Does the teacher participate in learning networks with colleagues; regular sharing of feedback? Does the teacher attempt to stay apprised of current strategies or initiatives to enhance professional practice? (attend courses, workshops, academic reading, professional organizations, etc.) Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher engages in no Teacher participates in professional Teacher seeks out opportunities for Teacher seeks out opportunities for professional development activities activities to a limited extent when they professional development to enhance professional development and makes a to enhance knowledge or skill. are convenient. content knowledge and pedagogical systematic effort to conduct action skill. research. Teacher resists feedback on Teacher accepts, with some reluctance, teaching performance from either feedback on teaching performance from Teacher welcomes feedback from Teacher seeks out feedback on teaching supervisors or more experienced both supervisors and colleagues. colleagues—either when made by from both supervisors and colleagues. colleagues. supervisors or when opportunities Teacher finds limited ways to contribute Teacher initiates important activities to through professional collaboration. Teacher makes no effort to share to the profession. contribute to the profession. knowledge with others or to Teacher participates actively in assume professional assisting educators. responsibilities. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher is not involved in any The teacher participates in professional The teacher regular opportunities In addition to the characteristics of activity that might enhance activities when they are required or for continued professional development. “proficient”: knowledge or skill. when provided by the school district. The teacher welcomes colleagues and The teacher regular opportunities for The teacher purposefully resists The teacher reluctantly accepts supervisors into the classroom for the continued professional development, discussing performance with feedback from supervisors and purpose of gaining insight from their including initiating action research. supervisors or colleagues. colleagues. feedback. The teacher actively seeks feedback from The teacher ignores invitations to The teacher contributes in a limited The teacher actively participates in supervisors and colleagues. join professional organizations or fashion to educational professional professional organizations designed to The teacher takes an active leadership attend conferences. organizations. contribute to the profession. role in professional organizations in order to contribute to the teaching profession. Standard 4f: Showing Professionalism Guiding Questions: Does the teacher have a reputation as someone who can be trusted? Does the teacher frequently remind participants during committee or planning work that students are the highest priority? Does the teacher support students, even in the face of difficult situations or conflicting policies? Does the teacher challenge existing practice in order to put students first?
Does the teacher participate in learning networks with colleagues; regular sharing of feedback? Does the teacher attempt to stay apprised of current strategies or initiatives to enhance professional practice? (attend courses, workshops, academic reading, professional organizations, etc.) Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues—either when made by supervisors or when opportunities through professional collaboration. Teacher participates actively in assisting educators. Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher is not involved in any activity that might enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher regular opportunities for continued professional development. The teacher welcomes colleagues and supervisors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: The teacher regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession. Standard 4f: Showing Professionalism Guiding Questions: Does the teacher have a reputation as someone who can be trusted? Does the teacher frequently remind participants during committee or planning work that students are the highest priority? Does the teacher support students, even in the face of difficult situations or conflicting policies? Does the teacher challenge existing practice in order to put students first?
redmond-teacher-handbook.docx