Teacher makes no attempt to in the instructional program. Teacher makes some attempts to Response to family concerns is engage families in the Communications are one-way and engage families in the instructional handled with professional and cultural instructional program. not always appropriate to the cultural program. sensitivity. norms of those families. Information to families is conveyed Teacher’s efforts to engage families in in a culturally appropriate manner. the instructional program are frequent and successful. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary Little or no information School or district-created materials Information about the instructional In addition to the characteristics of regarding the instructional about the instructional program are program is available on a regular “proficient”: program is available to parents. sent home. basis. On a regular students develop Families are unaware of Infrequent or incomplete information The teacher sends information about materials to inform their families about children’s progress. is sent home by teachers about the student progress home on a regular the instructional program. instructional program. basis. Family engagement activities are Students maintain accurate records lacking. Teacher maintains school-required Teacher develops activities designed their individual learning progress grade book but does little else to to successfully engage families in and frequently share this information Communication is culturally inform families about student their children’s learning, as with families. inappropriate. progress. appropriate. Students contribute to regular and Teacher communications are ongoing projects designed to engage sometimes inappropriate to families’ families in the learning process. cultural norms. Standard 4d: Participating in a Professional Community Guiding Questions: Does the teacher regularly participate with colleagues to share and plan for student success? Does the teacher actively participate in the PLT (Professional Learning Team) process to inform instruction? Does the teacher regularly participate in professional development that emphasizes improving practice? Does the teacher regularly participate in school and district initiatives? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher’s relationships with Teacher maintains cordial Teacher’s relationships with Teacher’s relationships with colleagues are negative or relationships with colleagues to colleagues are characterized by colleagues are characterized by mutual fulfill duties that the school or mutual support and cooperation; support and cooperation, with the district requires. teacher actively participates in a teacher taking initiative in assuming Teacher avoids participation in a culture of professional inquiry. leadership among the faculty. professional culture of inquiry, Teacher becomes involved in the resisting opportunities to school’s culture of professional Teacher volunteers to participate in become involved. inquiry when invited to do so. school events and in school and
Teacher makes no attempt to engage families in the instructional program. in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families. Teacher makes some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary Little or no information regarding the instructional program is available to parents. Families are unaware of children’s progress. Family engagement activities are lacking. Communication is culturally inappropriate. School or district-created materials about the instructional program are sent home. Infrequent or incomplete information is sent home by teachers about the instructional program. Teacher maintains school-required grade book but does little else to inform families about student progress. Teacher communications are sometimes inappropriate to families’ cultural norms. Information about the instructional program is available on a regular basis. The teacher sends information about student progress home on a regular basis. Teacher develops activities designed to successfully engage families in their children’s learning, as appropriate. In addition to the characteristics of “proficient”: On a regular students develop materials to inform their families about the instructional program. Students maintain accurate records their individual learning progress and frequently share this information with families. Students contribute to regular and ongoing projects designed to engage families in the learning process. Standard 4d: Participating in a Professional Community Guiding Questions: Does the teacher regularly participate with colleagues to share and plan for student success? Does the teacher actively participate in the PLT (Professional Learning Team) process to inform instruction? Does the teacher regularly participate in professional development that emphasizes improving practice? Does the teacher regularly participate in school and district initiatives? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher’s relationships with colleagues are negative or Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty.
sample-school-district-eval-system.docx