Does the teacher actively participate in the PLT (Professional Learning Team) process to inform instruction? Does the teacher regularly participate in professional development that emphasizes improving practice? Does the teacher regularly participate in school and district initiatives? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher’s relationships with Teacher maintains cordial relationships Teacher’s relationships with colleagues Teacher’s relationships with colleagues colleagues are negative or with colleagues to fulfill duties that the are characterized by mutual support are characterized by mutual support and school or district requires. and cooperation; teacher actively cooperation, with the teacher taking participates in a culture of professional initiative in assuming leadership among Teacher avoids participation in a Teacher becomes involved in the inquiry. the faculty. professional culture of inquiry, school’s culture of professional inquiry resisting opportunities to become when invited to do so. Teacher volunteers to participate in Teacher takes a leadership role in involved. school events and in school and district promoting a culture of professional Teacher participates in school events projects, making a substantial inquiry. Teacher avoids becoming involved and school and district projects when contribution. in school events or school and specifically asked to do so. Teacher volunteers to participate in school district projects. events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher’s relationship with The teacher has pleasant The teacher has supportive and In addition to the characteristics of colleagues is characterized by relationship with colleagues. collaborative relationships with “proficient”: negativity or combativeness. colleagues. When invited, the teacher The teacher takes a leadership role in The teacher purposefully avoids participates in activities related to The teacher regularly participates in promoting activities related to contributing to activities professional inquiry. activities related to professional professional inquiry. promoting professional inquiry. inquiry. When asked, the teacher The teacher regularly contributes to The teacher avoids involvement participates in school activities, as The teacher frequently volunteers to and oversees events that positively in school activities and school well as school district and participate in school activities, as impact school life. district and community projects. community projects. well as school district and The teacher regularly contributes to community projects. and serves as head of significant school district and community projects. Standard 4e: Growing and Developing Professionally Guiding Questions:
Does the teacher actively participate in the PLT (Professional Learning Team) process to inform instruction? Does the teacher regularly participate in professional development that emphasizes improving practice? Does the teacher regularly participate in school and district initiatives? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher’s relationships with colleagues are negative or Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects. Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically asked to do so. Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution. Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher’s relationship with colleagues is characterized by negativity or combativeness. The teacher purposefully avoids contributing to activities promoting professional inquiry. The teacher avoids involvement in school activities and school district and community projects. The teacher has pleasant relationship with colleagues. When invited, the teacher participates in activities related to professional inquiry. When asked, the teacher participates in school activities, as well as school district and community projects. The teacher has supportive and collaborative relationships with colleagues. The teacher regularly participates in activities related to professional inquiry. The teacher frequently volunteers to participate in school activities, as well as school district and community projects. In addition to the characteristics of “proficient”: The teacher takes a leadership role in promoting activities related to professional inquiry. The teacher regularly contributes to and oversees events that positively impact school life. The teacher regularly contributes to and serves as head of significant school district and community projects. Standard 4e: Growing and Developing Professionally Guiding Questions: