Teacher does not engage students in metacognitive and regulatory strategies. Teacher infrequently engages students in metacognitive and regulatory strategies. Teacher repeatedly engages students in metacognitive or regulatory strategies such as self-monitoring, goal setting, and self-reflection. Teacher builds opportunities for students to use a set of metacognitive and regulatory strategies into the regular activity structure of the class.
8A: Communicates with Families and Community Little or no evidence is exhibited through verbal or visual examples that the teacher has had conversations with parents or community members. Teacher has conversations with parents or community members, but does not produce any meaningful changes in the classroom. Teacher collaborates with parents and community members with some positive impact in the classroom. Classroom exhibits some evidence of parent/community communications. Teacher collaborates frequently with parents and community members in order to advance their instructional program with high positive impact in the classroom. The teacher may express discouragement of parents contacting/communicating with him/her. Parents/community members are rarely invited in to contribute to student learning OR little evidence of community resources in the classroom. Parents/community members are periodically invited in OR teacher regularly brings in resources from the community to assist student learning. Parents/community members are periodically invited in to contribute to student learning AND teacher regularly brings in resources from the community to assist with student learning. No evidence exists that the teacher provides information about what is occurring in the classroom to students’ families. Evidence exists that teacher provides information about what is occurring in the classrooms to students’ families (e.g. class newsletter, parent post cards/notices, etc.) Evidence exists that teacher provides detailed and frequent information about what is occurring in the classrooms to students’ families. Evidence exists that teacher provides detailed and frequent information about what is occurring in the classrooms to students’ families. Students help prepare the information that will be sent to families. No evidence exists that teacher provides information about the students’ progress in the classroom to their families. Evidence exists that teacher provides information about the students’ progress to their families, but only when required by the school. Evidence exists that teacher provides detailed information about the student’s progress in the classroom to their families. Evidence exists that teacher provides detailed information about the student’s progress to their families, allowing the student to help reflect on the material presented to their families.
9C: Professional Development Teacher has poor attendance (more than 1 absence annually) at required seminars, workshops, and does not complete Professional Learning Profile (ePortfolio) entries (missing 1 or more annually) or submits them consistently late (two or more submissions annually submitted after the deadline). Teacher attends most seminars (no more than 1 absence annually), workshops and completes all of the minimally required Professional Learning Profile (ePortfolio) entries and has no more than 1 late submission annually. Professional Learning Profile does not exhibit evidence of engagement in professional development opportunities that are not required by the program or his/her employer. Teacher attends all seminars (no absences). S/he includes many Professional Learning Profile (ePortfolio) entries beyond those that are required, but not all are necessarily highly evident of his/her professional growth. All eportoflio assignments are completed and in a timely fashion (meeting all deadlines). Teacher attends all mandated, and optional program seminars, workshops, etc. S/he actively seeks out professional development that will enhance their practice based on feedback provided from colleagues and supervisors. S/he applies what s/he learns in to his/her practice. His/Her Professional Learning Profile (ePortfolio) entries are varied and multiple in number. They are highly evidence of his/her professional growth and attainment of the program’s outcomes. They are all submitted and on time. Teacher is unable to/does not identify local, state, or national professional organizations during observation debriefings, seminar discussions or in Professional Learning Profile (ePortfolio) entries. Teacher is able to Identify local, state, or national professional organizations during observation debriefings, seminar discussions, or in Professional Learning Profile (ePortfolio) entries. Teacher is able to identify and participate in local, state, or national professional organizations and during observations/debriefings or during seminar discussions references using resources from these organizations to implement best practices in the classroom. Teacher is participates actively in local, state, or national professional organizations. During observations/debriefings or during seminar discussions, s/he shows beyond cursory knowledge of the resources from these organizations and is able to use them to implement best practices in the classroom.