IV-A-2. Generally, participates passively in Proposes goals that are sometimes Proposes challenging, measurable Individually and with colleagues the goal-setting process and/or vague or easy to achieve and/or professional practice, team, and builds capacity to propose and Goal Setting proposes goals that are vague or bases goals on a limited student learning goals that are monitor challenging, measurable easy to reach. based on thorough and analysis of student goals based on thorough learning data. and analysis of and analysis of student student learning data. learning data. Is able to model this element. Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. Unsatisfactory Needs Improvement Exemplary IV-B. Elements Proficient IV-B-1. Participates in few, if any, Participates only in required Consistently seeks out and Consistently seeks out professional professional development and professional development activities applies, when appropriate, ideas development and learning Professional learning opportunities to improve and/or inconsistently or for improving practice from opportunities that improve practice Learning and supervisors, colleagues, practice and/or applies little new inappropriately applies new learning and build expertise of self and other Growth learning to practice. to improve practice. professional development educators in instruction and activities, and other resources to leadership. Is able to model this gain expertise and/or assume element. different instruction and leadership responsibilities. Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks. Unsatisfactory Needs Improvement Exemplary IV-C. Elements Proficient IV-C-1. Rarely and/or ineffectively Does not consistently collaborate Consistently and effectively Supports colleagues to collaborate in collaborates with colleagues; with colleagues in ways that support collaborates with colleagues in areas such as developing Professional conversations often lack focus on productive team effort. such work as developing units, examining student work, Collaboration improving student learning. standards-based units, examining analyzing student performance, and student work, analyzing student planning appropriate intervention. Is performance, and planning able to model this element. appropriate intervention.
IV-A-2. Goal Setting Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach. Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited and analysis of student learning data. Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough and analysis of student learning data. Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough and analysis of student learning data. Is able to model this element. Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. IV-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-B-1. Professional Learning and Growth Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice. Participates only in required professional development activities and/or inconsistently or inappropriately applies new learning to improve practice. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities. Consistently seeks out professional development and learning opportunities that improve practice and build expertise of self and other educators in instruction and leadership. Is able to model this element. Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks. IV-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-C-1. Professional Collaboration Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on improving student learning. Does not consistently collaborate with colleagues in ways that support productive team effort. Consistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention. Supports colleagues to collaborate in areas such as developing units, examining student work, analyzing student performance, and planning appropriate intervention. Is able to model this element.