Teacher avoids becoming Teacher participates in school district projects, making a Teacher a leadership role in involved in school events or events and school and district substantial contribution. promoting a culture of professional school and district projects. projects when specifically asked to inquiry. do so. Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher’s relationship The teacher has pleasant The teacher has supportive and In addition to the characteristics of with colleagues is relationship with colleagues. collaborative relationships with “proficient”: characterized by negativity or colleagues. When invited, the teacher The teacher takes a leadership role combativeness. participates in activities related The teacher regularly participates in promoting activities related to The teacher purposefully to professional inquiry. in activities related to professional inquiry. avoids contributing to professional inquiry. When asked, the teacher The teacher regularly contributes activities promoting participates in school activities, The teacher frequently to and oversees events that professional inquiry. as well as school district and volunteers to positively impact school life. The teacher avoids community projects. participate in school activities, as The teacher regularly contributes involvement in school well as school district and to and serves as head of activities and school district community projects. significant school district and and community projects. community projects. Standard 4e: Growing and Developing Professionally Guiding Questions: 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 to a limited extent when professional development to professional development and makes a activities to enhance knowledge they are convenient. enhance content knowledge and systematic effort to conduct action or pedagogical skill. research. Teacher accepts, with some reluctance, feedback on teaching Teacher welcomes feedback from
Teacher avoids becoming involved in school events or school and district projects. Teacher participates in school events and school and district projects when specifically asked to do so. district projects, making a substantial contribution. Teacher a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher’s relationship with colleagues is characterized by negativity or combativeness. The teacher purposefully avoids contributing to activities promoting professional inquiry. The teacher avoids involvement in school activities and school district and community projects. The teacher has pleasant relationship with colleagues. When invited, the teacher participates in activities related to professional inquiry. When asked, the teacher participates in school activities, as well as school district and community projects. The teacher has supportive and collaborative relationships with colleagues. The teacher regularly participates in activities related to professional inquiry. The teacher frequently volunteers to participate in school activities, as well as school district and community projects. In addition to the characteristics of “proficient”: The teacher takes a leadership role in promoting activities related to professional inquiry. The teacher regularly contributes to and oversees events that positively impact school life. The teacher regularly contributes to and serves as head of significant school district and community projects. Standard 4e: Growing and Developing Professionally Guiding Questions: 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 Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research.
sample-school-district-eval-system.docx