Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice. II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice.
Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Creates and Maintains a Respectful Environment Establishes an environment in which students demonstrate limited respect for individual differences, and fails to identify and/or responds in inappropriate ways when conflicts arise. Establishes an environment in which students generally demonstrate respect for individual differences; anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Establishes an environment in which students demonstrate respect for and affirm their own (self- awareness) and others’ (social awareness) differences related to background, identity, language, strengths, and challenges, and responds appropriately if/when conflicts or misunderstandings arise related to such differences. Establishes an environment in which students respect and affirm their own (self- awareness) and others’ (social awareness) differences and are supported to share, explore, and initiate dialogue about differences and similarities related to background, identity, language, strengths, and challenges. Responds appropriately if/when conflicts or misunderstandings arise related to such differences. Models this practice for others. Indicator II-E. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.
Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Creates and Maintains a Respectful Environment Establishes an environment in which students demonstrate limited respect for individual differences, and fails to identify and/or responds in inappropriate ways when conflicts arise. Establishes an environment in which students generally demonstrate respect for individual differences; anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Establishes an environment in which students demonstrate respect for and affirm their own (self- awareness) and others’ (social awareness) differences related to background, identity, language, strengths, and challenges, and responds appropriately if/when conflicts or misunderstandings arise related to such differences. Establishes an environment in which students respect and affirm their own (self-awareness) and others’ (social awareness) differences and are supported to share, explore, and initiate dialogue about differences and similarities related to background, identity, language, strengths, and challenges. Responds appropriately if/when conflicts or misunderstandings arise related to such differences. Models this practice for others. Indicator II-E. Expectations Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students. Unsatisfactory Needs Improvement Proficient Exemplary II-E-1. High Expectations Does not communicate specific academic and behavior expectations to students, and gives up on some students or communicates that some cannot master challenging material. Occasionally communicates expectations for student work, effort, and behavior in the classroom, but inconsistently enforces these expectations and/or does little to counteract student misconceptions about innate ability. Clearly communicates high standards for student work, effort, and behavior, and consistently reinforces the expectation that all students can meet these standards through effective effort, rather than innate ability. Effectively communicates high standards for student work, effort, and behavior such that students take ownership of meeting them; models and reinforces ways that students can master challenging material through effective effort, and successfully challenges misconce...
Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C-1 Respects differences Unsatisfactory Needs improvement Proficient Exemplary II-C-2 Maintains respectful envir. Unsatisfactory Needs improvement Proficient Exemplary Employee: Date: Indicator II-D Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students. II-D-1 Clear expectations Unsatisfactory Needs improvement Proficient Exemplary II-D-2 High expectations Unsatisfactory Needs improvement Proficient Exemplary II-D-3 Access to knowledge Unsatisfactory Needs improvement Proficient Exemplary Indicator III-A Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. III-A-1 Parent/family engagement Unsatisfactory Needs improvement Proficient Exemplary Indicator III-B Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B-1 Learning expectations Unsatisfactory Needs improvement Proficient Exemplary III-B-2 Student support Unsatisfactory Needs improvement Proficient Exemplary Indicator III-C Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning, behavior and wellness. III-C-1 Two-way communication Unsatisfactory Needs improvement Proficient Exemplary III-C-2 Culturally proficient comm. Unsatisfactory Needs improvement Proficient Exemplary Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and Indicator IV-A work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. IV-A-1 Reflective practice Unsatisfactory Needs improvement Proficient Exemplary IV-A-2 Goal setting Unsatisfactory Needs improvement Proficient Exemplary Indicator IV-B Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. IV-B-1 Professional learning and growth Unsatisfactory Needs improvement Proficient Exemplary Indicator IV-C Collaboration: Collaborates effectivel...
Cultural Proficiency. Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
Cultural Proficiency. Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-B-1. Policies and Practices Develops and implements culturally insensitive or inappropriate policies, does not support staff in building cultural proficiency, and/or creates a culture that minimizes the importance of individual differences. Develops and implements culturally sensitive policies that may, but some policies are not culturally sensitive and/or provides limited resources for educators to support the development of cultural proficiency. Develops and implements culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of students and staff. Provides staff with relevant resources to support them in building cultural proficiency and promotes a culture that affirms individual differences. Leads stakeholders to develop and implement culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of students and staff. Empowers staff with time, resources, and support to build cultural proficiency and collaborates with community members to create a culture that affirms individual differences. Is able to model this element. Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills.
Cultural Proficiency. Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-B-1. Policies and Practices Does not support administrators and/or staff in building cultural proficiency, and/or creates a culture that minimizes the importance of individual differences. Provides limited resources and/or support to administrators and/or educators to development of cultural proficiency. Provides administrators and/or educators with relevant resources and/or support in building cultural proficiency that promote a culture that affirms individual differences. Empowers administrators and/or educators with resources and support to build cultural proficiency and collaborates with community members to create a culture that affirms individual differences. Is able to model this element. Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills.
Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. II-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-C-1. Respects Differences Establishes an environment in which students demonstrate limited respect for individual differences. Establishes an environment in which students generally demonstrate respect for individual differences. Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this element.
Cultural Proficiency. Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Elemen ts Unsatisfactory Needs Improvement Proficient Exemplary IV-B-1. Policies and Practice s Develops and implements culturally insensitive or inappropriate policies, does not support staff in building cultural proficiency, and/or creates a culture that minimizes the importance of individual differences. Takes pride in having a diverse faculty and/or student body, but some policies are not culturally sensitive and/or provides limited resources for educators to support the development of cultural proficiency. Develops and implements culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of students and staff. Provides staff with relevant resources to support them in building cultural proficiency and promotes a culture that affirms individual differences. Leads stakeholders to develop and implement culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of students and staff. Empowers staff with time, resources, and support to build cultural proficiency and collaborates with community members to create a culture that affirms individual differences. Is able to model this element. Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills. IV-C. Elemen ts Unsatisfactory Needs Improvement Proficient Exemplary IV-C-1. Commu nica- tion Skills Demonstrates ineffectual interpersonal, written, or verbal communication skills at times. May demonstrate adequate interpersonal, written, and verbal communication skills but sometimes makes grammatical errors or has difficulty expressing ideas to stakeholders. Demonstrates strong interpersonal, written, and verbal communication skills. Demonstrates strong context- and audience-specific interpersonal, written, and verbal communication skills. Is able to model this element. Indicator IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices and theory to continuously adapt instruction and achieve improved results. Models these behaviors in the administrator’s own practice. IV-D. Elemen ts Unsatisfactory Needs Improvement Proficient Exempla...
