disrespectful treatment. Behavior not always community. Students are Encourages students to care Students care about other’s Displays inappropriate appropriate; inappropriate treated with kindness and about their own learning, is learning as well as their behavior towards students. behavior not intentional or respect. sensitive to students’ needs own. Individuals willing to Does not attempt to build malicious. Lacks ability to and feelings. make personal sacrifices positive teacher/student anticipate consequences of for sake of promoting a relationships. behavior. common good. Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries. F Cannot be consistently Inconsistently conveys Reliable, punctual, and Conveys a high level of Consistently reliable, PROFESSIONALISM counted upon to meet confidence and competence collaborative. confidence and competence punctual, hard-working, deadlines or keep when interacting with Respects school culture, when interacting with willing and able to professional commitments learners, and/or norms and values. learners, peers, and collaborate. to colleagues and students. colleagues in a large group with others in positive colleagues in small and Avoids professional situation. ways; contributes to group large group situations. Consciously learns and collaboration and/or Generally demonstrates success; minimizes gossip; Demonstrates initiative; is supports school’s norms detracts from a initiative and enthusiasm generally willing to grow. enthusiastic about a variety and traditions. collaborative culture; for various endeavors. Asks questions that are of endeavors. gossips about colleagues; Unsure of how to act both procedural and Strong group participant; Consistently demonstrates and/or tends to be openly appropriately with students, reflective; accepts critique works well with others tactfulness and/or critical of others. peers, and/or colleagues. and input regarding while receiving feedback; confidentiality; maintains Does minimum required performance in a generally follows up on opportunities professional boundaries work at the prompting of positive manner; generally for professional growth. Self-evaluates in a realistic supervisors; initiative; acts upon feedback when Respects diversity of way; makes thoughtful resists suggestions for prompted. colleagues and students and changes based upon improving one’s teaching. Consistently deadlines, models culturally reflection; views teaching keeps professional responsive interactions as a learning process. commitments to colleagues with others. and students. COMMENTS: Attach another sheet to discuss student Strengths and Areas in Need of Improvement. Evaluator Signature: Date: Teacher Candidate Signature: Date:
disrespectful treatment. Displays inappropriate behavior towards students. Does not attempt to build positive teacher/student relationships. Behavior not always appropriate; inappropriate behavior not intentional or malicious. Lacks ability to anticipate consequences of behavior. community. Students are treated with kindness and respect. Encourages students to care about their own learning, is sensitive to students’ needs and feelings. Students care about other’s learning as well as their own. Individuals willing to make personal sacrifices for sake of promoting a common good. Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries. F PROFESSIONALISM Cannot be consistently counted upon to meet deadlines or keep professional commitments to colleagues and students. Avoids professional collaboration and/or detracts from a collaborative culture; gossips about colleagues; and/or tends to be openly critical of others. Does minimum required work at the prompting of supervisors; initiative; resists suggestions for improving one’s teaching. Inconsistently conveys confidence and competence when interacting with learners, and/or colleagues in a large group situation. Generally demonstrates initiative and enthusiasm for various endeavors. Unsure of how to act appropriately with students, peers, and/or colleagues. Reliable, punctual, and collaborative. Respects school culture, norms and values. with others in positive ways; contributes to group success; minimizes gossip; generally willing to grow. Asks questions that are both procedural and reflective; accepts critique and input regarding performance in a generally positive manner; generally acts upon feedback when prompted. Consistently deadlines, keeps professional commitments to colleagues and students. Conveys a high level of confidence and competence when interacting with learners, peers, and colleagues in small and large group situations. Demonstrates initiative; is enthusiastic about a variety of endeavors. Strong group participant; works well with others while receiving feedback; follows up on opportunities for professional growth. Respects diversity of colleagues and students and models culturally responsive interactions with others. Consistently reliable, punctual, hard-working, willing and able to collaborate. Consciously learns and supports school’s norms and traditions. Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries Self-evaluates in a realistic way; makes thoughtful changes based upon reflection; views teaching as a learning process. COMMENTS: Attach another sheet to discuss student Strengths and Areas in Need of Improvement. Evaluator Signature: Date: Teacher Candidate Signature: Date:
SS_and_Literacy_457_Handbook.docx