impact the way students references to support as theoretical and experience school. claims. research perspectives to provide support or raise additional questions. Comments: LEADERSHIP AND COLLABORATION. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 10b Works with other Teacher avoids Teacher participates in Teacher actively The teacher volunteers 4 4 school professionals to participation in a the school’s culture of participates in a culture to participate in school 3 3 plan and jointly facilitate professional culture of professional inquiry of professional inquiry. events and projects, 2 2 learning on how to meet inquiry, resisting when invited to do so. The teacher volunteers making a substantial 1 1 diverse needs of opportunities to become The teacher participates to participate in school contribution and learners. involved. The teacher in school events and events and projects, assuming a leadership No basis No basis (Danielson 4d) avoids becoming projects when specifically making a substantial role in at least one aspect for judgment for judgment involved in school events asked. contribution. of school or district life. or projects. 10d Works No evidence of Teacher makes sporadic Teacher communicates Teacher communicates 4 4 collaboratively with communication with attempts to regularly with families in frequently with families 3 3 learners and their families. communicate with a culturally sensitive in a culturally sensitive 2 2 families to establish families or manner. manner, with students 1 1 mutual expectations and communication may not contributing to the ongoing communication be culturally sensitive to communication. No basis No basis to support learner those families. for judgment for judgment development and achievement. (Danielson 4c) Comments: Indicators 1—Minimal 2—Basic 3—Proficient Midterm Score Final Score MU Professionalism #1: Teacher Arrives late Most often punctual but some Consistently punctual 3 3 consistently arrives to school, events, Still preparing when school tardiness Ready to teach 2 2 and/or appointments on time and day begins Sometimes still preparing Strong attendance 1 1 prepared. Excessive absences when school day begins Communicates professionally Does not communicate Some absences, but about appointments and No basis No basis and/or send plans communicates and sends attendance for judgment for judgment
impact the way students experience school. references to support claims. as theoretical and research perspectives to provide support or raise additional questions. Comments: LEADERSHIP AND COLLABORATION. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 10b Works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners. (Danielson 4d) Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. The teacher avoids becoming involved in school events or projects. Teacher participates in the school’s culture of professional inquiry when invited to do so. The teacher participates in school events and projects when specifically asked. Teacher actively participates in a culture of professional inquiry. The teacher volunteers to participate in school events and projects, making a substantial contribution. The teacher volunteers to participate in school events and projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 10d Works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. (Danielson 4c) No evidence of communication with families. Teacher makes sporadic attempts to communicate with families or communication may not be culturally sensitive to those families. Teacher communicates regularly with families in a culturally sensitive manner. Teacher communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment Comments: Indicators 1—Minimal 2—Basic 3—Proficient Midterm Score Final Score MU Professionalism #1: Teacher consistently arrives to school, events, and/or appointments on time and prepared. Arrives late Still preparing when school day begins Excessive absences Does not communicate and/or send plans Most often punctual but some tardiness Sometimes still preparing when school day begins Some absences, but communicates and sends Consistently punctual Ready to teach Strong attendance Communicates professionally about appointments and attendance 3 2 1 No basis for judgment 3 2 1 No basis for judgment
student-teaching-evaluation-rubric.docx