Reflective Demonstrates limited May reflect on the Regularly reflects on Regularly reflects on Practice reflection on practice effectiveness of lessons/ the effectiveness of the effectiveness of and/or use of insights and interactions with lessons, units, and lessons, units, and gained to improve students but not with interactions with interactions with practice. colleagues and/or rarely students, both students, both uses insights to improve and with individually and with practice. colleagues, and uses colleagues; and uses insights gained to and shares with improve practice and colleagues, insights student learning. gained to improve practice and student learning. Is able to model this element. Formative Assessment Quality * Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence:
Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element. Formative Assessment Quality * Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence:
revised_student_teaching_handbook_2016.docx