Section III. An Excellent Christian Teacher. Characteristics and Expectations. GRCS Handbook 1
|
|
- Sheena Agatha Matthews
- 7 years ago
- Views:
Transcription
1 Section III An Excellent Christian Teacher Characteristics and Expectations GRCS Handbook 1
2 Beliefs and Vision Statement In the sphere of home, church, community and school, Grand Rapids Christian schools have the special role in developing academic learning for school age students. We provide students with opportunities and high expectations for deep learning about God and their faith through understandings about God s world, ourselves, culture and our society and solid preparation for academic life beyond high school. The mission of the Grand Rapids Christian Schools is to prepare students to be servants of Christ in contemporary society. GRCS staff infuse this mission into their teaching, student learning activities, and work in the school community. 1. Grand Rapids Christian Schools Curriculum A. Because of our commitment to excellent Christian education we hold to certain beliefs and practices. We understand that our school program ought to reach a variety of learners and offer a content of exploration as well as opportunities for students to develop core content understandings and skill. We will develop and use best practices for instruction and a variety of assessment strategies. For these reasons, we intentionally infuse our curriculum with certain themes. 1. A deep understanding of God and His creation. 2. Discernment especially regarding social and societal issues. 3. A redemptive disposition that includes maintaining a community of grace. 4. Promotion of restoration that includes opportunities for service learning. B. GRCS uses the Michigan Curriculum Framework and standards for teaching and learning as the framework for our K-12 curriculum offerings, content and skills. C. GRCS uses Michigan Educational Assessment Standards and the Michigan Merit Exams as the standards for assessment in our K-12 schools. Other assessments used include Measures for Academic Progress (grades 2-8) and Michigan Literacy Progress Profile (grade K-2). 2. Grand Rapids Christian Schools Classroom Environment GRCS maintains a rich, safe, and orderly learning environment. We believe that student learning is best nurtured within a learning community that offers grace, consistent expectations and a well-managed classroom and school. We focus on providing a program that challenges and supports for all students. 3. Grand Rapids Christian Schools Professional Learning Community GRCS provides staff with a strong professional learning community that expects professional competency, supportive collaboration, community contributions, and adequate communication. We encourage personal and collaborative professional learning and growth throughout the district. Teachers and school leaders believe students can be successful when student, teacher and parent work together to prepare and support students in their work and membership in the school community. 4. Grand Rapids Christian Schools Staff Competency and Professional Growth Each year, GRCS professional instructional staff demonstrates their competence in five areas that embody excellent GRCS Christian teaching standards and implement growth plans for professional goals that enhance in those areas. GRCS Handbook 2
3 The Five Competencies of Effective Christian Teachers 1. Maintain strong personal and professional characteristics 2. Show excellence in curriculum content planning, alignment, and delivery 3. Demonstrate proficiency in instructional practices, management, and assessment, 4. Establish an engaging learning environment and positive student relationships 5. Contribute to collegiality, community, and use of district expectations for communications These five competencies of effective teaching and student learning have been identified by GRCS based on current research and understanding of curriculum content, practices for effective teaching and learning, our philosophy of a Christian school environment and integration of faith and learning, and the implementation of our mission. The Excellent Christian Teacher Overview of Expectations Grand Rapids Christian School teachers affirm in their hiring that they are servants of Christ called to teach in a Christian school setting. Teachers are expected to grow in their professional knowledge of students and subject areas, and to continue to develop effective teaching practices Effective personal characteristics include use of humor, consideration of students and others in the community, openness to other viewpoints and student ideas, enthusiasm and stimulating interest for learning, kindliness and fairness, encouragement of student participation in their learning, development of a rich and stable learning environment, preparedness, management of an orderly classroom through positive behavior supports, self control, observation of professional confidentiality, punctuality, attention to availability during the school day and after school hours, appropriate professional appearance and behaviors. Teachers are expected to maximize relationships and promote community within the classroom, the school, and with parents and community members. Expected behaviors include being approachable, considerate, shows respect for all people, values diversity and promotes inclusions, treats people fairly, shares a sense of purpose, inspires people to be their best, promotes commitment not compliance, gives credit to others, is generous with praise, listens actively, is a team player, strives for collaboration, uses a network of resources, and is someone people can work with. Teachers will create learning environments that promotes active student engagement and participation in learning. Through these environments and relationships with teachers, students will be motivated to give their best efforts towards developing knowledge and skills that will prepare them for using their God-given gifts to work in God s kingdom. Teachers expect every student to contribute to a rich, safe and unified learning community. GRCS Handbook 3
4 Our teachers commit to God s calling in their work. Teachers are encouraged to use their individual God-given gifts and strengths to enhance the overall school program. They understand and seek to grow in their commitment to integrating their faith into their teaching and curriculum. They show their commitment to Grand Rapids Christian Schools by providing students with a strong academic program that includes nurturing students on their faith journey. The Grand Rapids Christian Schools seeks to prepare students to be servants of Christ in contemporary society. Teachers understand our commitment to preparing students for success in post-secondary education and careers of the 21 st century. Teachers expect their students to demonstrate knowledge of our Christian perspective and use this understanding as they make decisions, raise questions, and examine real-life problems throughout the curriculum. The Grand Rapids Christian Schools commits to working as partners with family and students, collaborating on learning through homework, practice and completion of assignments as well as preparation for school. Knowing that educational success is dependent upon these relationships, parents, community members and churches partner with GRCS staff in nurturing the spiritual, social, emotional, and academic growth of all learners. This is done through direct involvement in the learning process, supporting and nurturing learning and faith outside of school, and through prayer for our students, staff, and the school s endeavors. GRCS Handbook 4
5 Standard I of an Excellent Christian Teacher: Personal and Professional Competencies An excellent Christian teacher shows their acceptance of and commitment to these areas: 1. A professional focus on teaching, learning, subject area proficiency, the learning process, and academic preparedness of students for the next level of schooling or life. 2. Personal characteristics such as a professional demeanor, ethics, and attributes, as well as a Christlike attitude and relational behavior in school and with students. 3. Implementation of lifelong learning in the profession, professional growth and reflective practice; as well as knowledge of certification, credentials, and State of Michigan teacher certification expectations. 4. Personal understandings and practices that nurture the faith journey of students in a school environment. An excellent Christian teacher will demonstrate competency in these areas through the following personal and professional behaviors: Develop an integrated reformed Christian worldview and nurture faith development within their current assignment; Acknowledge and seek guidance in their calling to teach in a Christian school community; Model biblical principles in comportment and relation to others Facilitate GRCS mission of preparing students for their service and God s kingdom Affirm students, parents, and colleagues as children of God and servants in His kingdom; Keep current on educational scholarship and research based curriculum and instruction including that which emphasize Christian content, and educational practices; Share and seek development and improvement in strategies, content and learning activities; Maintain personal communication skills; Demonstrate use of appropriate technology skills Maximizing supportive and positive relationships within the school community. Understand and comply with GRCS policies on records and certification; Do whatever is necessary as a Christian teacher to be a catalyst for student success academically, spiritually, socially, behaviorally, and emotionally. GRCS Handbook 5
6 Standard II of an Excellent Christian Teacher: Curriculum Effectiveness in Content Planning, Alignment, and Delivery An excellent Christian teacher shows current knowledge and understanding of these areas: 1. Curriculum content and how to design content rich lessons that are well-paced through the curriculum. 2. Christian Reformed integration into the curriculum, instruction, assessments, and assignments. 3. Michigan curriculum standards, course frameworks, and grade level guidelines. 4. Use of assessment results for determining how curriculum will best be delivered to diverse he learners. 5. Cross cultural and linguistic competencies (or lack thereof) within the curriculum. 6. Research-base for quality curriculum design and content. 7. Alignment and mapping of curriculum to state content standards. 8. Collaboratively developed curriculum, assignments, and assessments that is vertically and horizontally aligned. 9. School-wide and district-wide curriculum and post- school expectations, including those that accompany GRCS initiatives and the School Improvement Plan. An excellent Christian teacher will demonstrate their competency in these areas through the following behaviors: Deliver the Grand Rapids Christian School s grade level content and course syllabus expectations with integrity, Intentionally plan, prepare, and deliver curriculum Teach Michigan Standards and benchmarks, including grade level expectations and core curriculum guidelines; Acquire deep knowledge of the subject/content that is taught; Translate the school s learning goals into clear and focused lessons, learning experiences, or activities; Integrate reformed Christian understandings as they relate to content, and infuse this into assignments, lessons, and assessments; Develop and use a variety of classroom assessment tools including common formative assessments, to inform teaching; Integrating new curriculum content and other changes in a timely and effective manner; Integrating high level thinking (e.g., problem-solving, analysis) mastery of the content standards, and use of content skills into assignments, learning activities, and homework; Maximize technology use for content delivery when appropriate. GRCS Handbook 6
7 Standard III of an Excellent Christian Teacher Demonstrate Proficiency in Instructional Practices, Management, and Assessment An excellent Christian teacher shows their current knowledge and understanding of these areas: 1. Research-based, best practices in instructional planning and delivery; 2. The learning process in terms of content, process, and product appropriate to student readiness, interest, and the modality of instruction best suited to the content. 3. Effective and timely accommodation, modification, challenge, enrichment, and differentiation techniques; 4. A variety of instructional resources and tools, and how to apply those to engage diverse learners;; 5. A variety of assessment formats including formative and summative options 6. How and when to use assessment information to inform curriculum and instruction, especially to make instructional changes. 7. The integration of GRCS instructional skills, goals, and strategies into teaching and learning. 8. Knowledge of their students as individual learners with unique instructional needs An excellent Christian teacher demonstrates their competency in these effective teaching practices: Use a variety of learning opportunities and teaching strategies that maximize student engagement and learning; Use both formative and summative assessment strategies to assess student understanding, and make instructional changes when needed; Differentiate instruction appropriately across content, process, and product appropriate to student readiness, interest, and the modality of instruction best suited to the content; Implement best practices for homework, extra credit, grading, and assignment expectations Implement content, product, and process that emphasizes creativity, critical thinking, problem-based learning, blended instruction, collaboration and inter-personal flexibility (e.g., cooperative learning), multi-media and multi-lingual communication methods; Incorporating technology, cross-cultural competencies, and school improvement targets into lessons; Modifying and accommodating lessons for student learning needs; Challenging students using content complexity, critical thinking, accelerated pacing, and working with academic peers; Nurturing student learning though challenges, support, and caring relationships; Providing regular and appropriate feedback on student learning to students and parents; GRCS Handbook 7
8 Standard IV of an Excellent Christian Teacher: Establish an Engaging Learning Environment and Positive Student Relationships An excellent Christian teacher shows competence in their knowledge and understanding of these areas: 1. Current motivational theory and research-based strategies; 2. Current practices for building positive student relationships and communication strategies; 3. Effective, research-based instructional management practices and routines including positive behavior support; 4. Effective record keeping and feedback that includes student/parent communications; 5. Learning communities within a classroom; 6. Current understandings of the society and culture that support teacher understandings of the classroom and students and maintain teacher relevance. An excellent Christian teacher demonstrates their competence in these effective teaching practices through the following behaviors: Provides experiences for building relationships within and across classrooms/disciplines, so students see themselves as part of the GRCS community of learners; Prepare, organize, and teach lessons and classroom rules and routines for effective and efficient instruction; Providing opportunities within instruction for creativity, application, teamwork/cooperative learning, problem-solving, self-directed learning, and technology use; Establish a fair and caring classroom climate where students feel safe, valued, and respected as individuals; Defines and reinforces responsible behavior through positive behavior support practices, Enforce schoolwide and classroom guidelines and rules, and consequences for inappropriate behavior; Build healthy, encouraging, positive relationships with students in appropriate manner through rapport, age-appropriate expectations, and welcoming non- verbal body language; Communicates and respond consistently and in age-appropriate ways to discuss and problem-solve with students about their conduct or other concerns; Teach responsible discipleship with the classroom and school community; Maintain high academic and social/behavior expectations for all students. GRCS Handbook 8
9 Standard V of an Excellent Christian Teacher: Contribute to Collegiality, Community, and Use of District Communication Expectations An excellent Christian teacher shows competence in knowledge and understanding of these areas: 1. Appropriate and current best practices in inter-personal communication skills that include use of technology applications; 2. Importance of each staff member s role and commitment to in creating a professional learning community within and across disciplines, building-wide, and district-wide. 3. Individual teacher contributions to an efficient and effective school environment that includes accurate, timely record keeping and reporting, maintenance and respectful use of school facilities and resources, and implementation of school/district communication policies and practices; 4. Our community s expectations, school concerns, district expectations for communications, collegiality and school community contributions in order to positively affect student learning and faith development. An excellent Christian teacher demonstrates competence in theseeffective professional practices through the following behaviors: follows and implements the policies and procedures of the school and district; develops and maintain a safe and effective learning environment in the schools and during school related programs; maximizes relationships with colleagues through participation in collaborative work at the classroom and school level; Speaks of colleagues and community members in a positive and professional manner; Rreports accurately with clear evidences of student learning and gives timely feedback on student learning; Develops communication tools and practices that support student learning and collaboration with parents and family; Communicates efficiently, professionally, constructively, and cooperatively with all colleagues/staff, students, families, and community members; Demonstrates personal flexibility and cooperation towards school needs and institutional changes; Carries out school routines and duties diligently, promptly, and accurately; Contributes effectively to common planning efforts, lesson study, assessment development and implementation, data management and to other district projects; contributes to the reflective solutions of educational issues and school concerns; Implements effective organization of activities, resource/facility use, scheduling, functioning of teams, committees, and events; Maintains respectful, personal and student use of school technology, equipment, facilities and property; Demonstrates commitment to GRCS and school community initiatives and programs GRCS Handbook 9
10 Conversation about Effective Teaching For An Excellent Christian Teacher Instructional staff should be engaged in regular self reflection and have regular conversations with school leaders, administrators, and colleagues about excellence, expectations, and the instructional standards in the Grand Rapids Christian Schools. These may to accompany staff observations. Discussions may be formal or informal, summative or formative. Questions and observations about effective professional practices in the classroom and school community: How does the teacher contribute to the effective learning community? How does the teacher contribute to effective school organization? How does the teacher maximize relationships in the school setting with students, colleagues and community members? Does the teacher participate actively in team, grade level, committee, subject area work, and resource sharing and assume leadership responsibilities when appropriate? Does the teacher follow the policies and procedures of the school and district? Does the teacher take responsibility for tasks related to his/her classroom and school programs? Does the teacher use school technology, equipment, facilities and property appropriately and respectfully? Does the teacher demonstrate personal flexibility and cooperation towards school needs and institutional changes? Does the teacher carry out routine duties willingly, promptly, effectively and diligently? Does the teacher contribute to the reflective solutions of educational issues and concerns? How does the teacher communicate effectively, appropriately, and in a timely way with parents, students, and community? How does the teacher demonstrate effective implementation of the school s mission, curriculum, instructional and assessment strategies? Observations of effective teaching in the classroom and school community: Is there evidence in classroom activities, assignments, and assessments of student learning; that prepares them to be servants of God in contemporary society? How does the teacher model biblical and professional principles in their comportment and in relating to others? Does the teacher regularly exemplify Christ-like dispositions and positive relationships towards students and colleagues? How does the teacher keep current on educational practices, and implement school and district policies and procedures? How does the teacher show growth and evidence of professional learning? How does the teacher seek opportunities to foster faith development and create experiences for integrating faith and learning? How does the teacher show competency in their teaching assignment? Does the teacher present him/herself appropriately within a professional role in interactions with students, in parent-teacher relationships and in the broader school community? GRCS Handbook 10
11 Observations and questions about effective teaching: Are lessons clearly designed and executed? What is the learning goal for each lesson? Is the teacher implementing GRCS curriculum? Are there connections to Michigan standards and expectations? How does the teacher plan to assess learning and what standards will be used? How does the teacher consistently plan and engage students with- rigorous, relevant, important, and focused learning activities and assignments? What kinds of subject related skills are students using regularly? What kind of critical thinking or learning levels are students using regularly? What homework practices are used? How do students show their learning? How does the teacher build connections to the reformed Christian understandings? How does the teacher show their deep knowledge of the content? How does the teacher show that they are well prepared for this lesson? What learning strategy was planned to develop content knowledge and understanding? How is technology used for instruction when appropriate? Is there evidence of differentiation strategies being effectively applied to instruction based on the learners and the content? Observations and questions about effective learning: What is the evidence of effective learning in this classroom? What instructional practices are used in this lesson? How does the teacher communicate learning goals? How does the lesson use differentiation or other learning strategies?? How do students show active engagement with their learning? How are students processing their learning? Are students engaged in meaningful learning activities? Is the lesson clear and connected? Does the teacher give organized cohesive explanations and clear directions? Are classroom procedures and materials conducive to effective and efficient learning? Is there evidence that the teacher understands and responds to special learning needs? Does the teacher provide enrichment and challenges? How does the teacher communicate information about student learning and progress? How does the teacher provide feedback to students in a timely manner? Observations and Questions about effective teaching in classroom and school community: Student relationships and learning community Is the teacher genuinely respectful and interested in students? How are students, parents, and colleagues affirmed as children of God and servants in His kingdom? Are there evidences of student cooperation and appropriate behavior in the classroom, halls, chapel and other school activities? Is there respect and caring interaction in the classroom and school areas? Does the teacher use a variety of motivational strategies to engage students? Is student/teacher contact maintained in hallways, chapel, and other areas of the school and school grounds? GRCS Handbook 11
12 Do teachers demonstrate positive relationship building behaviors towards students? Do students work and interact together in a cordial and collaborative way? Do students work collaboratively with clear focus and appropriate teacher supervision? Management of Class Time and Student Learning Is the teacher well prepared to make good use of time? Is the classroom well organized? Are learning activities well organized Are there high academic and social/behavior expectations for all students that are clearly communicated and consistently enforced? Are students engaged in meaningful learning activities for most of the class time? Is the teacher engaged with students during the class time? Does the teacher use a variety of appropriate strategies to engage all students? Is the lesson well paced and directed by the teacher? Are classroom routines and instructional activities well organized? Is there evidence of expectations for student responsibility and ownership for learning? Are classroom rules and routines and school policies and procedures enforced during the class? Management of Classroom Conduct Are there clearly enforced classroom procedures and behavioral expectations? What positive behavior support strategies are used to teach student behavior expectations for classroom atmosphere conducive to learning? Is the teacher using a variety of effective management strategies and best practices to develop an orderly classroom? Is the teacher aware of class dynamics and individual student behaviors? How are individual appropriate behaviors positively supported? Are student issues handled firmly and respectfully? Is the teacher using a variety of strategies to develop or manage an individual student s behavior? How have long-term individual classroom conduct/behavioral concerns been addressed? What school support has been made available for on-going conduct/behavior concerns for an individual student or groups of students? GRCS Handbook 12
North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction
North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be
More informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationArkansas Teaching Standards
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
More informationCandidates will demonstrate ethical attitudes and behaviors.
EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and
More informationColorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
More informationSection Two: Ohio Standards for the Teaching Profession
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
More informationCrosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationNew Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)
New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards
More informationILLINOIS CERTIFICATION TESTING SYSTEM
ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June
More informationMasters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
More informationILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
More informationPre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
More informationHow To Teach Authentic Learning
Alignment of Standard I: Teachers Demonstrate Leadership A. Teachers lead in their classrooms. Take responsibility for all students learning Week 1: Multimedia Book: Authentic Learning in the Digital Age
More informationTeachers Demonstrate Leadership
STANDARD 1: Element A Teachers Demonstrate Leadership Teachers lead in their classrooms. -Has assessment data available and refers to it to understand the skills and abilities of students - Accesses data
More informationNorth Carolina Professional Teaching Standards
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
More informationCompleted Formal Classroom Observation Form
Completed Formal Classroom Observation Form (Once participants have filled in and discussed the blank Formal Classroom Observation Form, facilitators should hand out copies of this completed form) August
More informationSection Three: Ohio Standards for Principals
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
More informationSelf Assessment Tool for Principals and Vice-Principals
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
More informationSelf-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4
Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system
More informationSuch alternatives to the above qualifications as the board may find appropriate and acceptable.
Teacher Desired Qualifications: A Bachelor's degree from an accredited college or university. Appropriate teaching certificate. Ability to work with students, teachers, and parents. Such alternatives to
More informationAPPENDIX A: Examples of Observations and Documentation
APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are
More informationProfessional Development Needs Assessment for Teachers
Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationTeacher Education Portfolio Guidelines and Rubric
Teacher Education Portfolio Guidelines and Rubric The Teacher Education Portfolio is developed throughout a s program. Most Teacher Education courses have a capstone project designed to meet the InTASC
More informationASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
More informationElementary and Middle School Technology Curriculum Guidelines
Elementary and Middle School Technology Curriculum Guidelines Catholic Schools Office Diocese of Erie March, 2007 PHILOSOPHY STATEMENT... 1 TECHNOLOGY CURRICULUM FOUNDATION... 1 TECHNOLOGY FOUNDATION STANDARDS
More informationStandards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
More informationGreenville City Schools. Teacher Evaluation Tool
Greenville City Schools Teacher Evaluation Tool Table of Contents Introduction to Teacher Evaluation 2 Glossary 3 Record of Teacher Evaluation Activities 5 Teacher Evaluation Rubric 6 Self-Assessment 11
More information1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12
1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 2. Course Description: Prerequisites: Admission to student
More informationTeacher Evaluation. Missouri s Educator Evaluation System
Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Audiologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Audiologists Definition of an Effective Audiologist Effective audiologists are vital members of the education team. They are
More informationBCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning
Gifted and Talented Education Service Delivery Plan BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning BOONE COMMUNITY SCHOOL DISTRICT 2015-16 2 TABLE OF CONTENTS Mission and Vision..
More informationProficient 2 (80-89%)
Electronic Evidence # Literacy Infused Curriculum Project: Special Education Project Rubric Evidence Descriptors and Tool Highlighted yellow text below describes how the evidence specifically addresses
More informationCALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
More informationNorth Carolina Professional Technology Facilitator Standards
North Carolina Professional Technology Facilitator Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life
More informationMILLIKIN TEACHING STANDARDS
MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit
More informationNorth Carolina School Library Media Coordinators Standards
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
More information~Empowering and Motivating for Today and Tomorrow~
Lindsay Unified School District Mission Statement ~Empowering and Motivating for Today and Tomorrow~ - Adopted by Lindsay Unified School Board: May 21, 2007 Mission: Empowering and Motivating for Today
More informationP21 Framework Definitions
P21 Framework Definitions To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework
More informationEmployee s Name. Academic/Fiscal Year Position School. Years of Service with Division Years in Present Position
GUIDANCE COUNSELOR Employee Annual Goal(s) Form Employee s Name Academic/Fiscal Year Position School Years of Service with Division Years in Present Position Goals Statement [desired result(s)]: Strategies:
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Nurses
Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are properly
More informationModel for Instructional Improvement. Teacher Evaluation
Model for Instructional Improvement Teacher Evaluation Implemented 2008-09 Revised August 15, 2011 Table of Contents Vision and Mission Statements... 2 Teacher Evaluation Philosophy... 2 Purpose... 3 Objectives...
More informationPossible examples of how the Framework For Teaching could apply to Instructional Coaches
Possible examples of how the Framework For Teaching could apply to 1b. Specific Examples 1b. Demonstrating Knowledge of Students 1a. Specific Examples 1a. Demonstrating knowledge of Content and Pedagogy
More informationNPS Formative Assessment Report Form (Counseling, Psychologists, and Social Workers)
NPS Formative Assessment Report Form (Counseling, Psychologists, and Social Workers) Educators on the Following Plans: Developing Educator Plan Directed Growth Plan Improvement Plan Educator Name/Title:
More informationPreparation for Teaching in Catholic Schools
PREPARATION FOR TEACHING IN CATHOLIC SCHOOLS Preparation for Teaching in Catholic Schools (Initial Teacher Education Course) 2012 1. Introduction 1 The Institute for Catholic Education periodically updates
More informationF O R A N N U A L CO N F E R E N C E S
From Readiness to Effectiveness The Residency Program for Provisional, Commissioned Members of The United Methodist Church 2013 2016 Mentoring Continuing Theological Education Covenant Groups Supervision
More informationMassachusetts Model System for Educator Evaluation
Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix A. January 2012 Massachusetts Department of Elementary
More informationDewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities
More informationPHILOSOPHY OF STUDENT DEVELOPMENT
PHILOSOPHY OF STUDENT DEVELOPMENT FOUNDATION OF STUDENT DEVELOPMENT PHILOSOPHY College Mission Statement To produce, through collegiate education, biblically competent, culturally aware, maturing servants
More informationUNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY
UNDERGRADUATE TEACHER EDUCATION CERTIFICATION AT CARDINAL STRITCH UNIVERSITY "Devoted to bridging knowledge, practice, and service." Our mission is to transform lives and communities by preparing leaders
More informationPOWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element
More informationAlignment of State Standards and Teacher Preparation Program Standards
Alignment of State Standards and Teacher Preparation Program Standards Hilda Medrano Jaime Curts The University of Texas Pan American (UTPA), at the most southern tip of South Texas is located about 20
More informationSection 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18
Section 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18 IPDP Resources page 1 of 5. Local Professional Development 14 Senior Professional Educator and Lead Professional Educator
More informationMETRO CHRISTIAN ACADEMY
METRO CHRISTIAN ACADEMY OUR CHILDREN...OUR FUTURE. WELCOME Welcome to Metro Christian Academy ( MCA ). We are happy you have selected our program for your child and trust that you will find our preschool
More informationTENNESSEE STATE BOARD OF EDUCATION
Alternative Education Program Model/Standards Standard 1.0: Mission An exemplary alternative education program operates with a clearly stated mission, a formal set of standards, and a plan for program
More informationISTE National Educational Technology Standards for Teachers http://cnets.iste.org/teachers/t_profiles.html
NETS for Teachers Profiles for Technology-Literate Teachers Today's teacher preparation programs provide a variety of alternative paths to initial licensure. They address economic conditions, needs of
More informationThe school principal practices effective cultural leadership when he or she
Strategic Leadership Summary: School leadership creates conditions that result in the strategic re-imaging of the school s vision, mission, and goals in the 21 st Century. The leader exhibits the understanding
More informationKey Assessments School Library Media Specialist
GACE Media Specialist Test I and Test II (Georgia Content Test) Web Folio (Content Knowledge, Planning, Clinical Practice, Effects on Student Learning, Dispositions) Graduate and Employer/Supervisor Surveys
More informationAutism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric
Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric 1. Professional Knowledge The teacher demonstrates an understanding of curriculum, subject content, and the developmental needs
More informationCURRICULUM MAP. Elementary and Early Childhood Program: Alignment of Student Learning Outcomes, Standards, and Assessments
CURRICULUM MAP Elementary and Early Childhood Program: Alignment of Student Learning Outcomes, Standards, and Assessments ACEI = Association for Childhood Education International Standards (see below for
More informationPrincipal Practice Observation Tool
Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators
More informationIllinois Professional Teaching Standards
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
More informationDOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning
More informationAlbemarle County Schools Teacher Performance Appraisal (TPA) Rubrics
Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional
More informationThe Ohio Resident Educator Program Standards Planning Tool. 1 9-1-11 Final
The Ohio Resident Educator Program Standards Planning Tool 1 The Resident Educator Program Standards Planning Tool The Resident Educator Program Standards Planning Tool is intended to assist district/schools
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists Definition of an Effective Physical Therapist Effective school physical therapists are vital members of the
More informationLeads pedagogical practice. Promotes professional learning
Leading teaching and learning 1 Creates a student centred learning environment 4 Builds capacity Developing self and others Leading teaching and learning 2 Leads pedagogical practice Developing self and
More informationwww.simplyapilgrim.com Program Design for the Internship- Based Youth Ministry Program
Program Design for the Internship- Based Youth Ministry Program Youth ministry is both an ancient and modern phenomenon, where strong Biblical patterns regularly collide with changing cultural and ministry
More informationEducation Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015)
Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) 2007 Standards 2015 Standards Standard 1: Vision and Mission Standard 1: Vision and Mission An education leader
More informationThe mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success.
Overview of Beliefs and Expectations for Teacher Education Candidates Teacher Education Program School of Education, College of Applied Human Sciences Colorado State University The mission and goal of
More informationComprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014
Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED
More informationINTERVIEW QUESTIONS FOR TEACHERS
INTERVIEW QUESTIONS FOR TEACHERS The following questions are examples of questions frequently asked by school system recruiters. This list is certainly not all inclusive and should be used as a starting
More informationYOUTH MINISTRY Methodology and Skills Course Information
YOUTH MINISTRY Methodology and Skills Course Information Roman Catholic Diocese of Dallas How to Offer Youth Ministry Methodology & Skills Courses: For more information concerning Youth Ministry Methodology
More informationEDTC Program Assessment Framework
EDTC Program Assessment Framework The University of Delaware s Master of Education in Educational Technology (EDTC) program aligns with both of the international standards bodies that inform the design
More informationSEATTLE CHRISTIAN SCHOOLS STRATEGIC PLAN
SEATTLE CHRISTIAN SCHOOLS STRATEGIC PLAN 2012-2017 2015 2016 Objectives Educating Minds Nurturing Hearts Honoring Christ SCS Strategic Plan Mission Statement We proclaim Jesus Christ in all aspects of
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationTHE FOUR NON NEGOTIABLES
THE FOUR NON NEGOTIABLES ACADEMIC EXCELLENCE COLLEGE AND CAREER READINESS SAFE AND SUPPORTIVE LEARNING ENVIRONMENT PURPOSEFUL, TIMELY TWO WAY COMMUNICATION ECISD STRATEGIC PLAN 2015 2016 1 Beliefs Definition:
More informationCommittee On Public Secondary Schools. Standards for Accreditation
Committee On Public Secondary Schools Standards for Accreditation Effective 2011 New England Association of Schools & Colleges 3 Burlington Woods Drive, Suite 100 Burlington, MA 01803 Tel. 781-425-7700
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education
More informationMississippi Statewide Teacher Appraisal Rubric M-STAR
Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...
More informationAlabama Standards for Instructional Leaders
Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,
More informationThe performance assessment shall measure the extent to which the teacher s planning:
Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.
More informationGUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
More information2010-2011 Annual Updated Edition Strategic Planning Committee Mike Levengood, Co-chair Al Brumbley, Co-chair
STRATEGIC PLAN Original Strategic Planning Committee 2004-2005 John Long, II, Chairman Jeff Anderson Jeff Badger Jim Fox, Jr. Lynn Franks Brian Mathias Bart Quillin 2010-2011 Annual Updated Edition Strategic
More informationAyers Institute Leadership Resources: PSEL Alignment
Professional Standards for al Leaders Standard 1: Mission, Vision, and Core Values Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education
More informationInternship Manual Educational Specialist (EdS) Florida Gulf Coast University
Internship Manual Educational Specialist (EdS) Florida Gulf Coast University 2 Table of Contents The College of Education Vision... 3 The College of Education Mission... 3 Purpose of the Internship...
More informationADEPT Performance Standards. for. Classroom-Based Teachers
ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching
More informationDelaware Performance Appraisal System
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS
More informationRise Indiana School Counselor Rubric
Rise Indiana School Counselor Rubric 1 Domain 1: Academic Achievement 1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders To Enhance Student
More informationNEW PHILADELPHIA MORAVIAN CHURCH
NEW PHILADELPHIA MORAVIAN CHURCH - Director of Christian Education The Director of Christian Education (DCE) provides vision and leadership to overall program development, coordination, implementation,
More informationHow To Teach A Child With A Disability
DEPARTMENT OF SPECIAL EDUCATION Ball State University Graduate Practicum Performance Based Rubric Revised August 2009 Supervisor/Rater Signature Date Student/Teacher Name Performance Indicators: Circle
More informationLeadership Through Strategic Discussions Between Supervising Administrator and Principals
Possible Guiding Questions Strategic Discussions Between Supervising Administrators and Principals This document utilizes the components within the Framework for Leadership to provide possible guiding
More informationFramework for Leadership
Framework for Leadership Date Leader Self-Assessment Evaluator Assessment Domain 1: Strategic/Cultural Leadership Principals/school leaders systemically and collaboratively develop a positive culture to
More informationSTANDARDS FOR THE MASTER OF LIBRARY SCIENCE DEGREE/ SCHOOL LIBRARY MEDIA COORDINATOR LICENSE
STANDARDS FOR THE MASTER OF LIBRARY SCIENCE DEGREE/ SCHOOL LIBRARY MEDIA COORDINATOR LICENSE Note: The master of library science degree is an entry-level requirement for all North Carolina school library
More informationStandards for School Counseling
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
More informationSyllabus Introduction to Christian Education
p. 1 Educational Institution: Location of Course: Course Dates: Name of Instructor(s): Syllabus Introduction to Christian Education Course Vision Statement: The course is a basic introduction to the field
More informationPreschool For All Program Evaluation TEACHER SELF EVALUATION
Preschool For All Program Evaluation TEACHER SELF EVALUATION Name: Date: Self-evaluation has been proven to help set personal goals, and increase teacher performance. This form is for you and will not
More information