The teacher candidate’s The teacher candidate’s The teacher candidate’s Professional relationships are relationships with professional relationships are professional relationships are characterized by mutual support, colleagues are negative or cordial and fulfill characterized by mutual cooperation and initiative in self-serving. The teacher school/district duties support and cooperation; assuming leadership in promoting candidate avoids recommended by the taking initiative in a culture a culture of inquiry and making participation in a cooperating teacher; of professional inquiry, substantial contributions to 4d: professional culture of including involvement in a school events and school/district projects. inquiry, resisting culture of inquiry, school school/district projects, Participating in a opportunities to become events and/or school/district making substantial Professional involved. The teacher projects when asked. contributions. Community candidate avoids becoming involved in school events or school and district projects recommended by the cooperating teacher. The teacher candidate The teacher candidate The teacher candidate seeks The teacher out opportunities engages in no professional participates to a limited out opportunities for for professional development and development activities to extent in professional professional development to makes a systematic effort to enhance knowledge or activities when they are enhance content knowledge conduct action research. The skill. The teacher convenient. The teacher and pedagogical skill. The teacher solicits feedback on 4e: candidate resists feedback candidate engages in a teacher candidate actively practice from both supervisors and on teaching performance limited way with colleagues engages with colleagues and colleagues. The teacher initiates Growing and from either supervisors or and supervisors in supervisors in professional important activities to contribute to Developing more experienced professional conversation conversation about practice, the profession. professionally colleagues. The teacher about practice, including including feedback about candidate makes no effort some feedback on teaching practice. The teacher to share knowledge with performance. The teacher candidate participates others or to assume candidate limited ways actively in assisting other professional to assist other teachers and educators and looks for ways responsibilities. contribute to the profession. to contribute to the profession.
4d: Participating in a Professional Community The teacher candidate’s relationships with colleagues are negative or self-serving. The teacher candidate avoids participation in a professional culture of inquiry, resisting opportunities to become involved. The teacher candidate avoids becoming involved in school events or school and district projects recommended by the cooperating teacher. The teacher candidate’s professional relationships are cordial and fulfill school/district duties recommended by the cooperating teacher; including involvement in a culture of inquiry, school events and/or school/district projects when asked. The teacher candidate’s professional relationships are characterized by mutual support and cooperation; taking initiative in a culture of professional inquiry, school events and school/district projects, making substantial contributions. Professional relationships are characterized by mutual support, cooperation and initiative in assuming leadership in promoting a culture of inquiry and making substantial contributions to school/district projects. 4e: Growing and Developing professionally The teacher candidate engages in no professional development activities to enhance knowledge or skill. The teacher candidate resists feedback on teaching performance from either supervisors or more experienced colleagues. The teacher candidate makes no effort to share knowledge with others or to assume professional responsibilities. The teacher candidate participates to a limited extent in professional activities when they are convenient. The teacher candidate engages in a limited way with colleagues and supervisors in professional conversation about practice, including some feedback on teaching performance. The teacher candidate limited ways to assist other teachers and contribute to the profession. The teacher candidate seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. The teacher candidate actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. The teacher candidate participates actively in assisting other educators and looks for ways to contribute to the profession. The teacher out opportunities for professional development and makes a systematic effort to conduct action research. The teacher solicits feedback on practice from both supervisors and colleagues. The teacher initiates important activities to contribute to the profession.
mu-adapted-danielson-rubric.docx