Expected Teacher Actions include: Teacher incorporates engagement strategies aligned to the objective. There is a balance between teacher-directed and student-centered lesson. Teacher uses strategies that enable students to meet the objective, scaffolding and differentiation when appropriate. Teacher allows students to practice, and demonstrate mastery through discussion and/or writing. Expected Student Outcomes include: Students participate in a student-centered lesson. Students meet lesson objective. All students practice, apply and demonstrate content mastery. Indicator Guiding Questions: Do the engagement strategies purposefully align to the lesson objective? Is there a balance in teacher-directed instruction and student-centered learning? What do the students do to practice, apply and demonstrate content mastery? Is there sufficient discussion and writing to demonstrate mastery? What problem-solving strategies are taught or reinforced during the lesson?
Professionalism 1 – Professional Growth and Learning Descriptor Level 1 – Significantly Below Expectations The following best describes what is observed: Level 2 – Below Expectations The following best describes what is observed: Level 3 – Meeting Expectations The following best describes what is observed: Level 4 – Above Expectations Level 5 – Significantly Above Expectations Uses Feedback The educator acknowledges feedback from observations to improve identified areas of need; however, demonstrates little evidence of implementation. The educator meets all of Level 1 requirements and some of Level 3 requirements. The educator reflects on feedback from observations to improve identified areas of need and demonstrates evidence of implementation. Level 4 – Evidence fully supporting Level 3 is present, as well as one of the following: Level 5 - Evidence fully supporting Level 3 is present, as well as all of the following: 1. The educator reflects on feedback from observations to improve identified areas of need and demonstrates evidence of implementation and growth in identified areas of need.1 2. The educator selects professional learning opportunities related to self-assessed and identified growth areas resulting in improved practice and student outcomes. 3. The educator is consistently prepared, engaged with the content, and interactive with others during professional learning opportunities that are directly targeted at improving or enhancing practice. Professional Learning The educator engages in professional learning that is only observer-selected. The educator selects professional learning opportunities related to and/or identified growth Learning Engagement The educator is unprepared or disengaged in professional learning opportunities. The educator is prepared and engaged with the content during professional learning opportunities that are directly targeted at improving or enhancing practice. 1At Level 5, the educator not only shows evidence of implementing targeted actions listed in the Professional Growth and Support Plan after observations, but there is also evidence of growth in terms of teaching practice and/or student outcomes. Evidence may include, but is not limited to, improved observation scores in needed growth areas and/or improved student achievement data via formative and summative assessments related to the noted growth areas. Professionalism Domains
Expectations The following best describes what is observed: The following best describes what is observed: The following best describes what is observed: Level 5 – Significantly Above Expectations Contribution to School Community The educator inconsistently contributes to the school community by assisting and/or mentoring others. The educator meets all of Level 1 requirements and some of Level 3 requirements. The educator contributes to the school community by assisting others, including at least two of the of the following: Collaborative planning with subject and/or grade level teams Actively leading in a Professional Learning Community Coaching/mentoring Supervising clinical experiences Leading data driven professional learning opportunities. Level 4 – Evidence fully supporting Level 3 is present, as well as one of the following: 5 - Evidence fully supporting Level 3 is present, as well as all of the following: 1. The educator actively and consistently contributes to the school community by assisting and/or mentoring others, including successful engagement in three or more of the following: Collaborative planning with subject and/or level teams Actively leading in a Professional Learning Community Coaching/mentoring Supervising clinical experiences Leading data driven professional learning opportunities. 2. The educator seeks out opportunities to serve in leadership roles beyond the school level. Leadership Roles The educator does not in leadership roles beyond the school level. When presented with opportunities, the educator serves in leadership roles beyond the school level.9 9Examples of opportunities beyond the school level may include, but are not limited to, regional, district, or national conferences, organizations and advocacy groups.