I.B.2: Adjustment to Practice Quality Unsatisfactory Needs Improvement Proficient Exemplary Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Scope The scale of impact is on one student. The scale of impact is on a small group or subset of students. The scale of impact is all students in the classroom to which the candidate is assigned. The scale of impact is on all students in the classroom to which the candidate is assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which the candidate demonstrates this skill, action or behavior with quality is at least once. The frequency with which the candidate demonstrates this skill, action or behavior with quality is sometimes / occasionally. The frequency with the candidate demonstrates this skill, action or behavior with quality is most of the time. The frequency with the candidate demonstrates this skill, action or behavior with quality is all the time. Evidence for meeting the Adjustment to Practice Element:
II.A.3: Meeting Diverse Quality Unsatisfactory Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. The scale of impact is on one student. The scale of impact is on a small group or subset of students. The scale of impact is all students in the classroom to which the candidate is assigned. The scale of impact is on all students in the classroom to which the candidate is assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which the candidate demonstrates this skill, action or behavior with quality is at least once. The frequency with which the candidate demonstrates this skill, action or behavior with quality is sometimes / occasionally. The frequency with the candidate demonstrates this skill, action or behavior with quality is most of the time. The frequency with which the candidate demonstrates this skill, action or behavior with quality is all the time. Evidence for meeting the Meeting Diverse Needs Element: II.B.1: Safe Learning Environment Quality Unsatisfactory Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce 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’ Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and 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 role— individually and
quality is at least once. quality is sometimes / occasionally. quality is most of the time. quality is all the time. Evidence for meeting the High Expectations Element: IV.A.1: Reflective Practice Quality Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element. Scope The scale of impact is on one student. The scale of impact is on a small group or subset of students. The scale of impact is all students in the classroom to which the candidate is assigned. The scale of impact is on all students in the classroom to which the candidate is assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which the candidate demonstrates this skill, action or behavior with quality is at least once. The frequency with which the candidate demonstrates this skill, action or behavior with quality is sometimes / occasionally. The frequency with which the candidate demonstrates this skill, action or behavior with quality is most of the time. The frequency with which the candidate demonstrates this skill, action or behavior with quality is all the time. Evidence for meeting the Reflective Practice Element: