Recent Changes

Teacher consistently provides an accurate and objective description of the lessons and behaviors of his students.
Teacher provides extensive feedback on objectives, lessons and student behavior.
(Assessment of peer)S.S. Department Chair)
Component
Basic
In addition, this process only helped support my theories as to what makes a great teacher leader. As we were discussing what characteristics we should assess each other on, we found that a lot of different pieces go into being a great teacher leader. The two characteristics that I feel make a great teacher leader are vision and discipline. Both of these characteristics force a teacher leader to anticipate and evaluate best practices. It is also a characteristic that allows a teacher leader to anticipate how others will respond to actions and decisions. Above all, I have found that I still need to work on this characteristic. Vision is something I don’t have compared to the colleague I assessed with this rubric. Being able to see how peers will react to curriculum and policy changes is quite important when you are in a leadership role.
Most importantly, it is apparent that in order to be someone who is at the forefront of their profession you need to have discipline. Discipline is a term that falls under various aspects of teaching. For example, those that have been in this field for thirty plus years have had the ability to maintain a well-organized and functioning classroom. They also are able to force themselves to question their practices and evolve with the times. This is a exact reflection of their discipline and passion for their work.
Graham’s Self-Evaluation (in red) Physical Education Team Leader (in blue)
Rubric
Component
Basic
Proficient
Distinguished
Vision – Demonstrates an ability to anticipate standards and expectation of behavior and ability among staff and students
Teacher displays a noticeable ability to anticipate things before they happen inside or outside the classroom. This typically has some sort of impact on the classroom or student.
Teacher displays a strong ability to see things before they happen inside or outside the classroom, which generally leads to positive student outcomes.
X
Teacher displays a significant ability to see things before they happen inside or outside the classroom, which can have a more positive outcome for student learning.
X
Intelligence – Demonstrates knowledge of curriculum and pedagogy
Teacher plans and practices reflect some awareness of the important concepts of student behavior and curriculum.
Teacher plans and practices reflect solid knowledge of the content, prerequisites relations between concepts of student behavior and curriculum.
X
Teacher plans and practices reflect extensive knowledge of the content and of the structure of concepts of student behavior and curriculum.
X
Professionalism – Participating in a professional community
Teacher becomes involved in the professional community and in school and district events and projects when specifically asked.
Teacher participates actively within the professional community, and in school and district events and projects. Teacher maintains positive and productive relationships with colleagues.
Teacher makes a substantial contribution to the professional community. (Both to the school and district events) Teacher seamlessly assumes a leadership role among the faculty.
XX
Charisma – This person is socially conscious and displays a very likeable and appealing personality
Teacher is rarely socially conscious in terms of equity, culture, power, race, and class. Teacher sometimes addresses own classroom and colleagues about diversity of student body.
Teacher consistently addresses issues of equity, culture, power, race, and class. Teacher engages colleagues and students in thinking about and talking about diversity of the student body.
X
Teacher provides an exceptional social conscious. Teacher provides quality instruction and best practices. Teacher encourages students and colleagues to acknowledge and appreciate the differences in equity, culture, power, race, and class.
X
Persistence – Constantly questioning best practices in a professional and collaborative manor
Teacher generally speaks out during team meetings. Teacher tends to look for the effortless instructional strategy or plan.
Teacher consistently speaks out during team and staff meetings, and is willing to question best practices and instructional strategies amongst peers.
XX
Teacher considerably displays the ability to facilitate team meetings, and encourages colleague collaboration and participation. This leads to a thorough examination of best practices and instructional strategies.
Integrity – Demonstrates the ability to make and execute moral decisions and disciplines
Teacher generally displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher consistently displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher considerably displays the ability execute moral decision making in times of leadership. And is willing to deal with student or staff discipline situations.
XX
Collaboration –Communicates with parents, students, and staff on various topics fluidly
Teacher generally displays an ability to communicate collaborate, and interact with peers, students and parents.
Teacher consistently demonstrates the appropriate behavior when communicating, collaborating, and interacting with peers, students and parents.
Teacher does and exemplary job of communicating, collaborating, and interacting with peers, students and parents.
XX
Discipline – Establishes appropriate classroom behavior for both teacher and student. All classroom procedures are well understood and followed
It appears that the teacher has made an effort to establish appropriate classroom behavior for both teacher and student. Some instructional strategies are lost due to partially effective classroom routines or procedures.
Standards of conduct appear to be clear and the teacher monitors student behavior. Little instructional time is lost due to clear classroom routines and procedures.
X
Standards of conduct are clear, with evidence of student participation in setting them. Teacher monitors student behavior with subtle and preventive teacher responses. There is seamless transition between classroom routines and procedures.
X
Respect
Classroom interaction, both between the teacher and student are generally appropriate and free from conflict. However, there may be characterized by occasional displays of insensitivity or lack of responsiveness.
Classroom interaction, both between the teacher and student are respectful and polite. They reflect a sense of warmth and caring for their students through an appropriate classroom environment.
Classroom interaction, both between the teacher and student are highly respectful, reflecting genuine warmth and caring to students. Students themselves ensure high levels of civility among members of class.
XX
Reflective – Displays an ability to look back on best practices
Teacher displays accurate and objective description of the lessons and behaviors of his students.
Teacher consistently provides an accurate and objective description of the lessons and behaviors of his students.
X
Teacher provides extensive feedback on objectives, lessons and student behavior.
X
Ryan's Reflection
The rubric lists ten qualities that my group believes define a teacher leader. The rubric provides three levels of ratings in hopes of providing teacher leaders areas of growth. The following rubric provides the evaluation of myself as a teacher leader and the physical education team leader. I believe the evaluation gives insightful information and allows teachers to reflect on their teaching practice. It is important for teaching professionals to continue to grow and development their craft.
Out of the ten qualities, I believe two of the qualities are slightly more important. The two qualities that are most important are vision and reflection. I believe every teacher leader should have a vision. The vision gives teacher leaders an idea of what a positive learning environment looks like and carries out the learning process. Students need to understand a teacher’s vision, so they have the ability demonstrate the student outcomes. Next, a reflective practice is important for teacher leaders to continue their growth and development in the profession. A teacher leader needs to provide extensive feedback on lessons, learning objectives, and student behavior, which will lead to positive learning experiences for themselves and their students. Teacher leaders are open to suggestions and willing to learn from others. I believe all teachers can learn from their experiences and continue to build upon their teaching.
After evaluating my colleague and myself, the information provided suggests important information. The evaluation of my colleague demonstrates the experience and areas of strength as a teacher leader. Based on my own evaluation, I can compare my evaluation to my colleagues and gain insightful information that will play a positive role in my growth as a teacher leader.
Danielle's Rubric:
Wagner’s Self Evaluation (in red) English Department head (in blue)

In addition, this process only helped support my theories as to what makes a great teacher leader. As we were discussing what characteristics we should assess each other on, we found that a lot of different pieces go into being a great teacher leader. The two characteristics that I feel make a great teacher leader are vision and discipline. Both of these characteristics force a teacher leader to anticipate and evaluate best practices. It is also a characteristic that allows a teacher leader to anticipate how others will respond to actions and decisions. Above all, I have found that I still need to work on this characteristic. Vision is something I don’t have compared to the colleague I assessed with this rubric. Being able to see how peers will react to curriculum and policy changes is quite important when you are in a leadership role.
Most importantly, it is apparent that in order to be someone who is at the forefront of their profession you need to have discipline. Discipline is a term that falls under various aspects of teaching. For example, those that have been in this field for thirty plus years have had the ability to maintain a well-organized and functioning classroom. They also are able to force themselves to question their practices and evolve with the times. This is a exact reflection of their discipline and passion for their work.
Danielle's Rubric:
Wagner’s Self Evaluation (in red) English Department head (in blue)
Excellent: 4pts

In addition, this process only helped support my theories as to what makes a great teacher leader. As we were discussing what characteristics we should assess each other on, we found that a lot of different pieces go into being a great teacher leader. The two characteristics that I feel make a great teacher leader are vision and discipline. Both of these characteristics force a teacher leader to anticipate and evaluate best practices. It is also a characteristic that allows a teacher leader to anticipate how others will respond to actions and decisions. Above all, I have found that I still need to work on this characteristic. Vision is something I don’t have compared to the colleague I assessed with this rubric. Being able to see how peers will react to curriculum and policy changes is quite important when you are in a leadership role.
Most importantly, it is apparent that in order to be someone who is at the forefront of their profession you need to have discipline. Discipline is a term that falls under various aspects of teaching. For example, those that have been in this field for thirty plus years have had the ability to maintain a well-organized and functioning classroom. They also are able to force themselves to question their practices and evolve with the times. This is a exact reflection of their discipline and passion for their work.
Danielle's RubricRubric:
Wagner’s Self Evaluation (in red) English Department head (in blue)
Excellent: 4pts
Satisfactory: 3

Initiative
Actively seeking new opportunities for faculty and student without being asked to do so
X
Will often seek new opportunities for faculty and students when the need presents itself
X
Will seek new opportunities for faculty and students, but only when asked
Does not look to take on more responsibilities
Cooperation / Collaboration
Works well with others / others always want to work with them
X
Works well with others / others sometimes want to work with them
X
Can work in groups but usually wants to be “in charge”
Does not work well with others
Work Ethic
Dedicated to the task completely / can juggle various aspects of work and life well
X
Dedicated to the task most of the time and can usually juggle work and life well
Dedication to the task can often be influenced by other aspects of life
X
Is not dedicated to the task or their dedication is too often swayed by other things
Preparedness
Plans for things in advance and is always prepared for the several situations
Usually plans for things in advance and can usually supply one alternative situation
X X
Plans one day at a time but rarely supplies an alternative solution when needed
Does not plan ahead and does not provide any alternative solutions
Always builds and maintains trust easily
Can usually build and maintain others’ trust easily
X X
Is slow to build and maintain trust
Cannot build and maintain trust
Always maintains a positive outlook on the school, its faculty and students
Can usually maintain a positive outlook
X
Will sometimes participate in disparaging activities
X
Participates in gossip or otherwise disparaging comments
Responsiveness (to others in need)
Always willing to help others, even if it requires more work on their part
X X
Is usually willing to help others complete tasks
Is sometimes willing to help others complete tasks
Can handle stress well and does not lash out at others due to stress
Can handle stress well and does not usually unhealthy outlets for stress
X X
Can handle stress, but often does so using unhealthy or disruptive outlets
Always uses unhealthy outlets for stress and/or lashes out at others to deal with stress
Servant Leader (one that recognizes the needs of the school / students first)
Can recognize anticipate the needs of the students and will work to fulfill those needs
X X
Can recognize the needs of their students and usually works to fulfill those needs
Can usually recognize their students’ needs but is unsure of how to fulfill them
Education Background (classroom experience, continuing education / training, work done within current or previous schools)
Uses previous experiences and adapts them to current situation while actively seeking ways to better themselves as teachers
X
Uses previous experiences and usually adapts them as needed. Seeks ways to better themselves when the need arises
X
Uses previous experiences, but cannot always adapt them. Seeks ways to better themselves when prompted
Does not adapt experiences or materials to meet the needs of current situations.
Total up your points and find your “teacher leadership” range. Mark your range with an “X.”
_ 10 – 15pts: your traits and skills do not currently reflect those of a teacher leader.
_ 16 – 25pts: some of your traits and skills reflect those of a teacher leader, but you will need to build on those and grow into your role.
_XX 26 – 35pts: most of your traits and skills reflect those of a teacher leader. Your full potential will be reached with a bit of work on the few areas of concern discovered while filling the rubric out.
_ 36 – 40pts: your traits and skills all reflect those of a teacher leader.
Identify your specific areas of concern:
_ Initiative
_ Cooperation / Collaboration
_X Work Ethic
_ Preparedness
_ Leadership
X_X Attitude
_ Responsiveness
X_X Emotional Maturity
_ Servant Leader
_ Education Background
Wagner’s Reflection
My department head and I both scored within the same range, which is very encouraging news for me seeing as how I look up to him as a mentor and as a friend in the school. We both feel the needs of our students are paramount, and work hard to meet those needs every day. We do so by working with them and other teachers to try to make learning a more cohesive and meaningful experience. We’ve also worked to implement new strategies within our department after recognizing a need to strengthen our students’ grammar and writing skills. We listened to our graduates when they came back from their first semester of college and told us how difficult “English 101” was for them, and we analyzed our current students’ writing, along with their standardized test scores to find areas of concerns. We changed our writing curriculum entirely and added supplementary materials to help our students with grammar issues. As Thomas Sergiovanni would say, we changed the form of our education to address problems (Sergiovanni, 2000). We are also very responsive to others’ needs and try our best to help our colleagues as much as possible. I feel this stems from our natural inclination to help people in need. We want to make other peoples’ lives better in any way we can.
My department head can usually maintain a positive attitude toward our school, but his emotional maturity is sometimes lacking. My department head usually places blame on others, especially our administration, when things do not work out as planned. This is typical, in my opinion, but I feel he should be able channel that stress in a more positive way in order to keep the rest of our department optimistic. Sergiovanni says, “the ultimate purpose of school leadership is to transform the school into a moral community” (Sergiovanni, 2000). As a leader himself, it would be more helpful to our department if he remained positive so we could do the same.
The area I am most concerned about for myself is attitude toward my school. I am willing to admit there are times throughout the year when I engage in faculty “trash-talking” sessions in the lounge. This may be because I am having a particularly hard day at work, or some other outside influence has dampened my spirits at school. Charlotte Danielson believes “teachers must have the inclination to collaborate and learn from colleagues, and the culture must be sufficiently safe to permit… such conversations” (Danielson, 2006) But I know these activities are not cathartic; they do not raise my spirits. I need to maintain a positive outlook on my school, or find ways end my frustration by improving the situation.

Teacher provides extensive feedback on objectives, lessons and student behavior.
Jason's Reflection:
The rubric developed by our group was based off of the ten qualities that make up a great teacher leader. I found that these qualities are prevalent in my role as an educator. Upon further evaluation of my self and a fellow colleague, I learned that a lot of the individuals I work with have strengths that may be different from my own. However, when we work together we generate a place that fosters learning. I found this process to be very insightful, and it gave me clarity as to what I need to do to further my growth as an educator.
In addition, this process only helped support my theories as to what makes a great teacher leader. As we were discussing what characteristics we should assess each other on, we found that a lot of different pieces go into being a great teacher leader. The two characteristics that I feel make a great teacher leader are vision and discipline. Both of these characteristics force a teacher leader to anticipate and evaluate best practices. It is also a characteristic that allows a teacher leader to anticipate how others will respond to actions and decisions. Above all, I have found that I still need to work on this characteristic. Vision is something I don’t have compared to the colleague I assessed with this rubric. Being able to see how peers will react to curriculum and policy changes is quite important when you are in a leadership role.
Most importantly, it is apparent that in order to be someone who is at the forefront of their profession you need to have discipline. Discipline is a term that falls under various aspects of teaching. For example, those that have been in this field for thirty plus years have had the ability to maintain a well-organized and functioning classroom. They also are able to force themselves to question their practices and evolve with the times. This is a exact reflection of their discipline and passion for their work.
Danielle's Rubric
Excellent: 4pts

Teacher provides extensive feedback on objectives, lessons and student behavior.
Jason's Reflection:
Danielle's Rubric
Excellent: 4pts
Satisfactory: 3
Emerging: 2
Non-existent: 1
Initiative
Actively seeking new opportunities for faculty and student without being asked to do so
Will often seek new opportunities for faculty and students when the need presents itself
Will seek new opportunities for faculty and students, but only when asked
Does not look to take on more responsibilities
Cooperation / Collaboration
Works well with others / others always want to work with them
Works well with others / others sometimes want to work with them
Can work in groups but usually wants to be “in charge”
Does not work well with others
Work Ethic
Dedicated to the task completely / can juggle various aspects of work and life well
Dedicated to the task most of the time and can usually juggle work and life well
Dedication to the task can often be influenced by other aspects of life
Is not dedicated to the task or their dedication is too often swayed by other things
Preparedness
Plans for things in advance and is always prepared for the several situations
Usually plans for things in advance and can usually supply one alternative situation
Plans one day at a time but rarely supplies an alternative solution when needed
Does not plan ahead and does not provide any alternative solutions
Leadership (ability to build and maintain trust)
Always builds and maintains trust easily
Can usually build and maintain others’ trust easily
Is slow to build and maintain trust
Cannot build and maintain trust
Attitude (toward the school community and task at hand)
Always maintains a positive outlook on the school, its faculty and students
Can usually maintain a positive outlook
Will sometimes participate in disparaging activities
Participates in gossip or otherwise disparaging comments
Responsiveness (to others in need)
Always willing to help others, even if it requires more work on their part
Is usually willing to help others complete tasks
Is sometimes willing to help others complete tasks
Does not take on additional responsibilities after the initial meeting
Emotional Maturity
Can handle stress well and does not lash out at others due to stress
Can handle stress well and does not usually unhealthy outlets for stress
Can handle stress, but often does so using unhealthy or disruptive outlets
Always uses unhealthy outlets for stress and/or lashes out at others to deal with stress
Servant Leader (one that recognizes the needs of the school / students first)
Can recognize anticipate the needs of the students and will work to fulfill those needs
Can recognize the needs of their students and usually works to fulfill those needs
Can usually recognize their students’ needs but is unsure of how to fulfill them
Does not recognize or care about their students’ needs
Education Background (classroom experience, continuing education / training, work done within current or previous schools)
Uses previous experiences and adapts them to current situation while actively seeking ways to better themselves as teachers
Uses previous experiences and usually adapts them as needed. Seeks ways to better themselves when the need arises
Uses previous experiences, but cannot always adapt them. Seeks ways to better themselves when prompted
Does not adapt experiences or materials to meet the needs of current situations.

List of qualities that represent a quality teacher:
Vision
Intelligence
Professionalism
Charisma
Persistence
Integrity
Collaboration
Discipline
Respect
Reflective
Rubric
Component
Basic
Proficient
Distinguished
Vision – Demonstrates an ability to anticipate standards and expectation of behavior and ability among staff and students
Teacher displays a noticeable ability to anticipate things before they happen inside or outside the classroom. This typically has some sort of impact on the classroom or student.
Teacher displays a strong ability to see things before they happen inside or outside the classroom, which generally leads to positive student outcomes.
Teacher displays a significant ability to see things before they happen inside or outside the classroom, which can have a more positive outcome for student learning.
Intelligence – Demonstrates knowledge of curriculum and pedagogy
Teacher plans and practices reflect some awareness of the important concepts of student behavior and curriculum.
Teacher plans and practices reflect solid knowledge of the content, prerequisites relations between concepts of student behavior and curriculum.
Teacher plans and practices reflect extensive knowledge of the content and of the structure of concepts of student behavior and curriculum.
Professionalism – Participating in a professional community
Teacher becomes involved in the professional community and in school and district events and projects when specifically asked.
Teacher participates actively within the professional community, and in school and district events and projects. Teacher maintains positive and productive relationships with colleagues.
Teacher makes a substantial contribution to the professional community. (Both to the school and district events) Teacher seamlessly assumes a leadership role among the faculty.
Charisma – This person is socially conscious and displays a very likeable and appealing personality
Teacher is rarely socially conscious in terms of equity, culture, power, race, and class. Teacher sometimes addresses own classroom and colleagues about diversity of student body.
Teacher consistently addresses issues of equity, culture, power, race, and class. Teacher engages colleagues and students in thinking about and talking about diversity of the student body.
Teacher provides an exceptional social conscious. Teacher provides quality instruction and best practices. Teacher encourages students and colleagues to acknowledge and appreciate the differences in equity, culture, power, race, and class.
Persistence – Constantly questioning best practices in a professional and collaborative manor
Teacher generally speaks out during team meetings. Teacher tends to look for the effortless instructional strategy or plan.
Teacher consistently speaks out during team and staff meetings, and is willing to question best practices and instructional strategies amongst peers.
Teacher considerably displays the ability to facilitate team meetings, and encourages colleague collaboration and participation. This leads to a thorough examination of best practices and instructional strategies.
Integrity – Demonstrates the ability to make and execute moral decisions and disciplines
Teacher generally displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher consistently displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher considerably displays the ability execute moral decision making in times of leadership. And is willing to deal with student or staff discipline situations.
Collaboration –Communicates with parents, students, and staff on various topics fluidly
Teacher generally displays an ability to communicate collaborate, and interact with peers, students and parents.
Teacher consistently demonstrates the appropriate behavior when communicating, collaborating, and interacting with peers, students and parents.
Teacher does and exemplary job of communicating, collaborating, and interacting with peers, students and parents.
Discipline – Establishes appropriate classroom behavior for both teacher and student. All classroom procedures are well understood and followed
It appears that the teacher has made an effort to establish appropriate classroom behavior for both teacher and student. Some instructional strategies are lost due to partially effective classroom routines or procedures.
Standards of conduct appear to be clear and the teacher monitors student behavior. Little instructional time is lost due to clear classroom routines and procedures.
Standards of conduct are clear, with evidence of student participation in setting them. Teacher monitors student behavior with subtle and preventive teacher responses. There is seamless transition between classroom routines and procedures.
Respect
Classroom interaction, both between the teacher and student are generally appropriate and free from conflict. However, there may be characterized by occasional displays of insensitivity or lack of responsiveness.
Classroom interaction, both between the teacher and student are respectful and polite. They reflect a sense of warmth and caring for their students through an appropriate classroom environment.
Classroom interaction, both between the teacher and student are highly respectful, reflecting genuine warmth and caring to students. Students themselves ensure high levels of civility among members of class.
Reflective – Displays an ability to look back on best practices
Teacher displays accurate and objective description of the lessons and behaviors of his students.
Teacher consistently provides an accurate and objective description of the lessons and behaviors of his students.
Teacher provides extensive feedback on objectives, lessons and student behavior.
Jason P (Assessment of myself)
Component
Basic
Proficient
Distinguished
Vision – Demonstrates an ability to anticipate standards and expectation of behavior and ability among staff and students
Teacher displays a noticeable ability to anticipate things before they happen inside or outside the classroom. This typically has some sort of impact on the classroom or student.
Teacher displays a strong ability to see things before they happen inside or outside the classroom, which generally leads to positive student outcomes.
Teacher displays a significant ability to see things before they happen inside or outside the classroom, which can have a more positive outcome for student learning.
Intelligence – Demonstrates knowledge of curriculum and pedagogy
Teacher plans and practices reflect some awareness of the important concepts of student behavior and curriculum.
Teacher plans and practices reflect solid knowledge of the content, prerequisites relations between concepts of student behavior and curriculum.
Teacher plans and practices reflect extensive knowledge of the content and of the structure of concepts of student behavior and curriculum.
Professionalism – Participating in a professional community
Teacher becomes involved in the professional community and in school and district events and projects when specifically asked.
Teacher participates actively within the professional community, and in school and district events and projects. Teacher maintains positive and productive relationships with colleagues.
Teacher makes a substantial contribution to the professional community. (Both to the school and district events) Teacher seamlessly assumes a leadership role among the faculty.
Charisma – This person is socially conscious and displays a very likeable and appealing personality
Teacher is rarely socially conscious in terms of equity, culture, power, race, and class. Teacher sometimes addresses own classroom and colleagues about diversity of student body.
Teacher consistently addresses issues of equity, culture, power, race, and class. Teacher engages colleagues and students in thinking about and talking about diversity of the student body.
Teacher provides an exceptional social conscious. Teacher provides quality instruction and best practices. Teacher encourages students and colleagues to acknowledge and appreciate the differences in equity, culture, power, race, and class.
Persistence – Constantly questioning best practices in a professional and collaborative manor
Teacher generally speaks out during team meetings. Teacher tends to look for the effortless instructional strategy or plan.
Teacher consistently speaks out during team and staff meetings, and is willing to question best practices and instructional strategies amongst peers.
Teacher considerably displays the ability to facilitate team meetings, and encourages colleague collaboration and participation. This leads to a thorough examination of best practices and instructional strategies.
Integrity – Demonstrates the ability to make and execute moral decisions and disciplines
Teacher generally displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher consistently displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher considerably displays the ability execute moral decision making in times of leadership. And is willing to deal with student or staff discipline situations.
Collaboration –Communicates with parents, students, and staff on various topics fluidly
Teacher generally displays an ability to communicate collaborate, and interact with peers, students and parents.
Teacher consistently demonstrates the appropriate behavior when communicating, collaborating, and interacting with peers, students and parents.
Teacher does and exemplary job of communicating, collaborating, and interacting with peers, students and parents.
Discipline – Establishes appropriate classroom behavior for both teacher and student. All classroom procedures are well understood and followed
It appears that the teacher has made an effort to establish appropriate classroom behavior for both teacher and student. Some instructional strategies are lost due to partially effective classroom routines or procedures.
Standards of conduct appear to be clear and the teacher monitors student behavior. Little instructional time is lost due to clear classroom routines and procedures.
Standards of conduct are clear, with evidence of student participation in setting them. Teacher monitors student behavior with subtle and preventive teacher responses. There is seamless transition between classroom routines and procedures.
Respect
Classroom interaction, both between the teacher and student are generally appropriate and free from conflict. However, there may be characterized by occasional displays of insensitivity or lack of responsiveness.
Classroom interaction, both between the teacher and student are respectful and polite. They reflect a sense of warmth and caring for their students through an appropriate classroom environment.
Classroom interaction, both between the teacher and student are highly respectful, reflecting genuine warmth and caring to students. Students themselves ensure high levels of civility among members of class.
Reflective – Displays an ability to look back on best practices
Teacher displays accurate and objective description of the lessons and behaviors of his students.
Teacher consistently provides an accurate and objective description of the lessons and behaviors of his students.
Teacher provides extensive feedback on objectives, lessons and student behavior.
Jason P (Assessment of peer)
Component
Basic
Proficient
Distinguished
Vision – Demonstrates an ability to anticipate standards and expectation of behavior and ability among staff and students
Teacher displays a noticeable ability to anticipate things before they happen inside or outside the classroom. This typically has some sort of impact on the classroom or student.
Teacher displays a strong ability to see things before they happen inside or outside the classroom, which generally leads to positive student outcomes.
Teacher displays a significant ability to see things before they happen inside or outside the classroom, which can have a more positive outcome for student learning.
Intelligence – Demonstrates knowledge of curriculum and pedagogy
Teacher plans and practices reflect some awareness of the important concepts of student behavior and curriculum.
Teacher plans and practices reflect solid knowledge of the content, prerequisites relations between concepts of student behavior and curriculum.
Teacher plans and practices reflect extensive knowledge of the content and of the structure of concepts of student behavior and curriculum.
Professionalism – Participating in a professional community
Teacher becomes involved in the professional community and in school and district events and projects when specifically asked.
Teacher participates actively within the professional community, and in school and district events and projects. Teacher maintains positive and productive relationships with colleagues.
Teacher makes a substantial contribution to the professional community. (Both to the school and district events) Teacher seamlessly assumes a leadership role among the faculty.
Charisma – This person is socially conscious and displays a very likeable and appealing personality
Teacher is rarely socially conscious in terms of equity, culture, power, race, and class. Teacher sometimes addresses own classroom and colleagues about diversity of student body.
Teacher consistently addresses issues of equity, culture, power, race, and class. Teacher engages colleagues and students in thinking about and talking about diversity of the student body.
Teacher provides an exceptional social conscious. Teacher provides quality instruction and best practices. Teacher encourages students and colleagues to acknowledge and appreciate the differences in equity, culture, power, race, and class.
Persistence – Constantly questioning best practices in a professional and collaborative manor
Teacher generally speaks out during team meetings. Teacher tends to look for the effortless instructional strategy or plan.
Teacher consistently speaks out during team and staff meetings, and is willing to question best practices and instructional strategies amongst peers.
Teacher considerably displays the ability to facilitate team meetings, and encourages colleague collaboration and participation. This leads to a thorough examination of best practices and instructional strategies.
Integrity – Demonstrates the ability to make and execute moral decisions and disciplines
Teacher generally displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher consistently displays the ability execute moral decision making when dealing with student or staff discipline situations.
Teacher considerably displays the ability execute moral decision making in times of leadership. And is willing to deal with student or staff discipline situations.
Collaboration –Communicates with parents, students, and staff on various topics fluidly
Teacher generally displays an ability to communicate collaborate, and interact with peers, students and parents.
Teacher consistently demonstrates the appropriate behavior when communicating, collaborating, and interacting with peers, students and parents.
Teacher does and exemplary job of communicating, collaborating, and interacting with peers, students and parents.
Discipline – Establishes appropriate classroom behavior for both teacher and student. All classroom procedures are well understood and followed
It appears that the teacher has made an effort to establish appropriate classroom behavior for both teacher and student. Some instructional strategies are lost due to partially effective classroom routines or procedures.
Standards of conduct appear to be clear and the teacher monitors student behavior. Little instructional time is lost due to clear classroom routines and procedures.
Standards of conduct are clear, with evidence of student participation in setting them. Teacher monitors student behavior with subtle and preventive teacher responses. There is seamless transition between classroom routines and procedures.
Respect
Classroom interaction, both between the teacher and student are generally appropriate and free from conflict. However, there may be characterized by occasional displays of insensitivity or lack of responsiveness.
Classroom interaction, both between the teacher and student are respectful and polite. They reflect a sense of warmth and caring for their students through an appropriate classroom environment.
Classroom interaction, both between the teacher and student are highly respectful, reflecting genuine warmth and caring to students. Students themselves ensure high levels of civility among members of class.
Reflective – Displays an ability to look back on best practices
Teacher displays accurate and objective description of the lessons and behaviors of his students.
Teacher consistently provides an accurate and objective description of the lessons and behaviors of his students.
Teacher provides extensive feedback on objectives, lessons and student behavior.
Jason's Reflection: