1. Views children as unique persons and demonstrates an appreciation for human diversity, including English Language Learners (ELL) and students with exceptionalities.
1. Views children as unique persons and demonstrates an appreciation for human diversity, including English Language Learners (ELL) and students with exceptionalities. Acceptable for a Novice Educator (3)
1. Views children as unique persons and demonstrates an appreciation for human diversity, including English Language Learners (ELL) and students with exceptionalities. Developing for a Novice Educator (2)
1. Views children as unique persons and demonstrates an appreciation for human diversity, including English Language Learners (ELL) and students with exceptionalities. Ineffective for a Novice Educator (1)
1. Views children as unique persons and demonstrates an appreciation for human diversity, including English Language Learners (ELL) and students with exceptionalities. Unacceptable for a Novice Educator (0)
2. Believes that every child can be successful and that it is the teacher’s responsibility to provide differentiated learning opportunities that promote success.
2. Believes that every child can be successful and that it is the teacher’s responsibility to provide differentiated learning opportunities that promote success. Acceptable for a Novice Educator (3)
2. Believes that every child can be successful and that it is the teacher’s responsibility to provide differentiated learning opportunities that promote success. Developing for a Novice Educator (2)
2. Believes that every child can be successful and that it is the teacher’s responsibility to provide differentiated learning opportunities that promote success. Ineffective for a Novice Educator (1)
2. Believes that every child can be successful and that it is the teacher’s responsibility to provide differentiated learning opportunities that promote success. Unacceptable for a Novice Educator (0)
3. Is committed to creating learning environments that are healthy, respectful, supportive, and challenging for all students.
3. Is committed to creating learning environments that are healthy, respectful, supportive, and challenging for all students. Acceptable for a Novice Educator (3)
3. Is committed to creating learning environments that are healthy, respectful, supportive, and challenging for all students. Developing for a Novice Educator (2)
3. Is committed to creating learning environments that are healthy, respectful, supportive, and challenging for all students. Ineffective for a Novice Educator (1)
3. Is committed to creating learning environments that are healthy, respectful, supportive, and challenging for all students. Unacceptable for a Novice Educator (0)
4. Values the role that positive environments and school-wide environments have on the development of children.
4. Values the role that positive environments and school-wide environments have on the development of children. Acceptable for a Novice Educator (3)
4. Values the role that positive environments and school-wide environments have on the development of children. Developing for a Novice Educator (2)
4. Values the role that positive environments and school-wide environments have on the development of children. Ineffective for a Novice Educator (1)
4. Values the role that positive environments and school-wide environments have on the development of children. Unacceptable for a Novice Educator (0)
5. Recognizes purposeful planning supports every child in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
5. Recognizes purposeful planning supports every child in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Acceptable for a Novice Educator (3)
5. Recognizes purposeful planning supports every child in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Developing for a Novice Educator (2)
5. Recognizes purposeful planning supports every child in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Ineffective for a Novice Educator (1)
5. Recognizes purposeful planning supports every child in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Unacceptable for a Novice Educator (0)
6. Models Standard Formal English in speaking and writing to build standard communication skills to enrich the opportunities for learners.
6. Models Standard Formal English in speaking and writing to build standard communication skills to enrich the opportunities for learners. Acceptable for a Novice Educator (3)
6. Models Standard Formal English in speaking and writing to build standard communication skills to enrich the opportunities for learners. Developing for a Novice Educator (2)
6. Models Standard Formal English in speaking and writing to build standard communication skills to enrich the opportunities for learners. Ineffective for a Novice Educator (1)
6. Models Standard Formal English in speaking and writing to build standard communication skills to enrich the opportunities for learners. Unacceptable for a Novice Educator (0)
7. Projects a professional attitude.
7. Projects a professional attitude. Acceptable for a Novice Educator (3)
7. Projects a professional attitude. Developing for a Novice Educator (2)
7. Projects a professional attitude. Ineffective for a Novice Educator (1)
7. Projects a professional attitude. Unacceptable for a Novice Educator (0)
8. Projects a professional appearance.
8. Projects a professional appearance. Acceptable for a Novice Educator (3)
8. Projects a professional appearance. Developing for a Novice Educator (2)
8. Projects a professional appearance. Ineffective for a Novice Educator (1)
8. Projects a professional appearance. Unacceptable for a Novice Educator (0)
9. Projects a professional behavior.
9. Projects a professional behavior. Acceptable for a Novice Educator (3)
9. Projects a professional behavior. Developing for a Novice Educator (2)
9. Projects a professional behavior. Ineffective for a Novice Educator (1)
9. Projects a professional behavior. Unacceptable for a Novice Educator (0)
10. Understands the role of a teacher is to promote more equitable opportunities for learners and to advocate for students.
10. Understands the role of a teacher is to promote more equitable opportunities for learners and to advocate for students. Acceptable for a Novice Educator (3)
10. Understands the role of a teacher is to promote more equitable opportunities for learners and to advocate for students. Developing for a Novice Educator (2)
10. Understands the role of a teacher is to promote more equitable opportunities for learners and to advocate for students. Ineffective for a Novice Educator (1)
10. Understands the role of a teacher is to promote more equitable opportunities for learners and to advocate for students. Unacceptable for a Novice Educator (0)
11. Recognizes the power of working cooperatively and collaboratively with other teachers, staff, and administrators.
11. Recognizes the power of working cooperatively and collaboratively with other teachers, staff, and administrators. Acceptable for a Novice Educator (3)
11. Recognizes the power of working cooperatively and collaboratively with other teachers, staff, and administrators. Developing for a Novice Educator (2)
11. Recognizes the power of working cooperatively and collaboratively with other teachers, staff, and administrators. Ineffective for a Novice Educator (1)
11. Recognizes the power of working cooperatively and collaboratively with other teachers, staff, and administrators. Unacceptable for a Novice Educator (0)
12. Demonstrate grit and persistence.
12. Demonstrate grit and persistence. Acceptable for a Novice Educator (3)
12. Demonstrate grit and persistence. Developing for a Novice Educator (2)
12. Demonstrate grit and persistence. Ineffective for a Novice Educator (1)
12. Demonstrate grit and persistence. Unacceptable for a Novice Educator (0)
