1. Demonstrates Effective Oral Communication Skills

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Does not consistently demonstrate professional oral communication skills as evidenced by making major errors in language, grammar, and word choice

   

• □Does not vary oral communication to motivate students as evidenced by monotone voice with visible lack of student participation
• □Choice of vocabulary is either too difficult or too simplistic

• □Demonstrates professional oral communication skills as evidenced by using appropriate language, grammar, and word choice for the learning environment, yet makes some common and noticeable errors
• □Strives to vary oral communication as evidenced of some students demonstrating a lack of participation

   

   

• □Occasionally uses vocabulary that is either too difficult or too simplistic

• □Demonstrates strong professional oral communication skills as evidenced by using appropriate language, grammar, and word choice for the learning environment

   

• □Varies oral communication as evidenced by encouraging participatory behaviors
  
  

   

• □Communicates at an age appropriate level as evidenced by explaining content specific vocabulary

2. Demonstrates Effective Written Communication Skills

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Communicates in tones that are harsh or negative as evidenced by fostering negative responses
• □Demonstrates major spelling and grammar errors or demonstrates frequent common mistakes

• □Communicates respectfully and positively but with some detectable negative undertones, evidenced by unproductive responses
• □Demonstrates common errors in spelling and grammar

• □Communicates respectfully and positively with all stakeholders as evidenced by fostering conventional responses
• □Demonstrates precise spelling and grammar

3. Demonstrates professionalism

Danielson: 4f; InTASC: 9(o)

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Does not respond to communications and does not submit all assignments

• □Fails to exhibit punctuality and/or attendance
• □Crosses major boundaries of ethical standards of practice
• □Divulges inappropriate personal life issues at the classroom/workplace as evidenced by uncomfortable responses from others
• □Functions as a group member with no participation

• □Delayed response to communications and late submission of assignments

   

• □Not consistently punctual and/or has absences
  
  
• □Crosses minor boundaries of ethical standards of practice
  
  
• □Occasionally divulges inappropriate personal life issues into the classroom/workplace, but this is kept to a minimum
  
  
  
• □Functions as a collaborative group member as evidenced by minimal levels of participation towards productive outcomes or monopolizes conversation

• □Responds promptly to communications and submits all assignments
  
  
  
• □Consistently exhibits punctuality and attendance
• □Maintains professional boundaries of ethical standards of practice
• □Keeps inappropriate personal life issues out of classroom/workplace
  
  
  
  
  
• □Functions as a collaborative group member as evidenced by high levels of participation towards productive outcomes

4. Demonstrates a positive and enthusiastic attitude

Marzano: 29

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Often complains when encountering problems and rarely offers solutions

   

• □Resists change and appears offended when suggestions are made to try new ideas/activities

   

• □Demonstrates a flattened affect as evidenced by lack of expressive gestures and vocal expressions

• □Seeks solutions to problems with prompting

   

   

   

• □May tentatively try new ideas/activities that are suggested yet is often unsure of how to proceed

• □Overlooks opportunities to demonstrate positive affect

• □Actively seeks solutions to problems without prompting or complaining

   

   

• □Tries new ideas/activities that are suggested

   

   

   

   

• □Demonstrates an appropriately positive affect with students as evidenced by verbal and non-verbal cues

5. Demonstrates preparedness in teaching and learning

Danielson: 1e, 3e, 4a; InTASC: 3(p)

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Rejects constructive feedback as evidenced by no implementation of feedback
• □Possesses an inaccurate perception of teaching/learning effectiveness as evidenced by limited concept of how to improve
• □Comes to class unplanned and without needed materials
• □Does not have awareness to alter lessons in progress as evidenced by activating no changes when needed

• □Somewhat resistant to constructive feedback as evidenced by a lack of follow through on some suggestions
• □Reflection contains inaccuracies as evidenced by needing assistance for corrective measures of improvement
  
  
  
• □Comes to class with some plans and most needed materials
• □Aware that lesson is not working but does not know how to alter plans to adjust

• □Accepts constructive feedback as evidenced by implementation of feedback as needed
  
  
• □Learns and adjusts from experience and reflection as evidenced by improvements in performance
  
  
  
• □Comes to class planned and with all needed materials
• □Alters lessons in progress when needed as evidenced by ability to change plan mid-lesson to overcome the deficits

6. Exhibits an appreciation of and value for cultural and academic diversity

Danielson: 1b, 2a, 2b; Marzano: 36, 39; InTASC: 2(m), 2(n), 2(o), 3(o), 9(m), 10(q)

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Demonstrates inequitable embracement of all diversities
  
  
  

   

   

• □Is challenged to create a safe classroom as evidenced by ignoring negative behaviors by students

• □Goes through the expected and superficial motions to embrace all diversities
  
  
  
  

   

   

• □Strives to build a safe classroom with zero tolerance of negative behaviors towards others but needs further development in accomplishing this task

• □Embraces all diversities as evidenced by implementing activities and behaviors with goals of total inclusiveness through cultural, ethnic, and cognitive frames of reference
• □Creates a safe classroom with zero tolerance of negativity to others as evidenced by correcting negative student behaviors

7. Collaborates effectively with stakeholders

Danielson: 4c, 4d; Marzano: 55, 56; InTASC: 1(k), 3(n), 3(q), 7(o)

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Is inflexible, as evidenced by inability to work well with others and does not accept majority consensus
• □Tone exhibits a general lack of respect for others as evidenced by interruptions and talking over others
  
  
• □Rarely collaborates or shares strategies and ideas even when prompted

• □Demonstrates some flexibility
  
  
  
  
  
• □Maintains a respectful tone in most circumstances but is not consistent
  
  
  
  
• □Shares teaching strategies as evidenced by some effort towards collaboration

• □Demonstrates flexibility as evidenced by providing considered responses and accepts majority consensus
• □Maintains a respectful tone at all times, even during dissent as evidenced by not interrupting or talking over others
• □Proactively shares teaching strategies as evidenced by productive collaboration

8. Demonstrates self-regulated learner behaviors/takes initiative

Danielson: 4e; Marzano: 57; InTASC: 9(l), 9(n), 10(r), 10(t)

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Is unable to self-correct own weaknesses as evidenced by not asking for support or overuse of requests for support
• □Does not conduct appropriate research to guide the implementation of effective teaching as evidenced by a lack of citations in work

• □Is beginning to recognize own weaknesses and asks for support making some effort to become involved in professional growth
  
  
  
• □Level of research needs further development to acquire fully and integrate resources leading to implementing different and effective teaching styles

• □Recognizes own weaknesses as evidenced by seeking solutions before asking for support
  
  
  
  
• □Researches and implements most effective teaching styles as evidenced by citing works submitted

9. Exhibits the social and emotional intelligence to promote personal and educational goals/stability

Marzano: 37, 38

Needs Improvement

0

Developing

1

Meets Expectations

2

• □Demonstrates immaturity and lack of self-regulation as evidenced by overreacting to sensitive issues
  
  
• □Does not demonstrate perseverance and resilience (grit) as evidenced by giving up easily
  
  
  
• □Demonstrates insensitivity to feelings of others as evidenced by a lack of compassion and empathetic social awareness

• □Demonstrates level of maturity to self–regulate after initial response is one of overreaction to sensitive issues
  
  
• □Demonstrates perseverance and resilience (grit) most of the time
  
  
  
  
  
• □Demonstrates sensitivity to feelings of others most of the time

• □Demonstrates appropriate maturity and self-regulation as evidenced by remaining calm when discussing sensitive issues
• □Demonstrates perseverance and resilience (grit) as evidenced by tenacious and determined ability to persist through tough situations
• □Demonstrates sensitivity to feelings of others as evidenced by compassionate and empathetic social awareness