students are inconsistent. Teacher is active in serving students. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher does not knowingly Teacher works to ensure that all contribute to some students being ill students receive a fair opportunity served by the school. to succeed. Teacher makes decisions and recommendations based on selfserving interests. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher s decisions and Teacher maintains an open mind recommendations are based on and participates in team or limited though genuinely departmental decision making. professional considerations. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher does not comply with school and district regulations and procedures. Teacher complies minimally with school and district regulations and procedures, doing just enough to get by. Teacher complies fully with school and district regulations and procedures. Teacher complies fully with school and district regulations and procedures, taking a leadership role with new staff members. Page 26