deep questioning. Over time, this way of thinking and analyzing instruction through the lens of student learning becomes a habit of mind, leading to improvement in teaching and learning. Unsatisfactory Basic Proficient Distinguished 4a: Teacher does not know Teacher has a generally Teacher makes an accurate Teacher makes a thoughtful Reflecting on whether a lesson was accurate impression of a assessment of a lesson’s and accurate assessment of Teaching effective or achieved its lesson’s effectiveness and effectiveness and the extent a lesson’s effectiveness and instructional outcomes, or the extent to which to which it achieved its the extent to which it teacher profoundly instructional outcomes were instructional outcomes and achieved its instructional misjudges the success of a met. Teacher makes general can cite general references outcomes, citing many lesson. Teacher has no suggestions about how a to support the judgment. specific examples from the suggestions for how a lesson lesson could be improved. Teacher makes a few lesson and weighing the could be improved. specific suggestions of what relative strengths of each. could be tried another time Drawing on an extensive the lesson is taught. repertoire of skills, teacher offers specific alternative actions, complete with the probably success of different courses of action. Click here for elements, indicators, critical attributes and possible examples. Evidence: (Type evidence here and calibrate with levels of performance. Designate Level: U B P D . Record on Form: Annual Evaluation & Administrator’s Recommendations.) Domain 4: Professional Responsibilities 4b: Maintaining Accurate Records An essential responsibility of professional educators is keeping accurate records of both instructional and non-instructional events. This includes student completion of assignments, student progress in learning, and records of non-instructional activities that are part of the day-to-day functions in a school setting, including such things as the return of signed permission slips for a field trip and money for school pictures. Proficiency in this component is vital, as these records inform interactions with students and parents, and allow teachers to monitor learning and adjust instruction accordingly. The methods of keeping records vary as much as the type of information that is being recorded. For example,
deep questioning. Over time, this way of thinking and analyzing instruction through the lens of student learning becomes a habit of mind, leading to improvement in teaching and learning. Unsatisfactory Basic Proficient Distinguished 4a: Reflecting on Teaching Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probably success of different courses of action. Click here for elements, indicators, critical attributes and possible examples. Evidence: (Type evidence here and calibrate with levels of performance. Designate Level: U B P D . Record on Form: Annual Evaluation & Administrator’s Recommendations.) Domain 4: Professional Responsibilities 4b: Maintaining Accurate Records An essential responsibility of professional educators is keeping accurate records of both instructional and non-instructional events. This includes student completion of assignments, student progress in learning, and records of non-instructional activities that are part of the day-to-day functions in a school setting, including such things as the return of signed permission slips for a field trip and money for school pictures. Proficiency in this component is vital, as these records inform interactions with students and parents, and allow teachers to monitor learning and adjust instruction accordingly. The methods of keeping records vary as much as the type of information that is being recorded. For example,
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