Teacher KSA Self-Reflection

 

 

Rubrics for the Growth of Professional Practice

 

Teacher Self Reflection Tool

 

 

 

 

Name ______________________________________

2013-2014 School Year

 

 

School __________________________________________

Highlight the rubric block that best describes where you see yourself with your teaching practice

KSA #1: Teachers’ application of pedagogical knowledge, skills and attributes is based on their continual analysis of the following contextual variables.

This KSA can be reflected upon throughout the year and may come up in our monthly discussions.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. developmental characteristics of age group teacher displays little knowledge of developmental characteristics of age group teacher displays some knowledge of developmental characteristics of age group teacher displays substantial knowledge of typical developmental characteristics as well as exceptions to general patterns teacher displays extensive knowledge of typical developmental characteristics, exceptions to general patterns and the extent to which each student follows patterns

 

2. family background teacher displays little knowledge of students’ family background (including cultural heritage and home environment) and does not indicate that such knowledge is valuable teacher displays some knowledge of students’ family background (including cultural heritage and home environment) and occasionally uses this knowledge to enhance instruction teacher displays substantial  knowledge of students’ family background (including cultural heritage and home environment) and often uses this knowledge to enhance instruction teacher displays extensive knowledge of students’ family background (including cultural heritage and home environment) and frequently uses this knowledge to enhance instruction

 

3. special  considerations teacher displays little knowledge and awareness of special medical, emotional, cognitive and/or physiological conditions of students and the implications of these conditions for instruction teacher displays some knowledge and awareness of special medical, emotional, cognitive and/or physiological conditions of students and the implications of these conditions for instruction teacher displays substantial knowledge and awareness of special medical, emotional, cognitive and/or physiological conditions of students and the implications of these conditions for instruction teacher displays extensive knowledge and awareness of special medical, emotional, cognitive and/or physiological conditions of students and the implications of these conditions for instruction

 

4. resources for teaching teacher is unaware of resources available through the school or district to assist students who need them teacher displays some awareness of resources available through the school or district to assist students who need them teacher displays substantial awareness of all resources available through the school or district to assist students who need them teacher displays extensive awareness of all resources available through the school or district and supplements these with additional current and specialized resources

 

KSA #2: Teachers understand the legislated, moral and ethical frameworks within which they work. 

This KSA can be reflected upon throughout the year and may come up in our monthly discussions. 

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. Code of Ethics and Standards of Professional Conduct rarely or never adheres to the Code of Ethics and Standards of Professional

 

sometimes adheres to the Code of Ethics and Standards of Professional Conduct

 

frequently adheres to the Code of Ethics and Standards of Professional Conduct

 

consistently and completely adheres to the Code of Ethics and Standards of Professional Conduct

 

2. Legislation and Alberta Education Acts and Policies actions demonstrate a sketchy understanding of the legal framework teacher demonstrates a general understanding of the legal framework teacher demonstrates a detailed understanding of the legal framework teacher demonstrates a clear and creditable understanding of the legal framework

 

3. Program of Studies unaware of or disregards the Program of Studies some evidence that the teacher follows the Program of Studies for most subjects

 

consistent evidence that the teacher  follows the Program of Studies for all subjects extensive evidence that the teacher follows the Program of Studies for all subjects
4. entry and exit student outcomes teacher displays little knowledge of the entry and exit student outcomes in the Program of Studies and offers an incomplete instructional program to students teacher displays some knowledge of the entry and exit student outcomes in the Program of Studies and offers a complete instructional program to students teacher displays substantial knowledge of the entry and exit student outcomes in the Program of Studies and often adjusts instruction as a response to student needs teacher displays extensive knowledge of the entry and exit student outcomes in the Program of Studies and frequently  adjusts instruction as a response to student needs

 

5. school and District Policies unaware of or disregards district policies generally follows district policies and has a general knowledge of the policies or where to find them

 

frequently follows district policies and has a working knowledge of the policies consistently follows district policies and has an extensive knowledge and understanding of the policies.

 

6. collegial and administrator support little evidence that the teacher has administrative and peer support some evidence that the teacher has administrative and peer support consistent evidence that the teacher has peer and administrative support extensive evidence that the teacher has peer and administrative support

 

7. provincial, national and global influence teacher displays a limited understanding of provincial, national and global influences

 

teacher displays a general understanding of provincial, national and global influences

 

teacher displays a substantial understanding of provincial, national and global influences

 

teacher displays an extensive understanding of understanding of provincial, national and global influences

 

 

8. tolerance and understanding of cultural groups little evidence that the teacher develops students’ tolerance and understanding of cultural differences

 

some evidence that the teacher develops students’ tolerance and understanding of cultural differences consistent evidence that the teacher develops students’ tolerance and understanding of cultural differences extensive evidence that the teacher develops students’ tolerance and understanding of cultural differences
9. assigned duties rarely completes assigned duties and tasks in a timely manner

 

sometimes completes assigned duties and tasks in a timely manner

 

frequently completes assigned duties and tasks in a timely manner

 

consistently completes assigned duties and tasks in a timely manner
10. information and reports rarely submits required information and reports in a timely manner

 

sometimes submits required information and reports in a timely manner

 

frequently submits required information and reports in a timely manner

 

consistently submits required information and reports in a timely manner
11. supervisory duties rarely prompt in reporting for supervisory duties

 

often prompt in reporting for supervisory duties

 

frequently prompt in reporting for supervisory duties

 

consistently prompt and never misses  reporting for supervisory duties
12. confidential information little evidence that the teacher safeguards confidential information

 

some evidence that the teacher safeguards confidential information

 

consistent evidence that the teacher safeguards confidential information

 

extensive evidence that the teacher safeguards confidential information
13. professional association rarely interested and involved in the activities of the professional association.

 

sometimes interested and involved in the activities of the professional association.

 

frequently interested and involved in the activities of the professional association.

 

consistently interested and involved in the activities of the professional association

 

14. contribution to school improvement rarely contributes to committees, staff meetings, and other school activities

 

sometimes contributes to committees, staff meetings, and other school activities

 

frequently contributes to committees, staff meetings, and other school activities

 

consistently contributes to committees, staff meetings, and other school activities

 

15. areas of expertise rarely serves as an instructional resource in areas of expertise

 

sometimes serves as an instructional resource in areas of expertise

 

frequently serves as an instructional resource in areas of expertise

 

consistently serves as an instructional resource in areas of expertise

 

KSA #3: Teachers understand the subject disciplines they teach.

This KSA can be reflected upon throughout the year and may come up in our monthly discussions as well as Professional Growth Plan meetings in October. 

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. teaching assignment teaching assignment is inappropriate for the skills and talents of the teacher; teacher may not possess the skills and/or knowledge to effectively deliver the curriculum teaching assignment is appropriate for the teacher; subject area may not be teacher’s subject major, but there is enough knowledge and skill to effectively deliver the curriculum teacher is skilled in his or her subject area and shares this knowledge effectively with students; teaching assignment is obviously appropriate teacher is highly skilled and knowledgeable about the subject area and shares these skills and knowledge with students and staff; teacher has qualities of a lead teacher
2. knowledge of content teacher makes content errors or does not correct content errors made by students teacher displays some knowledge of content but cannot articulate connections with other parts of the discipline or with other disciplines teacher displays substantial knowledge of content and makes  connections between the content and other parts of the discipline and other disciplines teacher displays extensive knowledge of content, makes connections between the content and other parts of the discipline and other disciplines and continues to pursue such knowledge

KSA #4: Teachers know there are many approaches to teaching and learning.

This KSA and its elements should be reflected upon during the month of November/April and we will engage in a professional discussion at the December/May staff meeting.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. uses a variety of methods

 

little evidence that the teacher uses a variety of methods and instruments to assess each student’s needs (i.e. Diagnostic Reading) or implements strategies to meet diagnostic needs some evidence that the teacher uses a variety of methods and instruments to assess each student’s needs (i.e. Diagnostic Reading) or implements strategies to meet diagnostic needs consistent evidence that the teacher uses a variety of methods and instruments to assess each student’s needs (i.e. Diagnostic Reading) or implements strategies to meet diagnostic needs extensive evidence that the teacher uses a variety of methods and instruments to assess each student’s needs (i.e. Diagnostic Reading) or implements strategies to meet diagnostic needs.
2. students’ skills and knowledge

 

teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable teacher displays some knowledge of students’ skills and knowledge but uses this only for the whole class teacher displays substantial knowledge of students’ skills and knowledge and uses this knowledge to enhance group instruction teacher displays extensive knowledge of students’ skills and knowledge and uses this knowledge to enhance individual instruction
3. students’ abilities, talents and interests teacher displays little knowledge of students’ abilities, talents and interests and rarely uses this knowledge to enhance instruction teacher displays some knowledge of students’ abilities, talents and interests and occasionally uses this knowledge to enhance instruction teacher displays substantial knowledge of students’ abilities, talents and interests and often uses this knowledge to enhance instruction teacher displays extensive knowledge of students’ abilities, talents and interests and frequently uses this knowledge to enhance instruction
4. opportunity for

individual and group expression

little evidence that the teacher provides abundant and varied opportunity for individual and group expression (oral, written, drawn, acted, etc.) some evidence that the teacher provides abundant and varied opportunity for individual and group expression (oral, written, drawn, acted, etc.) consistent evidence that the teacher provides abundant and varied opportunity for individual and group expression (oral, written, drawn, acted, etc.) extensive evidence that the teacher provides abundant and varied opportunity for individual and group expression (oral, written, drawn, acted, etc.)
5. student participation

 

little evidence that the teacher uses a wide variety of approaches and techniques to elicit student participation in both teacher led and student initiated activities that reinforce learning some evidence that the teacher uses a wide variety of approaches and techniques to elicit student participation in both teacher led and student initiated activities that reinforce learning consistent evidence that the teacher uses a wide variety of approaches and techniques to elicit student participation in both teacher led and student initiated activities that reinforce learning extensive evidence that the teacher uses a wide variety of approaches and techniques to elicit student participation in both teacher led and student initiated activities that reinforces learning
6.  opportunities for presentation little evidence that the teacher allows for/creates opportunities for students to take presented materials and produce something that is new and unique some evidence that the teacher allows for/creates opportunities for students to take presented materials and produce something that is new and unique consistent evidence that the teacher allows for/creates opportunities for students to take presented materials and produce something that is new and unique extensive evidence that the teacher allows for/creates opportunities for students to take presented materials and produce something that is new and unique

7. incorporation of fine arts

 

 

 

little evidence that the teacher incorporates art, music, drama, game creation, and playing into many subjects some evidence that the teacher incorporates art, music, drama, game creation, and playing into many subjects consistent evidence that the teacher incorporates art, music, drama, game creation, and playing into many subjects extensive evidence that the teacher incorporates art, music, drama, game creation, and playing into many subjects

8. effectiveness and appropriateness of practices

 

little evidence that the teacher monitors the effectiveness and appropriateness of his/her practices and student activities, and makes changes as needed some evidence that the teacher monitors the effectiveness and appropriateness of his/her practices and student activities, and makes changes as needed consistent evidence that the teacher monitors the effectiveness and appropriateness of his/her practices and student activities, and makes changes as needed extensive evidence that the teacher monitors the effectiveness and appropriateness of his/her practices and student activities, and makes changes as needed

9. innovative practices

little evidence that the teacher develops, implements and evaluates innovative practices some evidence that the teacher develops, implements and evaluates innovative practices consistent evidence that the teacher develops, implements and evaluates innovative practices extensive evidence that the teacher develops, implements and evaluates innovative practices

10. selection of strategies

little evidence that the teacher selects and uses strategies to achieve desired outcomes outlined in the Program of Studies some evidence that the teacher selects and uses strategies to achieve desired outcomes outlined in the Program of Studies consistent evidence that the teacher selects and uses strategies to achieve desired outcomes outlined in the Program of Studies extensive evidence that the teacher selects and uses strategies to achieve desired outcomes outlined in the Program of Studies
11.  variety of learning activities

 

little evidence that the teacher provides a variety of learning activities consistent with goals and objectives of the lesson

 

some evidence that the teacher provides a variety of learning activities consistent with goals and objectives of the lesson consistent evidence that the teacher provides a variety of learning activities consistent with goals and objectives of the lesson extensive evidence that the teacher provides a variety of learning activities consistent with goals and objectives of the lesson

12. awareness of learning styles

 

little evidence that the teacher is aware of the learning styles of the children and provides a wide variety of appropriate learning activities some evidence that the teacher is aware of the learning styles of the children and provides a wide variety of appropriate learning activities consistent evidence that the teacher is aware of the learning styles of the children and provides a wide variety of appropriate learning activities extensive evidence that the teacher is aware of the learning styles of the children and provides a wide variety of appropriate learning activities

13. summary techniques

 

 

little evidence that the teacher utilizes effective summary techniques some evidence that the teacher utilizes effective summary techniques consistent evidence that the teacher utilizes effective summary techniques extensive evidence that the teacher utilizes effective summary techniques
14. pacing

 

little evidence that the teacher maintains reasonable time allotment and appropriate pacing, and that times devoted to instructional tasks are maximized through good organization some evidence that the teacher maintains reasonable time allotment and appropriate pacing, and that times devoted to instructional tasks are maximized through good organization consistent evidence that the teacher maintains reasonable time allotment and appropriate pacing, and that times devoted to instructional tasks are maximized through good organization extensive evidence that the teacher maintains reasonable time allotment and appropriate pacing, and that times devoted to instructional tasks are maximized through good organization
15. transitions

 

 

little evidence that the teacher utilizes smooth and efficient transitions between activities some evidence that the teacher utilizes smooth and efficient transitions between activities consistent evidence that the teacher utilizes smooth and efficient transitions between activities extensive evidence that the teacher utilizes smooth and efficient transitions between activities

 

KSA #5:  Teachers engage in a range of planning activities.

This KSA and its elements should be reflected upon during professional growth plan meetings in October and May.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. alignment with curriculum plans (daily, unit, yearly) indicate little relationship to current Program of Studies plans (daily, unit, yearly) indicate an adequate relationship to current Program of Studies plans (daily, unit, yearly) indicate a logical and thoughtful relationship to current Program of Studies plans (daily, unit, yearly) indicate a  thoughtful and innovative relationship to current Program of Studies
2. lesson and unit structure lessons and units of study have no clearly defined structure; arrangement of learning activities seems haphazard

 

lessons and units of study have a recognizable structure; arrangement of learning activities is logical lessons and units of study have a clear structure; arrangement of learning activities often accommodates various learning styles lessons and units of study have a clear structure; arrangement of learning activities frequently accommodates various learning styles
3. long range plans and time allocations little evidence of long-range planning or attention to appropriate time allocations adequate evidence of long-range planning and attention to time allocations substantial evidence of long-range planning and attention to time allocations extensive evidence of long-range planning and attention to time allocations
4. lesson-planning using

educational objectives

 

little evidence that the teacher plans lessons that have clear instructional goals and objectives that are appropriate for all students in the classroom some evidence that the teacher plans lessons that have clear instructional goals and objectives that are appropriate for all students in the classroom consistent evidence that the teacher plans lessons that have clear instructional goals and objectives that are appropriate for all students in the classroom extensive evidence that the teacher plans lessons that have clear instructional goals and objectives that are appropriate for all students in the classroom
5. use of resources

 

little evidence that the teacher plans to use a variety of appropriate resources, media materials and technology some evidence that the teacher plans to use a variety of appropriate resources, media materials and technology consistent evidence that the teacher plans to use a variety of appropriate resources, media materials and technology extensive evidence that the teacher plans to use a variety of appropriate resources, media materials and technology

 

KSA # 6:  Teachers create and maintain environments that are conducive to student learning. 

This KSA and its elements should be reflected upon during the month of October/March and we will engage in a professional discussion at the November/April staff meeting.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. student safety little evidence that the teacher provides physical, psychological, social and cultural safety for students some evidence that the teacher provides physical, psychological, social and cultural safety for students consistent evidence that the teacher provides physical, psychological, social and cultural safety of students extensive evidence that the teacher provides physical, psychological, social and cultural safety for students

 

2. relationship with students

 

teacher interaction with at least some students is negative, demeaning, sarcastic or inappropriate; students are fearful or disrespectful of the teacher interactions are generally positive but may reflect favoritism, disregard or slight disdain for students; students demonstrate a minimum of respect for the teacher interactions are friendly and demonstrate a general warmth, caring and respect; students exhibit respect for teacher teacher demonstrates obvious professional caring and respect for each individual student; students exhibit respect for the teacher in a manner that goes beyond what one might expect

 

3. organization of space for optimum learning the classroom is unsafe; materials and equipment are not available and/or do not support student learning; furniture arrangement  hinders learning the classroom is safe and furniture is arranged for learning; equipment is available and appears to be in good working order the classroom is organized and safe; students have equitable access to equipment that is safe and operational the classroom is organized and safe; students have equitable access to equipment that is safe and operational and have taken ownership of the facility and treat it with respect and care
4. classroom atmosphere little evidence of current student work being displayed or recognized; atmosphere is not positive or celebratory some student work is displayed. Work may be from earlier units or from previous year’s students;  student work is marginally celebrated teacher creates a positive atmosphere of celebration and acknowledgment; student work is displayed and student accomplishments are appropriately recognized student work is celebrated and appropriately recognized; examples of recent student accomplishments are showcased in a manner that honors the student’s efforts
5. response to difficult situations teacher responds negatively and in a hostile manner when faced with difficult challenges teacher manages difficult situations in a non-threatening manner teacher manages difficult situations in a non-threatening manner that results in positive outcomes teacher anticipates and deals with difficult situations in a non-threatening manner that results in positive outcomes
6. teacher availability teacher is rarely or never available outside of class time teacher is available on a limited bases on an “as needed” schedule teacher is available on an “as needed” schedule after regularly scheduled class time

 

teacher has posted a predictable schedule when students can meet with the teacher outside of class time
7. understanding and empathy teacher displays little empathy towards students teacher demonstrates empathy towards students teacher displays concern, empathy and understanding toward students teacher treats each individual with concern and understanding; and takes appropriate steps to ensure the well-being of all students
8. treatment of students students are treated in a manner that is obviously unfair; individual students are apparently selected and made examples of students are treated equally and fairly teacher ensures that each student’s needs are met; all students are subject to the same expectations and rights teacher and students have an articulated plan to address fairness within the classroom; all dealings with students are appropriately consistent
9. cooperative learning teacher makes no effort to support or encourage peer tutoring and/or cooperative learning some evidence suggests that the teacher  makes an effort to support and encourage peer tutoring and/or cooperative learning peer tutoring and cooperative learning is evident in the classroom; students respond well to the teacher’s request to engage in these activities peer tutoring and cooperative learning is an integral part of this classroom; students take responsibility for engaging in these activities with minimal prompting form the teacher

 

10.  clarity of assignments

 

 

 

little evidence that the teacher ensures that independent, or homework assignments are clear some evidence that the teacher ensures that independent, or homework assignments are clear consistent evidence that the teacher ensures that independent, or homework assignments are clear extensive evidence that the teacher ensures that independent, or homework assignments are clear

 

11.  humour

 

 

 

little evidence that the teacher incorporates humour to enhance learning some evidence that the teacher incorporates humour to enhance learning consistent evidence that the teacher incorporates humour to enhance learning extensive evidence that the teacher incorporates humour to enhance learning
12. student involvement little evidence that the teacher inspires students to become involved in school activities

 

some evidence that the teacher  inspires students to become involved in school activities

 

consistent evidence that the teacher inspires students to become involved in school activities

 

extensive evidence that the teacher inspires students to become involved in school activities

 

13. acceptance of students’ responses little evidence that the teacher accepts students’ response with sensitivity and openness

 

some evidence that the teacher accepts students’ response with sensitivity and openness consistent evidence that the teacher accepts students’ response with sensitivity and openness extensive evidence that the teacher accepts students’ response with sensitivity and openness

 

 

KSA #7: Teachers translate curriculum content and objectives into meaningful learning activities.

This KSA and its elements should be reflected upon during the month of January and we will engage in a professional discussion at the February staff meetings.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. student activities

 

 

little evidence that the teacher engages students in meaningful activities that motivates and challenges them to achieve those expectations some evidence that the teacher engages students in meaningful activities that motivates and challenges them to achieve those expectations consistent evidence that the teacher engages students in meaningful activities that motivates and challenges them to achieve those expectations extensive evidence that the teacher engages students in meaningful activities that motivates and challenges them to achieve those expectations
2. sharing of ideas little evidence that the teacher plans, develops or utilizes activities that promote the sharing of ideas some evidence that the teacher plans, develops or utilizes activities that promote the sharing of ideas teachers are engaged in the planning and development of strategies to facilitate the sharing of ideas teachers and students actively engage in the process of planning a wide variety of strategies to share ideas
3. purpose of learning teacher and/or students convey a negative attitude toward learning; study is presented as being unimportant, and a commitment to excellence is not addressed teacher and/or students convey a positive attitude toward learning; study is presented as being important, and a commitment to excellence is addressed teacher and/or students convey a genuine enthusiasm for learning and are committed to and engaged in the process of study students demonstrate through their actions that they are committed to excellence and have a seriousness of purpose; they are engaged and demonstrate excitement for learning
4. mastery of skills teacher is not concerned with the mastery of skills and concepts an objective for all students teacher appears concerned with the mastery of skills and concepts an objective for most students teacher makes mastery of skills and concepts an objective for all students students are actively engaged in mastering the skills and concepts; they take ownership for their learning and strive for personal mastery

5.  short and long-range learning expectations

little evidence that the teacher clearly communicates short and long-range learning expectations to students, and how the expectations are to be achieved and assessed some evidence that the teacher clearly communicates short and long-range learning expectations to students, and how the expectations are to be achieved and assessed consistent evidence that the teacher clearly communicates short and long-range learning expectations to students, and how the expectations are to be achieved and assessed extensive evidence that the teacher clearly communicates short and long-range learning expectations to students, and how the expectations are to be achieved and assessed

7. motivational learning activities

little evidence that the teacher includes a motivational set of learning activities for creating interest and relevance some evidence that the teacher includes a motivational set of learning activities for creating interest and relevance consistent evidence that the teacher includes a motivational set of learning activities for creating interest and relevance extensive evidence that the teacher includes a motivational set of learning activities for creating interest and relevance

8. vocabulary and sentences

little evidence that the teacher uses appropriate vocabulary and complexity of sentences to communicate with students and to improve communication skills some evidence that the teacher uses appropriate vocabulary and complexity of sentences to communicate with students and to improve communication skills consistent evidence that the teacher uses appropriate vocabulary and complexity of sentences to communicate with students and to improve communication skills

 

extensive evidence that the teacher uses appropriate vocabulary and complexity of sentences to communicate with students and to improve communication skills

9. guided practice

 

 

little evidence that the teacher provides guided practice and/or independent activities to reinforce learning

 

some evidence that the teacher provides guided practice and/or independent activities to reinforce learning consistent evidence that the teacher provides guided practice and/or independent activities to reinforce learning extensive evidence that the teacher provides guided practice and/or independent activities to reinforce learning
10.  students’ responses little evidence that the teacher incorporates students’ responses to enhance learning some evidence that the teacher incorporates students’ responses to enhance learning consistent evidence that the teacher incorporates students’ responses to enhance learning extensive evidence that the teacher incorporates students’ responses to enhance learning

11. open ended activities

little evidence that the teacher sets open ended activities that provide incentive/motivation for students to explore further than basic information some evidence that the teacher sets open ended activities that provide incentive/motivation for students to explore further than basic information consistent evidence that the teacher sets open ended activities that provide incentive/motivation for students to explore further than basic information extensive evidence that the teacher sets open ended activities that provide incentive/motivation for students to explore further than basic information

12. relevance of subject matter

 

little evidence that the teacher elicits student perceptions of how the subject matter relates to everyday life some evidence that the teacher elicits student perceptions of how the subject matter relates to everyday life consistent evidence that the teacher elicits student perceptions of how the subject matter relates to everyday life extensive evidence that the teacher elicits student perceptions of how the subject matter relates to everyday life
13.  subject matter and lessons little evidence that the teacher informs and/or elicits student perceptions of how the subject matter is related to previous and future lessons some evidence that the teacher informs and/or elicits student perceptions of how the subject matter is related to previous and future lessons consistent evidence that the teacher informs and/or elicits student perceptions of how the subject matter is related to previous and future lessons extensive evidence that the teacher informs and/or elicits student perceptions of how the subject matter is related to previous and future lessons
14. vocational opportunities little evidence that the teacher stimulates all students to explore vocational opportunities, utilizes planned group and individual activities some evidence that the teacher stimulates all students to explore vocational opportunities, utilizes planned group and individual activities consistent evidence that the teacher stimulates all students to explore vocational opportunities, utilizes planned group and individual activities

 

extensive evidence that the teacher develops understanding of the customs and traditions of all groups (tolerance and understanding of cultural differences)

 

KSA #8: Teachers apply a variety of technologies to meet students’ learning needs.

This KSA and its elements should be reflected upon during the month of December and we will engage in a professional discussion at the January staff meeting.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. application of technology teacher plans for using basic technology (eg. word processing) only and provides minimal support to help students use technology teacher plans for using some applications (eg word processing, information management) and helps students use technologies functionally teacher plans for using multiple and varied applications of technology and helps students use technology thoughtfully teacher plans for using multiple and varied applications of technology and helps students use technologies purposefully and innovatively

 

2. knowledge and application of ICT outcomes teacher displays little knowledge of ICT outcomes and rarely models or demonstrates the application of these outcomes teacher displays some knowledge of ICT outcomes and occasionally models and demonstrates the application of these outcomes teacher displays substantial knowledge of ICT outcomes and often models and demonstrates the application of these outcomes teacher displays extensive knowledge of ICT outcomes and frequently models and demonstrates  the application of these outcomes

 

3. integration of ICT outcomes teacher rarely integrates technology into lesson plans teacher occasionally integrates technology into lesson plans teacher often integrates technology into lesson plans teacher frequently integrates technology into lesson plans

 

4. application of current technologies teacher displays little application  of current technologies teacher displays some application of current technologies teacher displays substantial application of current technologies teacher displays extensive  application of current technologies

 

 

KSA #9: Teachers gather and use information about students’ learning needs and progress.

This KSA and its elements should be reflected upon during the month of February and we will engage in a professional discussion at the March staff meeting.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. positive feedback little evidence to show that the teacher uses positive feedback some evidence to show that the teacher uses positive feedback consistent evidence to show that the teacher uses positive feedback extensive evidence to show that the teacher uses positive feedback
2. assessments and teaching practice ignores or makes little use of the results of assessments to modify teaching practices makes some use of the results of assessments to modify teaching practices frequently uses the results of  assessments to modify teaching practices extensively uses the results of  assessments to appropriately modify teaching practices
3. assessments and implications for students. little evidence that the teacher helps students, parents and others interpret and understand the assessments and implications for students some evidence that the teacher helps students, parents and others interpret and understand the assessments and implications for students consistent evidence that the teacher helps students, parents and others interpret and understand the assessments and implications for students extensive evidence that the teacher helps students, parents and others interpret and understand the assessments and implications for students
4. communication of  results little evidence to suggest that the teacher communicates results to students, parents and administrators in an ongoing and meaningful manner some evidence to suggest that the teacher communicates results to students, parents and administrators in an ongoing and meaningful manner consistent evidence to suggest that the teacher communicates results to students, parents and administrators in an ongoing and meaningful manner extensive evidence to suggest that the teacher communicates results to students, parents and administrators in an ongoing and meaningful manner
5. feedback on students’ work little evidence to suggest that feedback is specific and includes desirable or corrective alternatives some evidence to suggest that feedback is specific and includes desirable or corrective alternatives consistent evidence to suggest that feedback is specific and includes desirable or corrective alternatives extensive evidence to suggest that feedback is specific and includes desirable or corrective alternatives
6. goal-setting rarely encourages students to identify strengths and set goals sometimes encourages students to identify strengths and set goals frequently encourages students to identify strengths and set goals consistently encourages students to identify strengths and set goals
7. self- evaluation rarely uses self-evaluation as part of the student’s evaluation

 

sometimes uses self-evaluation as part of the student’s evaluation frequently uses self-evaluation as part of the student’s evaluation consistently uses self-evaluation as part of the student’s evaluation
8. standards for student achievement little evidence that the teacher sets appropriate standards for student achievement sometimes sets obtainable standards for student achievement frequently sets high but obtainable standards for student achievement

 

consistently sets high but obtainable standards for student achievement

 

10. quality of student work rarely checks the quality of student work to assess the level of learning achieved. sometimes checks the quality of student work to assess the level of learning achieved. frequently checks the quality of student work to assess the level of learning achieved. consistently checks the quality of student work to assess the level of learning achieved.
11. student understanding rarely checks to ensure that the students understand the lesson

 

sometimes checks to ensure that the students understand the lesson

 

frequently checks to ensure that the students understand the lesson

 

consistently checks to ensure that the students understand the lesson

 

12. assessment for learning little evidence of assessment plans of any kind OR assessment plans seem unaligned with unit learning activities or outcomes adequate evidence of plans related to assessment for  learning (diagnostic and formative); results will have some impact on teaching strategies substantial evidence of plans related to assessment for  learning (diagnostic and formative); results will have a  substantial impact on teaching strategies extensive evidence of plans related to assessment for  learning (diagnostic and formative); results will have a major impact on teaching strategies

 

13. use of student records teacher demonstrates little knowledge of information in student records teacher demonstrates some knowledge of information in student records teacher demonstrates substantial knowledge of information in student records teacher demonstrates extensive knowledge of information in student records

 

 

 

 

KSA #10: Teachers establish and maintain partnerships among school, home and community and within their own schools.

This KSA and its elements should be reflected upon during the month of May and we will engage in a professional discussion at the June staff meeting.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. parental participation rarely encourages parents to participate in learning and in school activities sometimes encourages parents to participate in learning and in school activities frequently encourages parents to participate in learning and in school activities consistently encourages parents to participate in learning and in school activities
2. use of specialized services rarely works effectively with  specialized services to improve educational opportunities for students sometimes works with specialized services to improve educational opportunities for students frequently works with specialized services to improve educational opportunities for students works effectively with all specialized services to improve educational opportunities for students
3. contribution to effective schools rarely works with others to develop, coordinate and implement programs and activities that characterize effective schools

 

sometimes works with others to develop, coordinate and implement programs and activities that characterize effective schools

 

frequently works with others to develop, coordinate and implement programs and activities that characterize effective schools

 

consistently works effectively with others to develop, coordinate and implement programs and activities that characterize effective schools
4.  school councils rarely works with school councils

 

sometimes works with school councils

 

frequently works cooperatively with school councils

 

consistently works effectively and cooperatively with school councils
5. advocate for school rarely advocates for the school and rarely helps to resolve school/community differences

 

sometimes advocates for the school and sometimes helps to resolve school/community differences frequently advocates for the school and often helps to resolve school/community differences consistently advocates for the school and frequently helps to resolve school/community differences
6. team concept rarely promotes a “team” concept at the school level;  rarely supports school activities

 

sometimes promotes a “team” concept at the school level; sometimes supports school activities frequently promotes a “team” concept at the school level; frequently supports school activities consistently promotes a “team” concept at the school level; consistently supports school activities
7. colleagues rarely shows sensitivity to the opinion, attitudes, and feelings of colleagues

 

sometimes shows sensitivity to the opinion, attitudes, and feelings of colleagues

 

frequently shows sensitivity to the opinion, attitudes, and feelings of colleagues

 

consistently shows sensitivity to the opinion, attitudes, and feelings of colleagues

 

 

KSA #11: Teachers are career-long learners.

This KSA can be reflected upon throughout the year and may come up in our monthly discussions as well as Professional Growth Plan meetings in May.

Element

Little Evidence

Some Evidence

Regular Evidence

Extensive Evidence

1. community, responsibility and citizenship little evidence to suggest that the teacher has attempted to develop within the students a sense of community, responsibility and citizenship some evidence to suggest that the teacher has attempted to develop within the students a sense of community, responsibility and citizenship the teacher actively nurtures within the students a sense of community, responsibility and citizenship; students frequently model the elements of good citizenship students and the teacher actively promote and nurture a sense of community, responsibility and citizenship within the classroom; students and teacher consistently model the elements of good citizenship
2. workshops/conferences.

 

 

 

little evidence that the teacher attends and actively shares information regarding workshops/conferences some evidence that the teacher attends and actively shares information regarding workshops/conferences consistent evidence that the teacher attends and actively shares information regarding workshops/conferences extensive evidence that the teacher attends and actively shares information regarding workshops/conferences
3. professional contribution rarely contributes professionally to school and students beyond the assigned teaching duties –  seldom recognizes the worth of academic and non-academic co-curricular activities

 

sometimes contributes professionally to school and students beyond the assigned teaching duties – sometimes recognizes the worth of academic and non-academic co-curricular activities frequently contributes professionally to school and students beyond the assigned teaching duties – frequently  recognizes the worth of academic and non-academic co-curricular activities consistently contributes professionally to school and students beyond the assigned teaching duties – usually recognizes the worth of academic and non-academic co-curricular activities
4. teaching and vision rarely guides actions by a vision of the purpose of teaching

 

sometimes guides actions by a  vision of the purpose of teaching frequently guides actions by a  vision of the purpose of teaching consistently guides actions by a  vision of the purpose of teaching
5. self-reflection and reflective practice rarely uses self-reflection or reflective practice as a means of improvement sometimes uses self-reflection or reflective practice as a means of improvement frequently uses self-reflection or reflective practice as a means of improvement consistently uses self-reflection or reflective practice as a means of improvement

 

 

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