E Commits to ongoing learning No evolution or change in Engaged in professional throughout lifetime for self and teaching practices over learning PD, students the individual’s teaching SBCEUs, SCECHs, university Seeks knowledge, takes initiative, career. classes, district-based, remains current No evidence of regional) LIFELONG Reflects and in own teaching meaningful participation Engaged in school-based LEARNING practice and professionally in school-based professional development Shares their love for learning with professional development. Evidence of evolution in their students pedagogical practice to accommodate best practices. Students express an interest in learning. Unable to communicate a Communicates a vision of vision of success for academic and behavioral HIGH Has a vision for optimal students and self. success for students and performance EXPECTATIONS Accepts and excuses low self. Persistently seeks success and FOR SELF AND performance from Actively seeks to raise meets it students and self. academic and behavioral OTHERS Coaches and supports ongoing performance of students improvement and self. Experiences success in these efforts. Produces negative Effectively engages relationships with stakeholders. students, parents, and Produces positive Builds and sustains positive staff. relationships with and relationships with students and POSITIVE Fails to consider among students, parents, families RELATIONSHIPS relationships in and staff. Promotes positive interaction with teaching. Participates in collegial colleagues discussions. Students fail to identify a relationship with the Students can identify a teacher. relationship with the teacher. RICH DIVERSITY Expresses negativity EMBRACED towards the students
E LIFELONG LEARNING Commits to ongoing learning throughout lifetime for self and students Seeks knowledge, takes initiative, remains current Reflects and in own teaching practice and professionally Shares their love for learning with their students No evolution or change in teaching practices over the individual’s teaching career. No evidence of meaningful participation in school-based professional development. Engaged in professional learning PD, SBCEUs, SCECHs, university classes, district-based, regional) Engaged in school-based professional development Evidence of evolution in pedagogical practice to accommodate best practices. Students express an interest in learning. HIGH EXPECTATIONS FOR SELF AND OTHERS Has a vision for optimal performance Persistently seeks success and meets it Coaches and supports ongoing improvement Unable to communicate a vision of success for students and self. Accepts and excuses low performance from students and self. Communicates a vision of academic and behavioral success for students and self. Actively seeks to raise academic and behavioral performance of students and self. Experiences success in these efforts. POSITIVE RELATIONSHIPS Builds and sustains positive relationships with students and families Promotes positive interaction with colleagues Produces negative relationships with students, parents, and staff. Fails to consider relationships in teaching. Students fail to identify a relationship with the teacher. Effectively engages stakeholders. Produces positive relationships with and among students, parents, and staff. Participates in collegial discussions. Students can identify a relationship with the teacher. RICH DIVERSITY EMBRACED Expresses negativity towards the students
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