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
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-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.
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
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
Cultural Proficiency. Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. - Mon Sep 16 15:24:43 EDT 2019 5 Exemplary Proficient Needs Improvement Unsatisfactory 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. 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 generally demonstrate respect for individual differences. Establishes an environment in which students demonstrate limited respect for individual differences. Exemplary Proficient Needs Improvement Unsatisfactory 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 element. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Minimizes or ignores conflicts and/or responds in inappropriate ways.
Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. Employee: Date: Indicator III-A Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. Indicator III-B Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. Indicator III-C Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning, behavior and wellness. 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. Indicator IV-C Collaboration: Collaborates effectively with colleagues on a wide range of tasks. Indicator IV-D Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning. Employee: Date:
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 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. Elements Unsatisfactory Needs Improvement Proficient Exemplary Indicator II-E. Laws, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies, collective bargaining agreements, and ethical guidelines.
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 Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric 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. Elements Unsatisfactory Needs Improvement Proficient Exemplary Standards and Indicators of Effective Teaching Practice: Specialized Instructional Support Personnel Rubric Specialized Instructional Support Personnel Rubric
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. Elements Unsatisfactory Needs Improvement Proficient Exemplary Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills.
