Demonstrates a Overlooks opportunities to Demonstrates an flattened affect as demonstrate positive affect appropriately positive evidenced by lack of affect with students as expressive gestures and evidenced by verbal and vocal expressions non-verbal cues Disposition Associated Indicators 5. Demonstrates Needs Improvement Developing Expectations preparedness in 0 1 2 teaching and learning Danielson: 1e, 3e, 4a; InTASC: 3(p) Rejects constructive Somewhat resistant to Accepts constructive feedback as constructive feedback as feedback as evidenced evidenced by no evidenced by a lack of by implementation of implementation of follow through on some feedback as needed feedback suggestions Learns and adjusts from Possesses an Reflection contains experience and reflection inaccurate perception inaccuracies as evidenced as evidenced by of teaching/learning by needing assistance for improvements in effectiveness as corrective measures of performance evidenced by limited improvement Comes to class planned concept of how to Comes to class with some and with all needed improve plans and most needed materials Comes to class materials Alters lessons in progress unplanned and without Aware that lesson is not when needed as needed materials working but does not know evidenced by ability to Does not have how to alter plans to adjust change plan mid-lesson awareness to alter to overcome the deficits lessons in progress as evidenced by activating no changes when needed Disposition Associated Indicators 6. Exhibits an Needs Improvement Developing Meets Expectations appreciation of 0 1 2 and value for cultural and academic diversity Danielson: 1b, 2a, 2b; Marzano: 36, 39; InTASC: 2(m), 2(n), 2(o), 3(o), 9(m), 10(q) Demonstrates Goes through the expected Embraces all diversities as inequitable and superficial motions to evidenced by embrace all diversities implementing inclusive
Demonstrates a flattened affect as evidenced by lack of expressive gestures and vocal expressions Overlooks opportunities to demonstrate positive affect Demonstrates an appropriately positive affect with students as evidenced by verbal and non-verbal cues Disposition Associated Indicators 5. Demonstrates preparedness in teaching and learning Danielson: 1e, 3e, 4a; InTASC: 3(p) Needs Improvement 0 Developing 1 Expectations 2 Rejects constructive feedback as evidenced by no implementation of feedback Possesses an inaccurate perception of teaching/learning effectiveness as evidenced by limited concept of how to improve Comes to class unplanned and without needed materials Does not have awareness to alter lessons in progress as evidenced by activating no changes when needed Somewhat resistant to constructive feedback as evidenced by a lack of follow through on some suggestions Reflection contains inaccuracies as evidenced by needing assistance for corrective measures of improvement Comes to class with some plans and most needed materials Aware that lesson is not working but does not know how to alter plans to adjust Accepts constructive feedback as evidenced by implementation of feedback as needed Learns and adjusts from experience and reflection as evidenced by improvements in performance Comes to class planned and with all needed materials Alters lessons in progress when needed as evidenced by ability to change plan mid-lesson to overcome the deficits Disposition Associated Indicators 6. Exhibits an appreciation of and value for cultural and academic diversity Danielson: 1b, 2a, 2b; Marzano: 36, 39; InTASC: 2(m), 2(n), 2(o), 3(o), 9(m), 10(q) Needs Improvement 0 Developing 1 Meets Expectations 2 Demonstrates inequitable Goes through the expected and superficial motions to embrace all diversities Embraces all diversities as evidenced by implementing inclusive