Understands, embraces and and families of the Demonstrates a positive engages the rich diversity in the community. commitment to the classroom, school and community to acknowledge or community. Honors all children respond to student Demonstrates and/or Values the heritage of the Willow diversity. exhibits an appreciation Run and Ypsilanti School disrespect for for diversity. communities students. Develops a positive Values and respects multiple classroom culture. perspectives Students find the teacher Culturally proficient fair, respectful, and caring. Creates and defines learning Instruction fails to align Instruction aligns with targets and communicates them to district, local, and district, and state effectively to students state content standards. content standards. content well enough to make Instruction fails to Instruction demonstrates it explicit, model it, know where it demonstrate content content knowledge. lies in the cradle-to-career knowledge. Instruction and spectrum, and assess it in others Instruction or instructional strategies STRONG Uses a broad range of strategies instructional strategies are differentiated to and classroom structures CONTENT AND fail to accommodate a appropriately aligned to the PEDAGOGICAL Accommodate a broad range of learning styles learning targets. KNOWLEDGE Assesses the knowledge of range of learning styles and levels. students and scaffolds learning to and levels. Discussion and meet grade level expectations. Discussions and questioning advances the Embeds learning technologies interactions fail to quality of student within instruction in appropriate produce higher level thought. ways thinking. Classroom environment is Utilizes national, local, and literacy-rich. discipline-specific and other standards Develops and/or selects Fails to use assessment Collects and uses data to assessments that match learning to monitor student make instructional targets. learning. decisions. Understands and intentionally uses Ignores student Accommodates lessons formative assessment in the performance data in based on the use of data. AND USING classroom to inform instruction instructional decisions. Encourages and facilitates and students learning. DATA self-monitoring in students Fails to communicate Analyzes and uses standardized using data. student progress to assessment data students. Analyzes and uses classroom and data to make instructional decisions Ignores or dismisses Accepts and responds to feedback intended to feedback from Monitors, adjusts and articulates RESPONSIVE, improve performance. stakeholders to improve instructional practice on an ADAPTIVE, Failure to communicate performance. ongoing basis RESILIENT, AND Responds to, reflects on and effectively with Shows evidence of evolves instructional practice stakeholders. effective communication REFLECTIVE Communicates in timely and Assigns blame to external with stakeholders. PRACTICE effective ways with all factors for student Accepts responsibility for stakeholders performance. academic performance of students.
Understands, embraces and engages the rich diversity in the classroom, school and community Honors all children Values the heritage of the Willow Run and Ypsilanti School communities Values and respects multiple perspectives Culturally proficient and families of the community. to acknowledge or respond to student diversity. disrespect for students. Demonstrates a positive commitment to the community. Demonstrates and/or exhibits an appreciation for diversity. Develops a positive classroom culture. Students find the teacher fair, respectful, and caring. STRONG CONTENT AND PEDAGOGICAL KNOWLEDGE Creates and defines learning targets and communicates them effectively to students content well enough to make it explicit, model it, know where it lies in the cradle-to-career spectrum, and assess it in others Uses a broad range of strategies and classroom structures appropriately aligned to the learning targets. Assesses the knowledge of students and scaffolds learning to meet grade level expectations. Embeds learning technologies within instruction in appropriate ways Utilizes national, local, and discipline-specific and other standards Instruction fails to align to district, local, and state content standards. Instruction fails to demonstrate content knowledge. Instruction or instructional strategies fail to Accommodate a broad range of learning styles and levels. Discussions and interactions fail to produce higher level thinking. Instruction aligns with district, and state content standards. Instruction demonstrates content knowledge. Instruction and instructional strategies are differentiated to accommodate a range of learning styles and levels. Discussion and questioning advances the quality of student thought. Classroom environment is literacy-rich. AND USING DATA Develops and/or selects assessments that match learning targets. Understands and intentionally uses formative assessment in the classroom to inform instruction and students learning. Analyzes and uses standardized assessment data Analyzes and uses classroom and data to make instructional decisions Fails to use assessment to monitor student learning. Ignores student performance data in instructional decisions. Fails to communicate student progress to students. Collects and uses data to make instructional decisions. Accommodates lessons based on the use of data. Encourages and facilitates self-monitoring in students using data. RESPONSIVE, ADAPTIVE, RESILIENT, AND REFLECTIVE PRACTICE Monitors, adjusts and articulates instructional practice on an ongoing basis Responds to, reflects on and evolves instructional practice Communicates in timely and effective ways with all stakeholders Ignores or dismisses feedback intended to improve performance. Failure to communicate effectively with stakeholders. Assigns blame to external factors for student performance. Accepts and responds to feedback from stakeholders to improve performance. Shows evidence of effective communication with stakeholders. Accepts responsibility for academic performance of students.
Teachertimeline.docx