Critical Attributes Little or no information School or district-created Information about the In addition to the regarding the instructional materials the instructional instructional program is characteristics of “proficient”: program is available to parents. program are sent home. available on a regular basis. On a regular basis, students Families are unaware of their Infrequent or incomplete The teacher sends develop materials to inform children’s progress. information is sent home by information about student their families about the teachers about the progress home on a regular instructional program. instructional program. basis. Family engagement activities are lacking. Communication is Students maintain accurate culturally inappropriate. Teacher maintains school- Teacher develops activities records about their individual required grade book but does designed to successfully learning progress and little else to inform families engage families in their frequently share this about student progress. children’s learning, as information with families. appropriate. Teacher communications are Students contribute to regular sometimes inappropriate to and ongoing projects designed families’ cultural norms. to engage families in the learning process. Evidence COMPONENT UNSATISFACTORY PROFICIENT DISTINGUISHED Teacher’s relationships with Teacher maintains cordial Teacher’s relationships with Teacher’s relationships with colleagues are negative or relationships with colleagues colleagues are colleagues are characterized self-serving. to fulfill duties that the school characterized by mutual by mutual support and or district requires. support and cooperation; cooperation, with the teacher Teacher avoids participation in teacher actively participates taking initiative in assuming a professional culture of Teacher becomes involved in in a culture of professional leadership among the faculty. 4d (SC8) inquiry, resisting opportunities the school’s culture of inquiry. Participating in a to become involved. professional inquiry when Teacher takes a leadership professional invited to do so. Teacher volunteers to role in promoting a culture of community Teacher avoids becoming participate in school events professional inquiry. involved in school events or Teacher participates in and in school and district school and district projects. school events and school and Teacher volunteers to projects, making a district projects when participate in school events substantial contribution. specifically to do so. and district projects making a substantial contribution, and
Critical Attributes Little or no information regarding the instructional program is available to parents. Families are unaware of their children’s progress. Family engagement activities are lacking. Communication is culturally inappropriate. School or district-created materials the instructional program are sent home. Infrequent or incomplete information is sent home by teachers about the instructional program. Teacher maintains school- required grade book but does little else to inform families about student progress. Teacher communications are sometimes inappropriate to families’ cultural norms. Information about the instructional program is available on a regular basis. The teacher sends information about student progress home on a regular basis. Teacher develops activities designed to successfully engage families in their children’s learning, as appropriate. In addition to the characteristics of “proficient”: On a regular basis, students develop materials to inform their families about the instructional program. Students maintain accurate records about their individual learning progress and frequently share this information with families. Students contribute to regular and ongoing projects designed to engage families in the learning process. Evidence COMPONENT UNSATISFACTORY PROFICIENT DISTINGUISHED 4d (SC8) Participating in a professional community Teacher’s relationships with colleagues are negative or self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects. Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically to do so. Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution. Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and
tpep_evidence_gathering_document.docx