teacher blames repertoire of the students or strategies to their home draw on. environment. Domain 4: Professional Responsibilities (AMLE 7) UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4a: The teacher does The teacher The teacher The teacher’s Reflecting on not accurately provides a provides an reflection on the Teaching assess the partially accurate accurate and lesson is effectiveness of and objective objective thoughtful and the lesson and has description of the description of the accurate, citing no ideas about lesson but does lesson, citing specific evidence. how the lesson not cite specific specific evidence. The teacher draws could be improved. evidence. The The teacher on an extensive teacher makes makes some repertoire to only general specific suggest alternative suggestions as to suggestions as to strategies and how the lesson how the lesson predicts the likely might be might be success of each. improved. improved. 4b: The teacher’s The teacher’s The teacher’s The teacher’s Maintaining systems for systems for systems for systems for Accurate Records maintaining both maintaining both maintaining both maintaining both instructional and instruction and instructional and instructional and non-instructional non-instructional non-instructional non-instructional records are either records are records are records are non-existent or in rudimentary and accurate, accurate, efficient, disarray, resulting only partially efficient, and and effective, and in errors and effective. effective. students confusion. contribute to its maintenance. 4c: The teacher’s The teacher The teacher The teacher’s Communicating communication adheres to school communicates communication with Families with families about procedure for frequently with with families is the instructional communicating families and frequent and program or about with families and successfully sensitive to individual students makes modest engages them in cultural traditions; is sporadic or attempts to the instructional students culturally engage families in program. participate in the inappropriate. The the instructional Information to communication. teacher makes no program. But families about The teacher attempt to engage communications individual successfully families in the are not always students is engages families in appropriate to the conveyed in a the instructional
teacher blames the students or their home environment. repertoire of strategies to draw on. Domain 4: Professional Responsibilities (AMLE 7) UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4a: Reflecting on Teaching The teacher does not accurately assess the effectiveness of the lesson and has no ideas about how the lesson could be improved. The teacher provides a partially accurate and objective description of the lesson but does not cite specific evidence. The teacher makes only general suggestions as to how the lesson might be improved. The teacher provides an accurate and objective description of the lesson, citing specific evidence. The teacher makes some specific suggestions as to how the lesson might be improved. The teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. The teacher draws on an extensive repertoire to suggest alternative strategies and predicts the likely success of each. 4b: Maintaining Accurate Records The teacher’s systems for maintaining both instructional and non-instructional records are either non-existent or in disarray, resulting in errors and confusion. The teacher’s systems for maintaining both instruction and non-instructional records are rudimentary and only partially effective. The teacher’s systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective. The teacher’s systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective, and students contribute to its maintenance. 4c: Communicating with Families The teacher’s communication with families about the instructional program or about individual students is sporadic or culturally inappropriate. The teacher makes no attempt to engage families in the The teacher adheres to school procedure for communicating with families and makes modest attempts to engage families in the instructional program. But communications are not always appropriate to the The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a The teacher’s communication with families is frequent and sensitive to cultural traditions; students participate in the communication. The teacher successfully engages families in the instructional