Teachers should know and be able to: Foster collaboration and self-regulation in students. 5d. Unsatisfactory Progressing Proficient Exemplary Uses a one dimensional Primary responsibility for the students Fosters self-regulation in students so that Develops self-regulating students who approach to directing staying on task and focused on they are able to take responsibility for acknowledge they are challenged student learning. tudents learning rests with the teacher. The staying on task and focusing on academically and they assume are passive learners. emphasis is more on the as improving their performance. There is responsibility for staying on task and “teacher worker.” an emphasis on the as focused on moving from one “student tudents Fosters learner.” performance level to the next. There is a in strong emphasis on the as “student elf-Regulation producer.” Does not promote student Uses a few strategies to engage students Engages all students in collaborative Facilitates the conditions under which EFFECTIVENESS collaboration or decision in collaborative activities that promote activities that promote students demonstrate strategies for making. cooperation of students within the communication, decision making and collaboratively problems and Making OF responsibility to the classroom engaging in decision making in the community. classroom and/or school community. Collaborative Decision There is no evidence that The teacher creates opportunities for Students are given opportunities for There is strong evidence that the teacher student leadership individual students to have classroom leadership in the classroom. fosters student leadership within the opportunities are responsibilities. classroom and/or the school community. fostered. tudent INDICATORS Leadership 5d. Performance ELEMENT I I II III Unsatisfactory Progressing II Exemplary Progressing Proficient Proficient Proficient Rating
Teachers should know and be able to: 5d. Foster collaboration and self-regulation in students. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Fosters elf-Regulation in tudents Uses a one dimensional approach to directing student learning. tudents are passive learners. Primary responsibility for the students staying on task and focused on learning rests with the teacher. The emphasis is more on the “teacher as worker.” Fosters self-regulation in students so that they are able to take responsibility for staying on task and focusing on improving their performance. There is an emphasis on the “student as learner.” Develops self-regulating students who acknowledge they are challenged academically and they assume responsibility for staying on task and focused on moving from one performance level to the next. There is a strong emphasis on the “student as producer.” Collaborative Decision Making Does not promote student collaboration or decision making. Uses a few strategies to engage students in collaborative activities that promote cooperation of students within the Engages all students in collaborative activities that promote communication, decision making and responsibility to the classroom community. Facilitates the conditions under which students demonstrate strategies for collaboratively problems and engaging in decision making in the classroom and/or school community. tudent Leadership There is no evidence that student leadership opportunities are fostered. The teacher creates opportunities for individual students to have classroom responsibilities. Students are given opportunities for leadership in the classroom. There is strong evidence that the teacher fosters student leadership within the classroom and/or the school community. 5d. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
TchrPerfStandRubric081617-Locked.docx