Teachers should know and be able to: Continue professional growth. 6c. Unsatisfactory Progressing Proficient Exemplary Does not engage in Participates in professional development Actively reflects on improving teaching Challenges self to grow professionally professional development opportunities to gain new skills. Seeks practices, seeking new professional providing evidence of life-long learning. activities than for to improve teaching practices. development opportunities to grow Evidence of life-long learning is licensure renewal. professionally. integrated into teaching practices enhancing effectiveness. Life-long Learning Does not seek or accept Seeks and accepts support from a mentor Positively impacts the work of other erves as a skilled mentor for other feedback from mentors or and/or peers. educators through mentorship and/or educators. Takes leadership role in peer EFFECTIVENESS peer feedback. feedback and/or establishes mentorship Peer opportunities for students. OF and Feedback Mentorship ets low performance for Develops individual performance goals Establishes individual, measurable Establishes challenging individual, self and/or has difficulty and monitors as required. performance goals that align with the measurable performance goals that meet providing evidence of building goals and has a strategy for and/or exceed the goals of the etting monitoring or meeting monitoring own progress in reaching District/building and monitors own individual performance these goals. progress in reaching these goals. Goal goals. Performance INDICATORS 6c. Performance ELEMENT I I II III Unsatisfactory Progressing II Exemplary Progressing Proficient Proficient Proficient Rating
Teachers should know and be able to: 6c. Continue professional growth. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Life-long Learning Does not engage in professional development activities than for licensure renewal. Participates in professional development opportunities to gain new skills. Seeks to improve teaching practices. Actively reflects on improving teaching practices, seeking new professional development opportunities to grow professionally. Challenges self to grow professionally providing evidence of life-long learning. Evidence of life-long learning is integrated into teaching practices enhancing effectiveness. Mentorship and Peer Feedback Does not seek or accept feedback from mentors or Seeks and accepts support from a mentor and/or peers. Positively impacts the work of other educators through mentorship and/or peer feedback. erves as a skilled mentor for other educators. Takes leadership role in peer feedback and/or establishes mentorship opportunities for students. Performance Goal etting ets low performance for self and/or has difficulty providing evidence of monitoring or meeting individual performance goals. Develops individual performance goals and monitors as required. Establishes individual, measurable performance goals that align with the building goals and has a strategy for monitoring own progress in reaching these goals. Establishes challenging individual, measurable performance goals that meet and/or exceed the goals of the District/building and monitors own progress in reaching these goals. 6c. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
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