Ineffective Developing Effective Highly Effective Components 4e: Teacher engages in no Teacher participates in professional Teacher seeks out opportunities for Teacher out professional development activities to a limited extent when professional development to opportunities for professional activities to enhance knowledge they are convenient. Teacher enhance content knowledge and development and makes a Growing and or skill. Teacher resists feedback accepts, with some reluctance, pedagogical skill. Teacher systematic effort to conduct Developing on teaching performance from feedback on teaching performance welcomes feedback from action research. Teacher either supervisors or more from both supervisors and colleagues when made by seeks out feedback on Professionally experienced colleagues. Teacher professional colleagues. Teacher supervisors or when opportunities teaching from both makes no effort to share finds limited ways to contribute to arise through professional supervisors and colleagues. knowledge with others or to the profession collaboration. Teacher participates Teacher initiates important assume professional actively in assisting other educators activities to contribute to the responsibilities. profession. Evidence
Components Ineffective Developing Effective Highly Effective 4e: 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 professional 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 when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators Teacher 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. Evidence
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