*Descriptions at the distinguished level may not be appropriate for some settings Principle #9 The student teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parent, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. ACEI Level of Performance Standard 5 Unsatisfactory Basic (1) Proficient (2) Distinguished (0) (3) Reflection on Does not know Generally Can accurately Is able to critically Teaching whether a lesson was accurate determine whether a analyze a lesson (written effective or achieved impression of a lesson ha met the weighing the relative journal and its goals. Profoundly stated goals and cites strength of the weak lesson’s conversations) misjudges the success success. Offers references about how areas. Offers of a lesson. vague, general it may be improved. alternative actions Perceptions are often suggestions for Is committed to complete with inaccurate. Does not improvement reflection, probable successes accept constructive or is dependent and with different criticism well. on learning as an approaches. Actively supervisor’s ideas. Open to ongoing process. seeks constructive suggestions. Welcomes criticism. constructive criticism. Relationships Little interaction with Maintains Seeks opportunities Routinely shares with colleagues or professional to work with materials, resources, Colleagues relationships is cordial colleagues to learn ideas with negative, self-serving relationships and grow colleagues. May or unprofessional. with school professionally, Is volunteer to organize staff and willing to give and tasks or take the lead attends receive help with activities within required a department/team or meetings at the school level. Professional Makes no effort to Participates in Consistently Demonstrates levels Growth share knowledge with professional demonstrates of leadership on a (includes others or to assume activities that professionalism in team or with the student professional are provided. appearance/manners. faculty. May include: teaching responsibilities. Does Conducts Actively seeks out sharing new requirements not complete student him/herself in professional knowledge/skills, and portfolio teaching requirements. a professional literature, colleagues, conducting/sharing student teacher conferences, mentors, action research in the manner most etc. To grow classroom, making of the time. professionally. presentation to
*Descriptions at the distinguished level may not be appropriate for some settings Principle #9 The student teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parent, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. ACEI Standard 5 Level of Performance Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Reflection on Teaching (written journal and conversations) Does not know whether a lesson was effective or achieved its goals. Profoundly misjudges the success of a lesson. Perceptions are often inaccurate. Does not accept constructive criticism well. Generally accurate impression of a lesson’s success. Offers vague, general suggestions for improvement or is dependent on supervisor’s ideas. Open to suggestions. Can accurately determine whether a lesson ha met the stated goals and cites references about how it may be improved. Is committed to reflection, and learning as an ongoing process. Welcomes constructive criticism. Is able to critically analyze a lesson weighing the relative strength of the weak areas. Offers alternative actions complete with probable successes with different approaches. Actively seeks constructive criticism. Relationships with Colleagues Little interaction with colleagues or relationships is negative, self-serving or unprofessional. Maintains professional cordial relationships with school staff and attends required meetings Seeks opportunities to work with colleagues to learn and grow professionally, Is willing to give and receive help Routinely shares materials, resources, ideas with colleagues. May volunteer to organize tasks or take the lead with activities within a department/team or at the school level. Professional Growth (includes student teaching requirements and portfolio Makes no effort to share knowledge with others or to assume professional responsibilities. Does not complete student teaching requirements. Participates in professional activities that are provided. Conducts him/herself in a professional student teacher manner most of the time. Consistently demonstrates professionalism in appearance/manners. Actively seeks out professional literature, colleagues, conferences, mentors, etc. To grow professionally. Demonstrates levels of leadership on a team or with the faculty. May include: sharing new knowledge/skills, conducting/sharing action research in the classroom, making presentation to
2014-2015-CAS-Education-Program-Review-and-Assessment.docx