BTSA South Bay Consortium ECO Induction Completion Self-Assessment Rubric Participating Teacher: Support Provider: Directions: This self-assessment is to be completed by the Participating Teacher with the help of his/her Support Provider. Discuss the components and criteria on the rubric. Highlight all items that apply to your practice. Sign and date the rubric. Place this rubric as the first document in your print portfolio. Component Progress Evident Meets Expectation Exceeds Expectation Individualized Learning Plan (ILP) *Achieved 5 or less ILP Goals *Achieved 6 of 6 ILP Goals *Achieved more than 6 ILP Goals CSTP 1 Engaging and Supporting All *primarily do direct instruction * clearly articulate learning objectives *regularly use a balance of direct Students in Learning *attempt to support struggling students *use both direct instruction and instruction, small group instruction, *may need to adjust my pacing cooperative group work cooperative group work, and 1:1 I… *provide some in-the-moment support support for struggling students *adapt instruction in response to *make some adjustments in pacing formative assessment during lessons during lessons *deliver well paced lessons CSTP 2 Creating and Maintaining *respectful relationships between *respectful relationships between *students supporting one another Effective Environments for Student teacher/student students and teacher/student socially and academically without Learning *evidence of class rules *positive behavior is regularly prompting *some established routines rewarded *explicit social skill instruction In my classroom you would observe… *some established procedures *established routines *minimal transition time *established procedures *students working in collaborative *students working independently groups with minimal teacher support *students working in collaborative groups with teacher support CSTP 3 Understanding and *use the recommended curriculum *use the recommended curriculum on a *use the recommended curriculum, Organizing Subject Matter for sometimes regular basis supplementing it regularly to meet Student Learning *follow the Teacher’s Edition *use some supplemental materials to student needs *plan lessons day-by-day support the curriculum *contribute to unit planning in I… *make some adjustment to lesson plans collaboration with grade-level based on student needs colleagues *plan lessons a week at a time *adapt curriculum materials to support a range of learning needs 86
BTSA South Bay Consortium ECO Induction Completion Self-Assessment Rubric Participating Teacher: Support Provider: Directions: This self-assessment is to be completed by the Participating Teacher with the help of his/her Support Provider. Discuss the components and criteria on the rubric. Highlight all items that apply to your practice. Sign and date the rubric. Place this rubric as the first document in your print portfolio. Component Progress Evident Meets Expectation Exceeds Expectation Individualized Learning Plan (ILP) *Achieved 5 or less ILP Goals *Achieved 6 of 6 ILP Goals *Achieved more than 6 ILP Goals CSTP 1 Engaging and Supporting All Students in Learning I… *primarily do direct instruction *attempt to support struggling students *may need to adjust my pacing * clearly articulate learning objectives *use both direct instruction and cooperative group work *provide some in-the-moment support for struggling students *make some adjustments in pacing during lessons *regularly use a balance of direct instruction, small group instruction, cooperative group work, and 1:1 support *adapt instruction in response to formative assessment during lessons *deliver well paced lessons CSTP 2 Creating and Maintaining Effective Environments for Student Learning In my classroom you would observe… *respectful relationships between teacher/student *evidence of class rules *some established routines *some established procedures *respectful relationships between students and teacher/student *positive behavior is regularly rewarded *established routines *established procedures *students working independently *students working in collaborative groups with teacher support *students supporting one another socially and academically without prompting *explicit social skill instruction *minimal transition time *students working in collaborative groups with minimal teacher support CSTP 3 Understanding and Organizing Subject Matter for Student Learning I… *use the recommended curriculum sometimes *follow the Teacher’s Edition *plan lessons day-by-day *use the recommended curriculum on a regular basis *use some supplemental materials to support the curriculum *make some adjustment to lesson plans based on student needs *plan lessons a week at a time *use the recommended curriculum, supplementing it regularly to meet student needs *contribute to unit planning in collaboration with grade-level colleagues *adapt curriculum materials to support a range of learning needs 86
program_guide.docx