Standards 9.1, 9.2, 9.3 and 9.4: Professional Learning and Ethical Practice Indicator Information Endorsement Response 2014-2015 Rare Occasional Frequent Consistent Total 9.1 The teacher engages in ongoing Special Education 1 5.88% 2 11.76% 3 17.65% 11 64.71% 17 professional learning. 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 2 0.00% 1 25.00% 1 25.00% 4 2014-2015 Rare Occasional Frequent Consistent Total Special Education 0 0.00% 1 5.88% 4 23.53% 12 70.59% 17 9.2 The teacher models ethical 2015-2016 Rare Occasional Frequent Consistent Total professional practice. Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 9.3 The teacher uses evidence to 2014-2015 Rare Occasional Frequent Consistent Total continually evaluate his/her practice, Special Education 0 0.00% 3 17.65% 4 23.53% 10 58.82% 17 particularly the effects of his/her choices 2015-2016 Rare Occasional Frequent Consistent Total and actions on others (students, Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 families, other professionals, and the community), and adapts practice to meet the needs of each student. 2014-2015 Rare Occasional Frequent Consistent Total 9.4 The teacher models professional Special Education 0 0.00% 2 11.76% 4 23.53% 11 64.71% 17 dispositions for teaching. 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 Table 35 First Year Administrator Survey –
Standards 9.1, 9.2, 9.3 and 9.4: Professional Learning and Ethical Practice Indicator Information Endorsement 9.1 The teacher engages in ongoing professional learning. 2014-2015 Rare Occasional Frequent Consistent Response Total Special Education 1 5.88% 2 11.76% 3 17.65% 11 64.71% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 2 0.00% 1 25.00% 1 25.00% 4 9.2 The teacher models ethical professional practice. 2014-2015 Rare Occasional Frequent Consistent Total Special Education 0 0.00% 1 5.88% 4 23.53% 12 70.59% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 9.3 The teacher uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student. 2014-2015 Rare Occasional Frequent Consistent Total Special Education 0 0.00% 3 17.65% 4 23.53% 10 58.82% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 9.4 The teacher models professional dispositions for teaching. 2014-2015 Rare Occasional Frequent Consistent Total Special Education 0 0.00% 2 11.76% 4 23.53% 11 64.71% 17 2015-2016 Rare Occasional Frequent Consistent Total Special Education, 7-12 0 0.00% 0 0.00% 3 75.00% 1 25.00% 4 Table 35 – First Year Administrator Survey