Teacher resists feedback on performance from both supervisors colleagues—either when made by Teacher seeks out feedback on teaching performance from and colleagues. supervisors or when opportunities teaching from both supervisors and either supervisors or more through professional colleagues. Teacher finds limited ways to experienced colleagues. collaboration. contribute to the profession. Teacher initiates important activities to Teacher makes no effort to share Teacher participates actively in contribute to the profession. knowledge with others or to assisting educators. assume professional responsibilities. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher is not involved in The teacher participates in The teacher seeks regular In addition to the characteristics of any activity that might enhance professional activities when they are opportunities for continued “proficient”: knowledge or skill. required or when provided by the professional development. The teacher seeks regular school district. The teacher purposefully resists The teacher welcomes colleagues opportunities for continued discussing performance with The teacher reluctantly accepts and supervisors into the classroom professional development, including supervisors or colleagues. feedback from supervisors and for the purpose of gaining insight initiating action research. colleagues. from their feedback. The teacher ignores invitations The teacher actively seeks feedback to join professional The teacher contributes in a limited The teacher actively participates in from supervisors and colleagues. organizations or attend fashion to educational professional professional organizations designed The teacher an active leadership conferences. organizations. to 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 consistently fulfill school district mandates regarding policies and procedures? Standard Descriptors: Unsatisfactory Proficient Exemplary Teacher takes a leadership role with Teacher displays dishonesty in Teacher is honest in interactions Teacher displays high standards of colleagues and can be counted on to interactions with colleagues, with colleagues, students, and the honesty, integrity, and hold to the highest standards of students, and the public. public. in interactions with colleagues, honesty, integrity, and confidentiality. students, and the public. Teacher is not alert to students’ Teacher attempts, though Teacher is highly proactive in serving needs and contributes to school inconsistently, to serve students. students, seeking out resources when practices that result in some Teacher does not knowingly needed. Teacher a concerted effort
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. performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. colleagues—either when made by supervisors or when opportunities through professional collaboration. Teacher participates actively in assisting educators. 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 seeks 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 seeks regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher 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? Does the teacher consistently fulfill school district mandates regarding policies and procedures? Standard Descriptors: Unsatisfactory Proficient Exemplary Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some Teacher is honest in interactions with colleagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly Teacher displays high standards of honesty, integrity, and in interactions with colleagues, students, and the public. Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher a concerted effort
sample-school-district-eval-system.docx