Domain 4 Guiding Document Park and Brookside

Transcription

1 Domain 4 Guiding Document Park and Brookside Teachers in the OUFSD do many things outside of actual instruction to help foster a positive learning experience for our students. Domain 4 of the Danielson Rubric measures these practices and uses it as part of the APPR process. The pre-observation conference for the announced observation will include a discussion of your non-instructional roles. Prior to your pre-observation conference, read through the Danielson Rubric and be prepared to discuss how you address each of the components of Domain 4. Examples are given here to help you recognize many of the things that effective and highly effective teachers do. This list is not finite, but rather is a springboard for you to consider and to start the conversation allowing you to recall all of the ways you address Domain 4. As you read it, consider what you do in your practice different from and in addition to the items below. While you may write down your thoughts to help you present your evidence, you are not required to, nor are you required to submit those notes. Administrators are aware of many of the things you discuss, but if they are not, they can ask you to bring in evidence. This document is designed to help teachers examine their own practice and to guide teachers through the Pre Observation Conference. 4B Maintaining Accurate Records Routines and systems that track student completion of assignments Systems of information regarding student progress against instructional outcomes Processes of maintaining accurate non-instructional records Teacher s methods to maintain accurate records by collecting, evaluating, and returning work regularly is fully effective. Teacher created monitoring systems of instructional and non-instructional events: homework, classwork, projects, collected items, materials inventory (permission slips, trip money, student math handbooks, PTA fundraiser, equipment inventories, etc.) Teacher created monitoring systems of assessments: conferring notes, observational notes (math, behavior, etc.) progress monitoring, formal and informal assessments, rubrics, data binders, student checklists (iready, CBM, running records), IEP data, use of technology programs (RAZ kids, Scootpad, Dreambox, data warehouse) Accurate data input: infinite campus (prompt attendance) report cards, AIMSweb, SLOs

2 Teacher s methods to maintain accurate records by collecting, evaluating, and returning work regularly is fully effective. Students contribute to record keeping and participate in maintaining records. Evidence of student maintained records: student goal awareness, students setting own goals, reading logs, Student Home Letters, monthly students reflection/journals, fluency practice reflection (math basic facts or oral reading fluency), behavior goals, student completed rubrics or checklists, video feedback 4C Communicating with Families Frequent and culturally appropriate information sent home regarding the instructional program, and student progress Two-way communication between the teacher and families Frequent opportunities for families to engage in the learning process Teacher communicates regularly with families about instruction and individual progress. Teachers make attempt to engage families in instructional programs. Two way parent communication: parent meetings, phone communication, s, current class web-pages, parent nights, parent conferences, IEP mandated communication logs, cultural arts programs Reading Logs and Reading Goals Writing Goals Engage families in learning projects when appropriate Family involvement (mystery readers, parent/family speakers to share talents, traditions, crafts) Updated class pages which may include homework, student/parent resources, class activities/information, due dates, community/school Monthly curriculum newsletter created collaboratively by grade level at meetings Teacher s communications with families are above the proficient level in terms of frequency, cultural sensitivity, and student design. Student contribution to communication: students at parent meetings, sharing instructional and behavior goals and progress, learning celebrations Children contribute to the class web-pages Engage families in home/school projects

3 4D Participating in a Professional Community Regular teacher participation with colleagues to share and plan for student success Regular teacher participation in professional courses or communities that emphasize improving practice Regular teacher participation in school initiatives Regular teacher participation and support of community initiatives Relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution. Willing to participate in district committees and/or building-level committees (Sert, PBIS, Curriculum, PLC's) Attendance and active participation in grade level and faculty meetings Willing to participate in school/district events (literacy night, math night, curriculum, chaperoning, board meetings, community events, Ossining Matters event, etc.) Willing to be teacher mentor and/or student teacher mentor outside of formal mentoring program Participates in collegial conversations to share and plan for student success Participates in collaborative design in unit lessons through grade level meetings Participates in learning walks Teacher s participation in a professional community is above the proficient level in terms of leadership and frequency. Takes a leadership role in committees and/or meetings at the building level and/or district level (coordinate school activities / events) Teacher leads a study group Teacher takes a leadership role in data and grade level meetings Teacher self-initiates learning walks Teacher initiates classroom visitations Teacher initiates professional inquiry Teacher leads unit refinement and revision 4E Growing & Developing Professionally Frequent teacher attendance in courses and workshops; regular academic reading Participation in learning networks with colleagues; feedback freely shared Participation in professional organizations supporting academic inquiry

4 Teacher seeks opportunities for professional development that enhances content knowledge & pedagogical skill. Teacher welcomes feedback from colleagues and participates actively in assisting colleagues. Enhancing content knowledge and pedagogy: taking courses, professional development, teacher workshops, networking with colleagues, joint planning Remaining current on instruction and student engagement: professional literature, online forums, professional organization membership Teacher demonstrates all the characteristics of proficient and takes leadership role/initiative in the development of colleagues. Presents and/or contributes to professional development meetings, faculty meetings, professional literature, professional conferences Teacher initiates classroom visits for feedback Teacher initiates action research Teacher provides mentoring for student teacher 4F Showing Professionalism Teacher has a reputation as someone who can be trusted and is often sought as a sounding board During committee or planning work, teacher frequently reminds participants that the students are the utmost priority Teacher will support students, even in the face of difficult situations or conflicting policies Teachers challenge existing practice in order to put students first Teacher consistently fulfills school district mandates regarding policies and procedures Teacher is known as having high standards of integrity. Teacher willingly participates in team and departmental decision making. Teacher actively addresses student needs. Teacher complies fully with school and District regulations. Serves as strong advocate for students / instructional program needs (CSEs, CST, RTI, team meetings, Dual Language, ESL) Displays ethical conduct: honesty, integrity, confidentiality

5 Adheres to school / district policies and procedures (wears school ID, punctual, signs in/out, follows curriculum) Teacher collects and uses data to meet student needs Actively engaged with colleagues in meetings and professional activities Shares in decision making Documents, discusses and reflects upon student data to drive instruction, services Teacher takes a leadership role with colleagues in creating and upholding high standards of integrity and honesty. Teacher is above the proficient level in terms of leadership & frequency. Willing to participate in decision making at the building and/or district level Leads and/or contributes to professional development meetings, workshops, discussions Highly pro-active in initiating additional collaboration with support staff Initiates additional opportunities to report progress and develop home/school connection Advocates for political change and equity (district, local, state or national level), political action (supporting school budget).