Domain D: Learning Environment Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with teachers and administrators to develop and implement school-wide positive behavior supports. Interacts with school, district, Interacts with school personnel to Practice is emerging but requires Does not interact with school parents, and community partners to promote and implement school-wide supervision, support, and/or training personnel to promote and implement sustain and promote effective positive behavior supports. to be independently effective. school-wide positive behavior programs/services that result in supports OR poorly demonstrates the a healthy school climate. practice/skill required. 2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). Examines need and feasibility for Consults with school staff and Practice is emerging but requires Does not consult with school systemic intervention to support and students to identify strengths and supervision, support, and/or training personnel to support and/or increase increase student engagement weaknesses as part of problem to be independently effective. student engagement OR ineffectively solving and intervention planning to demonstrates the practice/skill increase student engagement. required. 3. Promotes safe school environments. Interacts with learning community to Interacts with school personnel to Practice is emerging but requires Fails to demonstrate OR ineffectively enhance, support, and/or create safe promote and implement effective supervision, support, and/or training demonstrates understanding, and violence-free school climates programs/services that result in a to be independently effective. advocacy, and implementation of through training and advancement of healthy and violence-free school services/programs that address risk initiatives that relate to healthy and climate (i.e., readiness, school failure, and protective factors among violence-free schools. attendance, dropout, bullying, child students/staff. abuse, youth suicide, school violence). 4. Integrates relevant cultural issues and contexts that impact family–school partnerships. Creates and promotes multicultural Identifies relevant cultural issues and Practice is emerging but requires Does not OR ineffectively understanding and dialogue through contexts that impact family–school supervision, support, and/or training demonstrates knowledge of cultural training and information partnerships and uses this knowledge to be independently effective. influences on students, teachers, dissemination to examine the broader as the basis for problem solving communication styles, techniques, context of cultural issues that impact related to prevention and and practices. family–school partnerships. intervention.
Domain D: Learning Environment Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with teachers and administrators to develop and implement school-wide positive behavior supports. Interacts with school, district, parents, and community partners to sustain and promote effective programs/services that result in a healthy school climate. Interacts with school personnel to promote and implement school-wide positive behavior supports. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not interact with school personnel to promote and implement school-wide positive behavior supports OR poorly demonstrates the practice/skill required. 2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). Examines need and feasibility for systemic intervention to support and increase student engagement Consults with school staff and students to identify strengths and weaknesses as part of problem solving and intervention planning to increase student engagement. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not consult with school personnel to support and/or increase student engagement OR ineffectively demonstrates the practice/skill required. 3. Promotes safe school environments. Interacts with learning community to enhance, support, and/or create safe and violence-free school climates through training and advancement of initiatives that relate to healthy and violence-free schools. Interacts with school personnel to promote and implement effective programs/services that result in a healthy and violence-free school climate (i.e., readiness, school failure, attendance, dropout, bullying, child abuse, youth suicide, school violence). Practice is emerging but requires supervision, support, and/or training to be independently effective. Fails to demonstrate OR ineffectively demonstrates understanding, advocacy, and implementation of services/programs that address risk and protective factors among students/staff. 4. Integrates relevant cultural issues and contexts that impact family–school partnerships. Creates and promotes multicultural understanding and dialogue through training and information dissemination to examine the broader context of cultural issues that impact family–school partnerships. Identifies relevant cultural issues and contexts that impact family–school partnerships and uses this knowledge as the basis for problem solving related to prevention and intervention. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not OR ineffectively demonstrates knowledge of cultural influences on students, teachers, communication styles, techniques, and practices.
FDC6C3F2AB8AAE5A63A2C8BB70FE552B.teacher-appraisal-system-2016-17-1-1-.docx