2d: Managing student behavior There is no evidence that standards of conduct have been established, and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive, or disrespectful of student dignity. It appears that the teacher has made an effort to establish standards of conduct for students. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. Teacher response to student misbehavior is appropriate and respects the students’ dignity. Standards of conduct are clear, with evidence of student participation in setting them. Teacher’s monitoring of student behavior is subtle and preventive, and teacher’s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. Evidence: ( Briefly document evidence, if any, that supports this area) 2e: Organizing physical space The physical environment is unsafe, or some students don’t have access to learning. There is poor alignment between the physical arrangement and the lesson activities. The classroom is safe, and essential learning is accessible to most students, and the teacher’s use of physical resources, including computer technology, is moderately effective. Teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology. The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson. Evidence: ( Briefly document evidence, if any, that supports this area)
Evidence: ( Briefly document evidence, if any, that supports this area) 4b: Maintaining Accurate Records The information management system on student completion of assignments, student progress in learning and/or non-instructional activities is either absent or in disarray. The information management system for student completion of assignments, progress in learning and/or activities is rudimentary, and/or requires frequent monitoring for accuracy. The information management system for student completion of assignments, student progress in learning and/or non-instructional activities is fully effective. The information management system for student completion of assignments, progress in learning and/or activities is fully effective, and students contribute to its maintenance and/or interpretation. Evidence: ( Briefly document evidence, if any, that supports this area) (Teacher Summative Assessment Form, page 8) 4c: Communicating with Families The educator provides little/no information to families about the instructional program and/or individual students; communication with families is insensitive or inappropriate to the culture of the families and/or makes no attempt to engage families in the instructional program. The educator provides minimal and/or occasionally insensitive communication/responses to family concerns; partially successful attempts to engage families in the instructional program. The educator provides frequent, culturally- appropriate information to families about the instructional program, student progress, and responses to family concerns; frequent, successful efforts to engage families in the instructional program. The educator provides frequent, information to families with student input; successful efforts to engage families in the instructional program to enhance student learning. Evidence: ( Briefly document evidence, if any, that supports this area) 4d: Participating in a Professional Community Professional relationships with colleagues are negative or self-serving; teacher avoids participation in a culture of inquiry and/or avoids becoming involved in school events Professional relationships are cordial and fulfill required school/district duties; include involvement in a culture of inquiry, school events and/or school/district projects when Professional relationships are characterized by mutual support and cooperation; include active participation in a culture of professional inquiry, job related school events and school/district projects, with teacher Professional relationships are characterized by mutual support, cooperation and initiative in assuming leadership in promoting a culture of inquiry and making substantial
and/or school and district projects. making substantial contributions. contributions to school/district projects. Evidence: ( Briefly document evidence, if any, that supports this area) 4e: Growing and Developing Professionally Teacher engages in no professional development activities and/or resists feedback on teaching performance and/or no effort to share knowledge with others or to assume professional responsibilities. Teacher engages in professional activities to a limited extent and/or accepts with some reluctance feedback on teaching performance and/or finds limited ways to contribute to the profession. Teacher engages in seeking out professional development opportunities, welcomes feedback on performance and participates actively in assisting other educators. Teacher engages in seeking out opportunities for professional development and makes a systematic effort to conduct action research, seeks out feedback and initiates important activities to contribute to the profession. Evidence: ( Briefly document evidence, if any, that supports this area) (Teacher Summative Assessment Form, page 9) 4f: Showing Professionalism Teachers professional interactions are characterized by questionable integrity, lack of awareness of student needs, and/or decisions that are self-serving, and/or do not comply with school/district regulations. Teacher interactions are characterized by honest, genuine but inconsistent attempts to serve students, decision-making based on limited data, and/or minimal compliance with school/district regulations. Teacher interactions are characterized by honesty, integrity, confidentiality and/or assurance that all students are fairly served, participation in team or departmental and/or full compliance with school/district regulations. Teacher interactions are characterized by the highest standards of honesty, integrity and confidentiality; assumption of leadership role with colleagues, in serving students, challenging negative attitudes/practices, and in ensuring full compliance with school/district regulations. Evidence: ( Briefly document evidence, if any, that supports this area) A discussion based on the teacher summative assessment took place. This form completes the summative assessment. The teacher’s signature represents that they received a copy and does not represent agreement