: Curriculum, Planning, and Assessment : Teaching All Students : Family and Community Engagement : Professional Culture A. 1. Subject Matter Knowledge 2. Child and Adolescent Development 3. Well-Structured Units and Lessons A. 1. Quality of Effort and Work 2. Student Engagement 3. Meeting Diverse Needs A. 1. Family Engagement A. 1. Reflective Practice 2. Goal Setting B. 1. Variety of Assessment Methods 2. Adjustments to Practice B. 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation B. 1. Learning Expectations 2. Curriculum Support B. 1. Professional Learning and Growth C. 1. Analysis and Conclusions 2. Sharing Conclusions With Colleagues 3. Sharing Conclusions With Students C. C. 1. Culturally Proficient Communication C. 1. Professional Collaboration D. 1. Creates and Maintains a Respectful Environment D. 1. Decision-making E. 1. High Expectations 2. Access to Knowledge E. 1. Shared Responsibility F. 1. Judgment 2. Reliability and Responsibility
I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Draws appropriate conclusions from a thorough analysis of a wide range of assessment data to inform instructional decisions and improve student learning. Draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data to inform short- and long-term instructional decisions that improve learning for all students. Models this practice for others. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Proactively and regularly shares conclusions and insights about student progress with all appropriate colleagues. Seeks and applies feedback from them about instructional and assessment practices that will support improved student learning. I-C-3. Sharing Conclusions With Students Provides little or no feedback to students their performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback to students about performance beyond grades but rarely shares strategies or solicits feedback from students on how to improve their performance toward objectives. Based on assessment data, provides descriptive feedback to students, engages them in constructive conversation, and seeks feedback that focuses on how students can improve their performance. Establishes regular feedback loops with students that support constructive conversation about student performance, progress, and improvements based on assessment data. Models this practice for others. STANDARD II: Teaching All Students
The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Unsatisfactory Needs Improvement Proficient Exemplary II-A-1. Quality of Effort and Work Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort. May high expectations for quality and effort, but provides few exemplars and rubrics, limited guided practice, and/or few other supports to help students know what is expected of them; may establish inappropriately low expectations for quality and effort. Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; provides exemplars, rubrics, and guided practice. Consistently demonstrates high expectations for the quality of student work and the perseverance and effort required to produce it; supports students to set high expectations for themselves and for each other to produce high-quality work. Models this practice for others. II-A-2. Student Engagement Uses instructional practices that leave most students uninvolved and/or passive participants in the content of the lesson. Uses instructional practices that motivate and engage some students in the content of the lesson, but leave others uninvolved and/or passive participants. Consistently uses instructional practices that are likely to motivate and engage most students in the content of the lesson. Consistently uses instructional practices that motivate and engage all students in the content of the lesson and independent work. Models this practice for others.
II-A-3. Meeting Diverse Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate inclusive practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners. Uses a variety of appropriate inclusive practices, such as tiered supports and scaffolded instruction, to address differences in individual students’ learning needs, abilities, interests, and levels of readiness, creating structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Models this practice for others. Indicator II-B. Learning Environment Creates and maintains a safe and collaborative learning environment that motivates students to take academic challenge themselves, and claim ownership of their learning. Unsatisfactory Improvement Proficient Exemplary II-B-1. Safe Learning Environment Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Models this practice for others. individually
IV-B-1. Professional Learning and Growth Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice. Participates only in required professional development activities and/or inconsistently or inappropriately applies new learning to improve practice. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instructional and leadership responsibilities. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources in a way that builds expertise of self and other educators, and improves student learning; assumes different instructional and leadership responsibilities. Indicator IV-C. Collaboration Collaborates effectively with colleagues on a wide range of tasks. Unsatisfactory Improvement Proficient Exemplary IV-C-1. Professional Collaboration Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on improving student learning. Does not consistently collaborate with colleagues in ways that support productive team effort. Consistently and effectively collaborates with colleagues on a wide range of tasks such as implementing units and lessons, examining student work, analyzing student performance, and planning appropriate interventions. Effectively leads peer collaboration in areas such as implementing standards-based units and well-structured lessons, examining student work, analyzing student performance, and planning appropriate intervention.
IV-F-1. Judgment Demonstrates poor professional judgment, fails to adhere to the school or district code of ethics, and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable professional judgment or insufficient knowledge of the school or district’s existing code of ethics, and/or inadvertently shares confidential information. Demonstrates professional judgment, adheres to the school or district’s existing code of ethics, and protects student confidentiality appropriately. Models sound, professional judgment, adheres to the school or district’s existing code of ethics, and protects student confidentiality appropriately. IV-F-2. Reliability & Responsibility Frequently fails to meet routine responsibilities, professional deadlines/assignments; and/or regularly fails to adhere to district attendance policies. most routine responsibilities but occasionally misses professional deadlines/assignments; and/or inconsistently adheres to district attendance policies. Consistently fulfills all professional responsibilities; is punctual and reliable; and adheres to district attendance policies. Consistently fulfills all professional responsibilities to high standards. Models this practice for others, including students.