Growing and Developing Professionally. Unsatisfactory Basic Proficient Distinguished 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 e¤ort 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 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 —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic e¤ort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Critical Attributes The teacher is not involved in any activity that might enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and super- visors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: The teacher seeks regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.
Growing and Developing Professionally. 1. Teacher seeks opportunities for professional development.
Growing and Developing Professionally. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 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 colleagues. Teacher fnds 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 —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks 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.
Growing and Developing Professionally. Describe or show evidence of the professional growth activities in which you participate e.g. workshops, conference, courses, mentoring, etc.
Growing and Developing Professionally. As in other professions, the complexity of teaching requires continued growth and development, in order to remain current. Continuing to stay informed and increasing their skills allows teachers to become ever more effective and to exercise leadership among their colleagues. The academic disciplines themselves evolve, and educators constantly refine their understanding of how to engage students in learning; thus growth in content, pedagogy, and information technology are essential to good teaching. Networking with colleague through such activities as joint planning, study groups, and lesson study provide opportunities for teachers to learn from one another. These activities allow for job embedded professional development. In addition, professional educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university classes. As they gain experience and expertise, educators find ways to contribute to their colleagues and to the profession. Elements of component 4e are: Enhancement of content knowledge and pedagogical skill Teachers remain current by taking courses, reading professional literature, and remaining current on the evolution of thinking regarding instruction Receptivity to feedback from colleagues Teachers actively pursue networks that provide collegial support and feedback Service to the profession Teachers are active in professional organizations serving to enhance their personal practice and so they can provide leadership and support to colleagues Indicators include: Frequent teacher attendance in courses and workshops; regular academic reading Participation in learning networks with colleagues; feedback freely shared Participation in professional organizations supporting academic inquiry Highly Effective Effective Developing Ineffective
Growing and Developing Professionally. Receptivity to feedback from colleagues Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and professional colleagues. Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration. Teacher seeks out feedback on teaching from both supervisors and colleagues. Growing and Developing Professionally; Teacher makes no effort to share knowledge with others or to assume professional Teacher finds limited ways to contribute to the profession. Teacher participates actively in assisting other educators. Teacher initiates important activities to contribute to the profession. Service to the profession responsibilities. Showing Professionalism; Integrity and ethical conduct Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is honest in interactions with colleagues, students, and the public. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues Showing Professionalism; Service to students Teacher is not alert to students' needs. Teacher's attempts to serve students are inconsistent. Teacher is active in serving students. Teacher is highly proactive in serving students, seeking out resources when needed. Showing Professionalism; Advocacy Teacher contributes to school practices that result in some students being ill served by the school. Teacher does not knowingly contribute to some students being ill served by the school. Teacher works to ensure that all students receive a fair opportunity to succeed. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Showing Professionalism; Decision making Teacher makes decisions and recommendations based on self-serving interests. Teacher's decisions and recommendations are based on limited though genuinely professional considerations. Teacher maintains an open mind and participates in team or departmental decision making. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions ...
Growing and Developing Professionally. Unsatisfactory Basic Proficient Distinguished 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 eff ort 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 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 —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic eff ort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Xxxxxxxxx Framework for Teaching Rubrics by Washington State Criteria Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.
Growing and Developing Professionally. 4f: Teacher’s sense of professionalism is low, and teacher contributes to practices that are self-serving or harmful to students. Teacher’s attempts to serve students based on the best information are genuine but inconsistent. Teacher makes genuine and successful Teacher assumes a leadership position in efforts to ensure that all students are ensuring that school practices and procedures well served by the school ensure that all students, particularly those traditionally underserved, are honored in the school. Showing Professionalism Reflection Questions Domain 4: Professional Responsibilities Educator Observer Date/Time of Observation Grade Level/Curriculum Area Observed Please answer these questions concerning the lesson / class that was observed. Your responses will then serve as the basis for your conversation during the Post-observation conference.
Growing and Developing Professionally. ASCD 4e. Growing and Developing Professionally C r iteria INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE E x x x x cem en t o f co n ten t and k n o w led g e an d p ed agogical skill R ecep tiv ity to fe e d b a c k from co llea g u es Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teacher performance from either supervisors or more experienced colleagues. 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 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 seeks out opportunity for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. S erv ice to th e p ro fession Teacher makes no effort to share knowledge with others or to assume professional responsibilities. Teacher finds limited ways to contribute to the profession. Rubric Score: 0/0 Teacher participates actively in assisting other educators. Teacher initiates important i activities to contribute to the profession.
Growing and Developing Professionally. Elements: Enhancement of content knowledge and pedagogical skill • Service to the profession • Use of technology ELEMENT L E V E L O F P E R F O R M A N C E Unsatisfactory Basic Proficient Distinguished Enhancement of Content Knowledge and Pedagogical Skill Teacher engages in no professional development activities to enhance knowledge or skill. Teacher participates in professional activities to a limited extent when they are convenient. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research in his classroom. Service to the Profession Teacher makes no effort to share knowledge with others or to assume professional responsibilities. Teacher finds limited ways to contribute to the profession. Teacher participates actively in assisting other educators. Teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations. Use of Technology Teacher makes little or no effort to improve his/her understanding of how technology impacts learning. Teacher converses with other professionals on the use of technology. Teacher investigates new and improved uses of technology in the content areas. Teacher investigates new and improved uses of technology in the appropriate content areas and designs and shares instructional ideas with other professionals.
