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.
2. Teacher participates in assisting in the development of other educators.
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. ASCD 4e. Growing and Developing Professionally 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. 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. The teacher chooses and participates in professional growth that is aligned with his or her professional needs and aligned with the needs of the students, school, or district.
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. 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. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher engages in no profes- sional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more ex- perienced colleagues. Teacher makes no eff ort to share knowledge with others or to assume professional re- sponsibilities. Teacher participates in pro- fessional activities to a lim- ited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and col- leagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportuni- ties for professional develop- ment to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues —either when made by super- visors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportuni- ties for professional develop- ment and makes a systematic eff ort to conduct action re- search. Teacher seeks out feedback on teaching from both super- visors and colleagues. Teacher initiates important ac- tivities to contribute to the profession.
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. 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 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.
