Participating in a Professional Community. Unsatisfactory Basic Proficient Distinguished Teacher’s relationships with colleagues are negative or self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects. Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically asked to do so. Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution. Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life.
Participating in a Professional Community. Relationships with Colleagues • Involvement in a Culture of Professional Inquiry • Service to the School • Participation in School and District Projects Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with colleagues to share strategies, plan joint efforts, and plan for the success of individual students. Schools are, in other words, professional organizations for teachers— organizations whose full potential is realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual support and respect and by recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and to contribute to the life of the school. Inevitably, teachers’ duties extend beyond the doors of their classrooms and include activities related to the entire school and/or larger district. These activities include such things as school and district curriculum committees or engagement with the parent- teacher organization. With experience, teachers assume leadership roles in these activities. Unsatisfactory Basic Proficient Distinguished • Teacher’s relationships with colleagues are negative or self- serving. • Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. • Teacher avoids becoming involved in school events or school and district projects • Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. • Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. • Teacher participates in school events and school and district projects when specifically asked to do so. • Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. • Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution. • Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. • Teacher takes a leadership role in promoting a culture of professional inquiry. • Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect ...
Participating in a Professional Community. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher’s relationships with colleagues are negative or self- serving. Teacher avoids participation in a professional culture of inquiry, resisting opportuni- ties to become involved. Teacher avoids becoming in- volved in school events or school and district projects. Teacher maintains cordial re- lationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of profes- sional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically asked to do so. Teacher’s relationships with colleagues are characterized by mutual support and coop- eration; teacher actively par- ticipates in a culture of pro- fessional inquiry. Teacher volunteers to partici- xxxx in school events and in school and district projects, making a substantial contri- bution. Teacher’s relationships with colleagues are characterized by mutual support and coop- eration, with the teacher tak- ing initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to partici- xxxx in school events and dis- trict projects making a sub- stantial contribution, and as- suming a leadership role in at least one aspect of school or district life.
Participating in a Professional Community. Teacher avoids participating in a professional community or in school and district events and projects; relationships with colleagues are negative or self- serving. Teacher becomes involved in the professional community and in school and district events and projects when specifically asked; relationships with colleagues are cordial. Teacher participates actively in the professional community, and in school and district events and projects, and maintains positive and productive relationships with colleagues. Teacher makes a substantial contribution to the professional community, to school and district events and projects, and assumes a leadership role among the faculty.
