assuming a leadership role in at least one aspect of school or district life. Critical Attributes The teacher’s relationship with The teacher has pleasant The teacher has supportive and In addition to the colleagues is characterized by relationship with colleagues. collaborative relationships with characteristics of “proficient”: negativity or combativeness. colleagues. W hen invited, the teacher The teacher takes a leadership The teacher purposefully participates in activities The teacher regularly role in promoting activities avoids contributing to activities related to professional participates in activities related related to professional inquiry. promoting professional inquiry. inquiry. to professional inquiry. The teacher regularly The teacher avoids W hen asked, the teacher The teacher frequently contributes to and over- sees involvement in school activities participates in school volunteers to participate in events that positively impact and school district and activities, as well as school school activities, as well as school life. community projects. district and community school district and community projects. projects. The teacher regularly contributes to and serves as head of significant school district and community projects. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Teacher engages in no Teacher participates in Teacher seeks out Teacher seeks out professional development professional activities to a opportunities for professional opportunities for professional activities to enhance limited extent when they are development to enhance development and makes a knowledge or skill. convenient. content knowledge and systematic effort to conduct pedagogical skill. action research. Teacher resists feedback on Teacher accepts, with some 4e (SC8) teaching performance from reluctance, feedback on Teacher welcomes feedback Teacher seeks out feedback Growing and either supervisors or more teaching performance from from colleagues - either when on teaching from both developing experienced colleagues. both supervisors and made by supervisors or when supervisors and colleagues. professionally colleagues. opportunities through Teacher makes no effort to Teacher initiates important professional collaboration. share knowledge with others or Teacher finds limited ways activities to contribute to the to assume professional to contribute to the Teacher participates actively profession. responsibilities. profession. in assisting other educators.
assuming a leadership role in at least one aspect of school or district life. Critical Attributes The teacher’s relationship with colleagues is characterized by negativity or combativeness. The teacher purposefully avoids contributing to activities promoting professional inquiry. The teacher avoids involvement in school activities and school district and community projects. The teacher has pleasant relationship with colleagues. W hen invited, the teacher participates in activities related to professional inquiry. W hen asked, the teacher participates in school activities, as well as school district and community projects. The teacher has supportive and collaborative relationships with colleagues. The teacher regularly participates in activities related to professional inquiry. The teacher frequently volunteers to participate in school activities, as well as school district and community projects. In addition to the characteristics of “proficient”: The teacher takes a leadership role in promoting activities related to professional inquiry. The teacher regularly contributes to and over- sees events that positively impact school life. The teacher regularly contributes to and serves as head of significant school district and community projects. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4e (SC8) Growing and developing professionally Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues - either when made by supervisors or when opportunities through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession.
tpep_evidence_gathering_document.docx