d. Accepts and demonstrates responsibility for creating a culture that g. Communicates with students, families, colleagues, and supports the learning of every student. communities effectively and accurately. Note: Please place an X on the line located below each Teaching Standard that best fits your answer from Basic – Distinguished or check the box if unacceptable. 1.1 Communicates Information About Student Progress and Learning With Families U Teacher provides Teacher adheres to the Teacher communicates with Teacher provides information to parents minimal information to school’s required parents student progress frequently on both positive and negative family, or does not procedures for and instructional programs on aspects of student progress and listens respond, or responds communicating with a regular basis and is available effectively to parent concerns. Response insensitively to parental families; however, as needed to respond to to parent communication is handled with or guardian’s concerns communication is of family concerns. great sensitivity. about students. limited value and/or teacher’s responses to parental concerns are minimal. Unacceptable Proficient Distinguished Comments: 1.2 Selects Instructional and Uses Performance Data in Selection and Review of Goals U Teacher’s goals are not Teacher’s are Teacher’s goals are valuable in Not only are the goals valuable, but the valuable and for moderately valuable in their level of expectations, teacher can also clearly articulate how students represent low either their expectations conceptual understanding, goals establish high expectations and expectations or no or conceptual and importance of learning. relate to curriculum frameworks and conceptual understanding for standards and benchmarks. understanding. Goals do students and in not reflect important importance of learning. learning. Unacceptable Basic Proficient Distinguished Comments: 1.3 Establishes a Culture for Learning: Student in Work U Students demonstrate Instructional and Instructional goals and activities, Through planning of learning activities, little or no pride in their activities, interactions, interactions, and the classroom interactions, and the classroom work. They seem to be and the classroom environment convey high environment, both students and teachers motivated by the desire environment convey expectations for student maintain high expectations for the to complete a task inconsistent achievement. Students learning of all students. Students take rather than do expectations for demonstrate pride in their work. obvious pride in their work and initiate quality work. student achievement. improvements in it. Students good “do work” but invest little of their energy in the of the work. Unacceptable Basic Proficient Distinguished Comments:
d. Accepts and demonstrates responsibility for creating a culture that g. Communicates with students, families, colleagues, and supports the learning of every student. communities effectively and accurately. Note: Please place an X on the line located below each Teaching Standard that best fits your answer from Basic – Distinguished or check the box if unacceptable. 1.1 Communicates Information About Student Progress and Learning With Families U Teacher provides minimal information to family, or does not respond, or responds insensitively to parental or guardian’s concerns about students. Teacher adheres to the school’s required procedures for communicating with families; however, communication is of limited value and/or teacher’s responses to parental concerns are minimal. Teacher communicates with parents student progress and instructional programs on a regular basis and is available as needed to respond to family concerns. Teacher provides information to parents frequently on both positive and negative aspects of student progress and listens effectively to parent concerns. Response to parent communication is handled with great sensitivity. Unacceptable Proficient Distinguished Comments: 1.2 Selects Instructional and Uses Performance Data in Selection and Review of Goals U Teacher’s goals are not valuable and for students represent low expectations or no conceptual understanding. Goals do not reflect important learning. Teacher’s are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning. Teacher’s goals are valuable in their level of expectations, conceptual understanding, and importance of learning. Not only are the goals valuable, but the teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards and benchmarks. Unacceptable Basic Proficient Distinguished Comments: 1.3 Establishes a Culture for Learning: Student in Work U Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than do work. Instructional and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement. Students “do good work” but invest little of their energy in the quality of the work. Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement. Students demonstrate pride in their work. Through planning of learning activities, interactions, and the classroom environment, both students and teachers maintain high expectations for the learning of all students. Students take obvious pride in their work and initiate improvements in it. Unacceptable Basic Proficient Distinguished Comments:
Career-Teacher-Evaluation-update.docx