strengths and needs of individual students Category Three: Professional Responsibility: How does the candidate invest in opportunities to grow as a professional? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate In addition to meeting In addition to meeting In addition to meeting provides evidence of: emerging expectations, developing expectations, practicing expectations, meeting established the developing candidate the practicing candidate the leading candidate deadlines and provides evidence of: provides evidence of: provides evidence of: following relevant reflective practice reflective practice leadership at the policies/procedures with incorporation of with incorporation of state, or national reflective practice peer feedback scholarly literature level in a professional with incorporation of reflection on reflection on capacity mentor teacher, assessment data for assessment data for instructor, and future instructional future instructional supervisor feedback planning planning reflective practice participation in substantiated by through identification professional research and theory of at least 3 strengths organizations and/or engagement in in teaching community activities outside the reflective practice involvement classroom intended through identification opportunities for school/student of at 3 areas to collaboration with enhancement at the improve in teaching colleagues and other practicum site and/or a strategic plan with stakeholders to reach professional growth observable actions to educational decisions listens and responds support continuous that enhance and with cultural growth promote student awareness, empathy, adherence to learning and understanding to federal/state laws, uses of the voice and established state/local communication that opinions of diverse school board policies, are appropriate for a students and regulations, and given situation stakeholders practices, and the GaPSC Code of Ethics
strengths and needs of individual students Category Three: Professional Responsibility: How does the candidate invest in opportunities to grow as a professional? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate provides evidence of: meeting established deadlines and following relevant policies/procedures reflective practice with incorporation of mentor teacher, instructor, and supervisor feedback reflective practice through identification of at least 3 strengths in teaching reflective practice through identification of at 3 areas to improve in teaching a strategic plan with observable actions to support continuous growth adherence to federal/state laws, established state/local school board policies, regulations, and practices, and the GaPSC Code of Ethics In addition to meeting emerging expectations, the developing candidate provides evidence of: reflective practice with incorporation of peer feedback reflection on assessment data for future instructional planning participation in professional organizations and/or community involvement opportunities collaboration with colleagues and other stakeholders to reach educational decisions that enhance and promote student learning uses of communication that are appropriate for a given situation In addition to meeting developing expectations, the practicing candidate provides evidence of: reflective practice with incorporation of scholarly literature reflection on assessment data for future instructional planning substantiated by research and theory engagement in activities outside the classroom intended for school/student enhancement at the practicum site and/or professional growth listens and responds with cultural awareness, empathy, and understanding to the voice and opinions of diverse students and stakeholders In addition to meeting practicing expectations, the leading candidate provides evidence of: leadership at the state, or national level in a professional capacity
CCGA_DETP_Quality_Assurance_System.docx