Engaging and Supporting All Students in Learning by 67qd0Aqf

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									                                          Cooperating Teacher Final Student Teaching Evaluation

Student Teacher Evaluation: Based on the Rhode Island Professional Teacher Standards (RIPTS). This form is to be completed in hard copy format by the
cooperating teacher and handed in to the university supervisor. The university supervisor is then responsible for uploading the scores into TrueOutcomes.
Students must achieve a 3 or better on every rubric element in order to successfully complete this critical performance. Thank you for taking time to complete
this evaluation.



Completed by:


Date of evaluation:


Grade Level Taught:


Major/Content Area:


School District:


Number of Days Absent:


Number of Days Tardy:
1. Engaging and Supporting All Students in Learning

                        Little evidence              Approaching the          Meets the Standard         Above the Standard           Well Above the
                                                     Standard                                                                         Standard
1.1 Connecting          Opens lesson to capture      Asks questions that      Implements activities      Uses questions and           Creates a context for
students’ prior         students’ attention and      elicit students’ prior   and elicits questions      activities to extend         students to synthesize
knowledge, life         interest. Teacher            knowledge, life          that help students make    students’ abilities to       learning goals and
experience, and         recognizes the value of      experiences and          connections between        integrate what they know     objectives with what they
interests with          students’ prior              interests. Some          what they already know     with the learning goals      know and develop their
learning goals          knowledge and life           connections are made     and the learning goals     and objectives. Makes        own complementary
(RIPTS 3.1, 4.1, 4.2)   experiences.                 to the learning goals    and objectives.            adjustments during           learning goals.
                                                     and objective of the                                lesson to ensure that all
                                                     lesson                                              students meet the
                                                                                                         learning goals.
1.2 Using a variety     Uses a few instructional     Varies instruction to    Elicits student            Uses a repertoire of         Uses extensive repertoire
of instructional        strategies. Delivers         increase student         participation through a    strategies and resources.    of strategies to meet
strategies and          instruction with available   participation. Selects   variety of instructional   Select and differentiates    students’ diverse
resources to            resources and                strategies, resources,   strategies intended to     learning to accommodate      academic and linguistic
respond to              materials.                   and visuals with some    match students’            students’ diverse learning   needs and ensure fullest
students’ diverse                                    consideration of         academic and linguistic    styles.                      participation and learning
needs (RIPTS 4.1                                     students’ academic and   needs. Checks for                                       for all students.
4.3, 4.4)                                            linguistic needs.        student understanding.
1.3 Facilitating        Directs learning             Varies learning          Provides learning          Uses a variety of learning   Integrates a variety of
learning                experiences through          experiences to include   experiences utilizing      experiences to assist        challenging learning
experiences that        whole group and              work in large groups     individual and group       students in developing       experiences that develop
promote autonomy,       individual work with         and small groups, with   structures to develop      independent working          students’ independent
interaction, and        possibilities for            student choice within    autonomy and group         skills and group             learning, collaboration,
choice (RIPTS 5.5,      interaction and choice.      learning activities.     participation skills.      participation skills.        and choice.
6.4-6.6)                                                                      Students make choices      Supports student in
                                                                              about and within their     making appropriate
                                                                              work.                      choices for learning.




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                                           1. Engaging and Supporting All Students in Learning (continued)

                       Little evidence            Approaching the             Meets the Standard         Above the Standard           Well Above the
                                                  Standard                                                                            Standard
1.4 Engaging           Focuses on facts and       Asks critical thinking      Engages students           Engages students in          Facilitates regular
students in problem    key concepts to support    questions to relate facts   through activities and     analysis of key concepts     opportunities for students
solving, critical      learning subject matter.   and key concepts of         questioning strategies     and facts through            to design and implement
thinking, and other                               subject matter. Some        that develop skills in     activities and questions     inquiries and problem
activities that make                              issues within the subject   identification and         that consider multiple       solving to analyze content
subject matter                                    matter are identified by    understanding of key       perspectives. Supports       and draw conclusions,
meaningful (RIPTS                                 the teacher.                concepts and issues.       students to initiate         considering multiple
5.1-5.5, 8.4)                                                                 Supports all students in   problem posing, problem      perspectives within and
                                                                              problem posing and         solving, and inquiry.        across subject matter.
                                                                              problem solving.
1.5 Promoting self-    Directs learning           Provides some               Supports students in       Structures learning          Facilitates students to
directed, reflective   experiences and            opportunities for           developing skills needed   activities that enable       initiate learning goals and
learning for all       monitors student           students to monitor their   to monitor their own       students to set goals and    set criteria for
students (RIPTS        progress within a          own work and to reflect     learning. Students have    develop strategies for       demonstrating and
6.6, 9.4)              specific lesson.           on progress and             opportunities to reflect   demonstrating,               evaluating work.
                       Assistance is provided     process.                    on and discuss progress    monitoring, and reflecting   Students reflect on
                       as requested by                                        and process.               on progress and process.     progress/process as a
                       students.                                                                                                      regular part of learning
                                                                                                                                      experiences.
1. Engaging and Supporting All Students in Learning
Please comment fully about candidate’s ability to engage and support student learning. Use examples from rubric above to provide details:




                                                                                                                                                             3
2. Creating and Maintaining an Effective Environment for Student Learning

                     Little evidence              Approaching the             Meets the Standard         Above the Standard          Well Above the
                                                  Standard                                                                           Standard
2.1 Creating a       Arranges room for            Arranges and manages        Designs movement           Designs and manages         Uses total physical
physical             teacher accessibility to     room for easy               patterns and access to     room and resources to       environment as a
environment that     or visibility of students.   movement and access         resources to promote       accommodate students’       resource to promote
engages all          Room displays relate to      to resources. Room          individual and group       needs and involvement in    individual and group
students (RIPTS      the curriculum.              displays represent          engagement. Room           learning. Displays are      learning. Students are
6.2)                 Movement and access          current topics of study.    displays are used in       integral to learning        able to contribute to the
                     may be restricted by                                     learning activities.       activities.                 changing design of the
                     barriers.                                                                                                       environment.
2.2 Establishing a   Establishes rapport with     Builds caring, friendly     Promotes caring and        Maintains caring,           Fosters a safe, inclusive,
climate that         individual students.         rapport with most           respectful interactions.   respectful, and equitable   and equitable learning
promotes fairness    Acknowledges some            students. Models            Responds to incidents      relationships with          community. Students
and respect (RIPTS   incidents of unfairness      equitable and respectful    of unfairness and          students. Supports          participate in maintaining
6.2, 6.4)            and disrespect.              relationships. Has          disrespect equitably.      students in developing      a climate of equity, caring
                                                  some strategies to          Encourages students to     skills to respond to        and respect and may
                                                  respond to unfairness       respect differences.       inequity and disrespect.    initiate creative solutions
                                                  and disrespect.                                                                    to conflicts.
2.3 Promoting        Encourages student           Uses some strategies        Promotes positive          Engages students in         Facilitates an
social development   responsibility for self.     and activities to develop   student interactions as    individual and group work   environment in which
and group            Creates opportunities        students’ individual        members of large and       that promotes               students take initiative
responsibility       for individual students to   responsibility and          small groups. Provides     responsibility to the       socially and
(RIPTS 6.4, 6.5)     have classroom               recognition of others’      some opportunities for     classroom community.        academically. Promotes
                     responsibilities.            rights and needs.           student leadership         Supports students to take   and supports student
                                                  Students share in           within the classroom.      initiative in classroom     leadership beyond the
                                                  classroom                                              leadership.                 classroom.
                                                  responsibilities.
2.4 Establishing     Communicates rules           Establishes                 Uses strategies that       Equitably reinforces        Facilitates a positive
and maintaining      and consequences.            expectations and            prevent or lessen          expectations and            environment in which
standards for        Responds to disruptive       consequences for            disruptive behavior and    consequences and            students are guided to
student behavior     behavior. Focuses on         student behavior.           reinforce expectations     supports students to        take a strong role in
(RIPTS 6.1)          presenting lessons.          Responds appropriately      for behavior. Monitors     monitor their own           maintaining and
                                                  to disruptive behavior      behavior while teaching    behavior and each other’s   monitoring behavior.
                                                  and promotes some           and during student work    in a respectful way.
                                                  positive behaviors.         time.




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Creating and Maintaining an Effective Environment for Student Learning (continued)

                        Little evidence             Approaching the            Meets the Standard           Above the Standard          Well Above the
                                                    Standard                                                                            Standard
2.5 Planning and        Establishes some            Develops and guides        Identifies, supports, and    Uses strategies to assist   Assists all students in
implementing            procedures to support       students to learn          monitors students in         students in developing      developing and
classroom               student learning.           routines and procedures    following routines and       and maintaining equitable   internalizing equitable
procedures and          Students are aware of       for most activities.       procedures that are          routines and procedures.    routines and procedures.
routines that           the procedures.                                        appropriate and efficient                                Students show ownership
support student                                                                for the learning                                         of routines and
learning*                                                                      activities.                                              procedures.
(RIPTS 6 all)
2.6 Using               Pacing reflects too        Provides time for           Provides adequate time       Paces instruction to        Presents, adjusts, and
instructional time      much or too little time    students to complete        for presentation and for     include ongoing review      facilitates instruction and
effectively (RIPTS      for learning activities,   learning activities.        completion of learning       and closure of lessons to   daily activities so all
6.3)                    classroom business,        Develops some routines activities. Paces                 connect them to future      students have time for
                        and transitions.           for classroom business      instruction and              lessons. Classroom          learning, are continually
                                                   and most transitions are classroom business to           business and transitions    engaged, and have
                                                   timely. Uses strategies     maintain engagement.         are efficient and           opportunities for reflection
                                                   to pace and adjust          Uses transitions to          integrated into learning    and assessment.
                                                   instruction to ensure       support engagement of        activities.                 Supports students to self-
                                                   continual engagement.       all students.                                            monitor time on task.
2. Creating and Maintaining an Effective Environment for Student Learning
Please comment fully about candidate’s ability to maintain an effective environment for student learning.   Use examples from rubric above to provide details:




                                                                                                                                                                 5
3. Understanding and Organizing Subject Matter for Student Learning

                        Little evidence              Approaching the              Meets the Standard           Above the Standard            Well Above the
                                                     Standard                                                                                Standard
3.1Demonstrating        Has a basic knowledge        Uses knowledge of            Communicates key             Uses expanded                 Flexibly uses
knowledge of            of subject mater and         subject matter to identify   concepts, skills, and        knowledge of subject          comprehensive
subject matter          student development.         key concepts and             themes in an accurate,       matter to support student     knowledge of subject
content and             Promotes an                  associated skills.           clear, and coherent          understanding of key          matter and student
student                 understanding of key                                      manner. Builds on            concepts, themes,             development to ensure
development             concepts.                                                 instruction with students’   multiple perspectives,        that all students
(RIPTS 2.1, 8.1, 8.2)                                                             cognitive and linguistic     and relationships in          understand key concepts,
                                                                                  abilities in mind.           subject area(s). Activities   themes, multiple
                                                                                                               are suitable for students’    perspectives, and
                                                                                                               cognitive development.        relationships in and
                                                                                                                                             among subject area(s).
3.2 Organizing          Demonstrates some            Uses knowledge of            Identifies key concepts,     Organizes and                 Designs and adapts
curriculum to           knowledge of curriculum      subject matter to            skills, and units/themes     sequences subject             subject matter to
support student         to support student           promote students’            to facilitate student        matter to coordinate core     demonstrate a consistent
understanding of        understanding.               understanding of key         understanding and            curriculum and content        in-depth student
subject matter                                       concepts, skills, and        reflect standards and        standards within and          understanding of content
(RIPTS 2.2, 2.3, 2.5)                                standards taught. May        frameworks.                  across subject matter as      and relationships among
                                                     connect key concepts to                                   appropriate.                  various concepts and
                                                     standards and                                                                           themes. Content
                                                     frameworks.                                                                             standards are fully
                                                                                                                                             integrated in the core
                                                                                                                                             curriculum.
3.3 Interrelating       Focuses on core              Identifies key concepts      Connects key concepts,       Integrates key concepts,      Connects key concepts
ideas and               curriculum and skills.       and skills in core           skills, and themes within    skills and underlying         and underlying themes
information within      Attempts to relate           curriculum and               subject matter to the        themes within and             within and across the
and across subject      content to prior lessons     standards and connects       standards. Builds on         across curriculum to          curriculum to extend in-
matter areas            within the subject matter.   lessons to previous          prior lessons and            support standards.            depth learning for all
(RIPTS 1.1- 1.3)                                     learning.                    students’ backgrounds.       Capitalizes on                students. Supports
                                                                                                               opportunities to make         students’ application of
                                                                                                               connections while             cross-curricular learning.
                                                                                                               teaching.




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3. Understanding and Organizing Subject Matter for Student Learning (continued)

                       Little evidence               Approaching the             Meets the Standard          Above the Standard           Well Above the
                                                     Standard                                                                             Standard
3.4 Developing         May use a few                 Matches one or more         Matches strategies          Develops and uses            Uses a repertoire of
student                instructional strategies to   appropriate strategies to   appropriate to subject      multiple strategies that     instructional strategies
understanding          make the content              subject matter to           matter to encourage         challenge all students.      that are appropriate to
through                accessible to students.       effectively communicate     student understanding       Assists students to          subject matter. Utilizes
instructional                                        concepts.                   and critical thinking.      individually construct       strategies that challenge
strategies that are                                                              Strategies utilize          their own knowledge and      and support all students to
appropriate to the                                                               students’ interests and     think critically.            independently apply and
subject matter.                                                                  backgrounds.                                             think critically about the
(RIPTS 2.3-2.5)                                                                                                                           subject matter.

3.5 Using              Uses available                Uses instructional          Selects and utilizes        Selects, adapts, and         Analyzes, adapts, and
materials,             instructional materials,      materials, resources,       appropriate relevant        creates a range of           creates a wide range of
resources, and         resources, and                and technologies to         instructional materials,    relevant materials,          relevant instructional
technologies to        technologies for specific     present concepts and        resources, and              resources, and               materials, resources, and
make subject           lessons to support            skills. Some materials      technologies to present     technologies to enrich       technologies to extend
matter accessible      student learning.             and resources reflect       concepts and skills.        learning, to reflect         students’ understanding
to students (RIPTS                                   students’ diversity.        Materials reflect           linguistic and cultural      and provide equal access.
8.2, 8.3, 8.5)                                       Develops some systems       linguistic diversity of     diversity of students, and   Materials reflect diversity
                                                     to provide equitable        students. Resources         to provide for equal         beyond the classroom.
                                                     access to resources.        are made available to all   access.
                                                                                 students.
3. Understanding and Organizing Subject Matter for Student Learning
Please comment fully about candidate’s ability to understand and organize subject matter for student learning. Use examples from rubric above to provide
details:




                                                                                                                                                                 7
4. Planning Instruction and Designing Learning Experiences for all Students

                       Little evidence              Approaching the            Meets the Standard         Above the Standard         Well Above the Standard
                                                    Standard
4.1 Drawing on         Uses available materials     Develops and gathers       Develops lessons that      Uses a wide range of       Designs instruction to build
and valuing            and resources for            materials to supplement    incorporate students’      materials to access and    on students’ prior
students’              academic lessons with        available resources.       prior knowledge,           build upon students’       knowledge, instructional
backgrounds,           some attention to            Most lessons               interests, instructional   prior knowledge,           needs, linguistic needs and
interests, and         students’ interests and      acknowledge students’      and linguistic learning    interests, instructional   diversity to challenge all
developmental          learning needs.              prior knowledge,           needs.                     and linguistic needs, to   students.
learning needs                                      interests, and learning                               extend student
(RIPTS 3.1-3.3, 4.1,                                needs.                                                understanding.
4.2)
4.2 Establishing       Goals for lessons may be     Communicates               Articulates and links      Ensures that students      Articulates short- and long-
and articulating       identified for students.     expectations for student   goals to instructional     understand short-and       term goals with high
goals for student      Activities for lessons are   learning in most           activities. Maintains      long-term learning         expectations for learning.
learning (RIPTS        explained.                   lessons.                   high expectations when     goals. Goals reflect       Designs activities so that
6.6)                                                                           setting goals for          high expectations and      students have
                                                                               students.                  challenge students at      opportunities to participate
                                                                                                          their level.               in setting, revising, and
                                                                                                                                     achieving personal goals.
4.3 Developing         Develops lessons to          Develops most concepts     Plans appropriately        Develops and               Sequences instruction to
and sequencing         address a particular         and skills through a       sequenced instruction      sequences lessons          help students synthesize
instructional          concept or skill utilizing   series of lessons that     and use of materials to    appropriate to subject     and apply new knowledge
activities and         available resources.         connect and consider       promote student            matter complexity and      and make connections
materials for                                       student linguistic and     understanding of basic     interrelatedness to        within and across subject
student learning                                    instructional needs.       concepts and skills and    ensure student learning.   matter areas.
(RIPTS 5.1-5.5)                                                                considers linguistic and
                                                                               instructional needs.
4.4 Designing          Plans for daily lessons      Plans for daily and        Develops short-term        Designs and sequences      Designs short-term and
short-term and         and activities based on      weekly lessons with        and long-term plans that   short-and long-term        long-term plans that are
long-term plans to     available materials,         attention to unit/short-   organize and link goals    plans appropriate to the   comprehensive and
foster student         curriculum outlines, and     term goals and student     with learning activities   content. Plans integrate   cohesive across the
learning               student content              content standards.         and student content        goals, student content     content.
(RIPTS 3, 5)           standards.                                              standards.                 standards, and learning
                                                                                                          activities.




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4. Planning Instruction and Designing Learning Experiences for all Students (continued)

                      Little evidence              Approaching the            Meets the Standard         Above the Standard          Well Above the Standard
                                                   Standard
4.5 Modifying         Follows lessons as           Adjust lessons based on      Adjusts plans in            Uses assessments to      Uses a wide range of
instructional plans   planned.                     informal assessment of       advance to                  inform modifications of  assessments to inform
to adjust for                                      student understanding        accommodate levels of       lessons in advance.      modifications of lessons in
student needs                                      and performance from         ability and interests of    Throughout the learning advance. Makes
(RIPTS 4.3, 9.3)                                   previous lesson, having      most students. Makes        activity, assessments of appropriate modifications
                                                   taken note of student        modifications during        student understand are   for students during lessons
                                                   confusions.                  lessons to address          used to influence        and supports students in
                                                                                confusions and              changes in instruction.  monitoring and
                                                                                individual student                                   communicating their own
                                                                                performance.                                         understanding.
4. Planning Instruction and Designing Learning Experiences for all Students
Please comment fully about candidate’s ability to plan instruction and design learning experiences for all students. Use examples from rubric above to provide
details:




                                                                                                                                                            9
5. Assessing Student Learning

                        Little evidence             Approaching the             Meets the Standard          Above the Standard          Well Above the Standard
                                                    Standard
5.1 Establishing        Uses available textbooks,   Identifies learning goals   Articulates goals based     Establishes clear and       Integrated learning goals
and                     resources, and curriculum   for lessons utilizing       on student content          appropriate goals based     into all learning activities.
communicating           guidelines to develop       student content             standards. Clearly          on student content          Establishes, reviews, and
learning goals for      learning goals.             standards. Goals are        communicates learning       standards, with             revises learning goals with
all students (RIPTS                                 communicated to             goals to students and       consideration of            students and families on
7.2, 9.6)                                           students without            families.                   students’ learning          an ongoing basis.
                                                    revision.                                               needs. Involves
                                                                                                            students and families in
                                                                                                            developing individual
                                                                                                            goals to support
                                                                                                            learning.
5.2 Collecting and      Uses one or two sources     Uses several                Develops strategies to      Uses a variety of           Embeds a wide range of
using multiple          of information to assess    assessments to monitor      use assessment tools        assessment tools.           ongoing assessments in
sources of              student learning and        student progress.           for monitoring student      Collects, selects, and      instructional activities to
information to          monitor student progress.                               progress and informing      reflects upon evidence      provide consistent
assess student                                                                  instruction.                to guide short- and long-   guidance for planning and
learning (RIPTS                                                                                             term plans and support      instruction.
9.1)                                                                                                        student learning.
5.3 Involving and       Checks and monitors         Provides students with      Presents guidelines for     Integrates student self-    Engages all students in
guiding all             work in progress.           feedback on work in         assessment to students.     assessment and              self-and peer assessment
students in             Communicates student        progress, as well as        Assists students in         reflection into the         and in monitoring their
assessing their         progress through school     completed tasks. Some       reflecting on and           learning activities.        progress and goals over
own learning            mandated procedures.        student involvement in      assessing their own         Students engage in          time.
(RIPTS 9.4, 9.5)                                    correcting work.            work.                       some peer assessment
                                                                                                            of work against criteria.
5.4 Using the           Administers required        Use information from        Uses formal and             Includes assessments        Uses a wide range of
results of              assessments.                some assessments to         informal assessments to     as a regular part of        assessments to guide
assessment to           Recognizes student          plan learning activities.   plan lessons. Regularly     instruction to plan and     planning and make
guide instruction       confusion and re-teaches    Checks for                  checks for                  revise lessons.             adjustments to teaching.
(RIPTS 9.2, 9.3, 9.7)   material primarily using    understanding with a        understanding from a        Identifies student          Embeds broad-based
                        the same technique.         few students while          wide variety of students    understanding during        checking for understanding
                                                    teaching and addresses      to identify student needs   the lesson using a          in instruction and is able to
                                                    confusions.                 and modify instruction.     variety of methods and      modify and redesign
                                                                                                            adjusts teaching to meet    lessons as needed.
                                                                                                            student needs.




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5. Assessing Student Learning (continued)

                        Little evidence             Approaching the            Meets the Standard         Above the Standard         Well Above the Standard
                                                    Standard
5.5 Communicating       With cooperating teacher    With cooperating           With cooperating           With cooperating           With cooperating teacher
with students,          provides students and       teacher provides           teacher provides           teacher engages            involves students, families,
families, and other     families with information   students with              students with              students, families, and    and support personnel as
audiences about         about their progress        information about their    information about their    support personnel in       partners in the assessment
student progress        through school mandated     current progress as they   current progress and       regular discussions        process. Provides
(RIBTS 7.1, 7.2, 9.6)   procedures.                 engage in learning         how to improve their       regarding student          comprehensive information
                                                    activities. Families and   work. Establishes          progress and               about students’ progress
                                                    support personnel are      regular communication      improvement plans.         and improvement plans to
                                                    contacted as needed.       with families and          Ongoing information is     students, families, and
                                                                               support personnel.         provided from a variety    support personnel.
                                                                                                          of sources for students,
                                                                                                          families, and support
                                                                                                          personnel.
5. Assessing Student Learning
Please comment fully about candidate’s ability to assess student learning. Use examples from rubric above to provide details:




                                                                                                                                                          11
6. Developing as a Professional Educator

                     Little evidence                Approaching the             Meets the Standard         Above the Standard           Well Above the Standard
                                                    Standard
6.1 Reflecting on    Reflects on elements of        Reflects on instructional   Reflects on the            Analyzes and reflects on     Integrates analysis and
teaching practice    teaching (e.g., pacing,        successes and               relationship of teaching   teaching and learning        reflection into daily practice
and planning         procedures, discipline,        dilemmas. Plans             practice and student       based on evidence            based on a wide variety of
professional         movement, materials,           professional                learning. Plans            gathered regularly.          evidence in relationship to
development          etc.).                         development to add to       professional               Plans professional           professional growth and
(RIPTS 10.3)                                        instructional strategies    development based on       development based on         student learning. Plans
                                                    and knowledge of            reflections.               reflections and other        draw on a wide variety of
                                                    student learning.                                      resources.                   resources to expand
                                                                                                                                        knowledge.
6.2 Establishing     Does not develop goals         Develops goals through      Sets goals considering     Sets short-term              Sets and modifies short-
professional goals   through required               required processes.         self-assessment and        professional goals           and long-term goals
and pursuing         processes. Attends             Attends required in-        other feedback.            based on self-               considering self
opportunities to     required in-service            service trainings.          Expands knowledge and      assessment of                assessment and feedback
grow                 trainings.                                                 skills through available   effectiveness, student       from a variety of sources.
professionally                                                                  professional               learning, and feedback.      Actively engages in and
(RIPTS 10.1, 10.2,                                                              development                Seeks out opportunities      contributes to professional
10.3)                                                                           opportunities (e.g.,       to realize professional      development.
                                                                                workshops, classes,        goals.
                                                                                seminars, etc.).
6.3 Working with     Does not learn about           Learns about students’      Increases                  Identifies and uses          Uses knowledge of and
communities to       students’ communities.         communities. May take       understanding of the       appropriate district         strengthens connections
improve              Does not take students         students into their         roles of the community     resources in support of      with local communities’
professional         into their community as        community as part of        in students’ lives. May    families and student         cultures, services, and
practice (RIPTS      part of learning activities.   learning activities.        attend selected            learning. Expands            resources to support
1.5, 7.3)                                                                       community events.          knowledge, and               student learning.
                                                                                Used some district         connections with, the full
                                                                                resources and              range of community
                                                                                community resources        resources.
                                                                                available through the
                                                                                school.




12
6. Developing as a Professional Educator (continued)

                        Little evidence               Approaching the             Meets the Standard          Above the Standard           Well Above the Standard
                                                      Standard
6.4 Working with        Communicates with             Shares student progress     Regularly                   Maintains regular and        Engages families in a
families to             families at reporting         and classroom activities.   communicates student        responsive                   variety of responsive,
improve                 periods and school            Invites families to         progress in appropriate     communication with all       ongoing, two-way
professional            events. Advises families      contribute in the           ways, taking into           families. Provides           communications in support
practice (RIPTS         of problems. Recognizes       classroom. Values           account the diversity of    opportunities for families   of student success. With
10.1, 11.4)             the role of the family in     family backgrounds and      families. Encourages        to actively participate in   cooperating teacher’s
                        student learning.             their role in student       families to contribute to   the classroom and            support, structures a wide
                                                      learning.                   the classroom and           school.                      range of opportunities for
                                                                                  school.                                                  families to contribute to the
                                                                                                                                           classroom and school
                                                                                                                                           community.
6.5 Working with        Establishes a positive        Establishes a positive      Expands positive            Works constructively         Engages staff in dialogue
colleagues to           working relationship with     working relationship with   working relationships       with colleagues and          and reflection to support
improve                 few to no colleagues.         a few colleagues.           with colleagues and         support staff to improve     student learning and
professional            Interacts infrequently with   Interacts with              support staff.              student learning and         teacher growth in
practice (RIPTS         colleagues to gather          colleagues to gather        Collaborates to plan        reflect on practice.         responsive and appropriate
7.1)                    resources. Rarely seeks       resources. Seeks out        curriculum, coordinate                                   ways.
                        out trusted colleagues to     trusted colleagues to       resources, and solve
                        consider solutions to         consider solutions to       problems.
                        problems with students.       problems with students.
6.6 Balancing           Has a positive attitude in    Maintains positive          Maintains a positive        Maintains motivation         Maintains motivation and
professional            the classroom. Develops       attitude, demonstrates      attitude through the        and commitment to all        commitment to all students
responsibilities        an understanding of           understanding of            year, demonstrates          students, demonstrates       and the professional
and maintaining         professional                  professional                professional integrity,     professional integrity,      community, demonstrates
motivation (RIPTS       responsibilities.             responsibilities, and       and balances                and challenges self          and models professional
1.4, 10.4, 11.1-11.5)                                 seeks support to            professional                intellectually and           integrity, and challenges
                                                      balance professional        responsibility with         creatively.                  self intellectually and
                                                      responsibilities with       personal needs.                                          creatively throughout
                                                      personal needs.                                                                      career.
6. Developing as a Professional Educator
Please comment fully about candidate’s ability to develop as a professional educator. Use examples from rubric above to provide details:




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