Guiding Questions: Does the teacher use district-provided materials? Does the teacher use a variety of resources to supplement instruction (internet, multi-media, guest speakers, range of texts)? Does the teacher utilize professional development to improve professional practice? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher displays basic awareness of Teacher displays awareness of Teacher displays extensive knowledge of Teacher is unaware of school or school or district resources available for resources—not only through the school resources—not only through the school district resources for classroom classroom use, for the expansion of his and district, but also through sources and district, but also in the community, use, for the expansion of his or her or her own knowledge, and for students, external to the school and on the through professional organizations and own knowledge, or for students. but no knowledge of resources Internet—available for classroom use, universities, and on the Internet—for available more broadly. for the expansion of his or her own classroom use, for the expansion of his or knowledge, and for students. her own knowledge, and for students. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher uses materials in the Texts are at varied levels. In addition to the characteristics of The teacher uses only school library but does not search “proficient”: Texts are supplemented by guest materials, even when beyond the school for resources. speakers and field experiences. Texts are matched to student skill level. more variety would assist some The teacher participates in content-area students. Teacher facilitates Internet resources. The teacher has ongoing relationship with workshops offered by the school but colleges and universities that support The teacher does not seek out Resources are multidisciplinary. does not pursue other professional student learning. resources available to expand his development. Teacher expands knowledge with or her own skill. The teacher maintains log of resources for professional learning groups and The teacher locates materials and student reference. Although aware of some student organizations. resources for students that are available needs, the teacher does not inquire The teacher pursues apprenticeships to through the school but does not pursue Teacher pursues options offered by about possible resources. increase discipline knowledge. any other avenues. universities. The teacher facilitates student contact Teacher provides lists of resources with resources outside the classroom. outside the class for students to draw on. Standard 1e: Designing Coherent Instruction Guiding Questions: Does the teacher use lessons that support instructional outcomes and reflect important concepts? Does the teacher create activities that represent high thinking?
Guiding Questions: Does the teacher use district-provided materials? Does the teacher use a variety of resources to supplement instruction (internet, multi-media, guest speakers, range of texts)? Does the teacher utilize professional development to improve professional practice? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students. Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly. Teacher displays awareness of resources—not only through the school and district, but also through sources external to the school and on the Internet—available for classroom use, for the expansion of his or her own knowledge, and for students. Teacher displays extensive knowledge of resources—not only through the school and district, but also in the community, through professional organizations and universities, and on the Internet—for classroom use, for the expansion of his or her own knowledge, and for students. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher uses only materials, even when more variety would assist some students. The teacher does not seek out resources available to expand his or her own skill. Although aware of some student needs, the teacher does not inquire about possible resources. The teacher uses materials in the school library but does not search beyond the school for resources. The teacher participates in content-area workshops offered by the school but does not pursue other professional development. The teacher locates materials and resources for students that are available through the school but does not pursue any other avenues. Texts are at varied levels. Texts are supplemented by guest speakers and field experiences. Teacher facilitates Internet resources. Resources are multidisciplinary. Teacher expands knowledge with professional learning groups and organizations. Teacher pursues options offered by universities. Teacher provides lists of resources outside the class for students to draw on. In addition to the characteristics of “proficient”: Texts are matched to student skill level. The teacher has ongoing relationship with colleges and universities that support student learning. The teacher maintains log of resources for student reference. The teacher pursues apprenticeships to increase discipline knowledge. The teacher facilitates student contact with resources outside the classroom. Standard 1e: Designing Coherent Instruction Guiding Questions: Does the teacher use lessons that support instructional outcomes and reflect important concepts? Does the teacher create activities that represent high thinking?