The teacher collaborates with colleagues to improve or adapt practice and address student needs, is involved in school-wide decision making and takes an active role in school improvement planning, engages in ongoing growth as a member of a professional learning community, actively seeks opportunities to grow professionally, welcomes feedback from colleagues and offers feedback to them in return, and seeks to develop expertise and experience in order to assume a variety of instructional and leadership roles.
| Components of Standard IV-B |
DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| IV-B-1: Collegial Collaboration |
Frequently establishes relationships with colleagues that are negative or self-serving. Does not contribute to or infrequently participates in fostering a cohesive and professional school culture. Makes no effort to share expertise and knowledge with others and does not work collaboratively to benefit students. Seldom engages in discussions with colleagues that focus on improving student learning. | Maintains cordial relationships with colleagues to fulfill the duties that the school or District requires. Attempts to participate in fostering a cohesive professional school culture. Occasionally participates on teams that plan their own professional development. Rarely shares expertise and knowledge. Collaborates with peers to benefit students if asked to do so. Occasionally engages in discussions with colleagues that focus on improving student learning. | Nurtures collegial relationships that are characterized by mutual support and cooperation. Strives to foster a cohesive and professional school culture. When asked, participates in supporting new teachers’ growth and development. Participates in collaborative planning, mentoring, and classroom observations and on teams that plan professional development. Willingly and frequently shares expertise and knowledge and displays a strong commitment to working collaboratively with peers and other professionals for the benefit of students. Consistently collaborates with colleagues on a wide range of tasks, including such work as developing standards-based units, examining student work, conducting a formal lesson study, analyzing student performance, and planning appropriate intervention. | Advocates collegial relationships that are characterized by mutual support and cooperation. Fosters a sense of shared responsibility by actively participating in and contributing to a professional culture in which new teachers’ needs are recognized and supported. Initiates opportunities to share expertise and knowledge and displays a very high commitment to working collaboratively with peers and other professionals for the benefit of all students. Is highly proactive in serving students, seeking out resources when needed, and displays a very high commitment to working collaboratively with peers and other professionals for the benefit of all students. Supports colleagues by collaborating in and sometimes leading such professional endeavors as developing standards-based units, examining student work, conducting a formal lesson study, analyzing student performance, and planning appropriate intervention. |
| IV-B-2: Decision Making | Participates in planning and decision-making activities at the school, department, and/or grade level only when asked. Rarely contributes relevant ideas or expertise. | Participates in planning and decision-making activities at the school, department, and/or grade level, but seldom contributes relevant ideas or expertise. | Consistently contributes relevant ideas and expertise to any planning and decision-making activities at the school, department, and/or grade level. | In planning and decision-making activities, consistently contributes ideas and expertise critical to school improvement efforts. Demonstrates skill in eliciting ideas, mediating differences of opinion, and helping achieve consensus. |
| IV-B-3: Professional Learning Communities |
Does not recognize or acknowledge the need to participate in ongoing professional learning and fails to understand that growth is a result of reflection. Never or seldom participates in collaborative practices around curriculum, instruction, and professional development. Never or infrequently meets in teams to review students’ work against standards, to take advantage of shared planning time, or to review data that should guide instructional decision making. Is unwilling to receive support from a coach or lead teacher. Avoids involvement in school and District activities. Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to her or his practice. | Becomes involved in the school’s culture of inquiry only when invited to do so. Occasionally reflects on outcomes of practice, but does not recognize that reflection is a vital precursor of growth. Participates in collaborative practices around curriculum, instruction and professional development when invited to do so. Occasionally participates in ongoing professional learning relevant to student learning. Infrequently meets with colleagues in teams to review students’ works against standards and make use of shared planning time. Occasionally reviews data to be used in guiding instructional decision making. Sometimes accepts support from a coach or lead teacher, but does not request such support. Infrequently uses his/her insights to identify targets for instructional improvement. Participates in school and District activities when specifically asked. Participates only in required professional development activities and/or inconsistently applies new learning to improve practice. | Understands the need for a culture of inquiry and participates in ongoing, purposeful learning relevant to student performance. Frequently reflects on outcomes of practice and understands that growth stems from reflection. Contributes to student achievement by participating in collaborative practices and curriculum alignment across grade levels. Willingly participates in a variety of school and District activities and makes substantive contributions. Meets with colleagues during shared planning time to review student work against standards and to learn about using data to guide instructional decision-making. Invites and receives regular support from a coach or lead teacher and uses his/her insights to select targets for instructional improvement. Meets with teams and work groups to gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning. Frequently participates in traditional professional development activities. | Engages in an ongoing cycle of collaborative practices to improve student achievement. Promotes teacher collaboration around curriculum, instruction, and professional development focused on the examination and continuous improvement of student learning and instructional practice. Contributes on an ongoing basis to the alignment of curriculum and lessons across grade levels. Promotes shared responsibility for student success and leads collaborative planning, mentoring, and classroom observations. Leads collaborations with a range of support specialists to help meet the unique needs of all students. Leads teams to review student work against standards, make use of shared planning time, analyze data that will guide instructional decision making, and support teachers with insights about selecting targets for instructional improvement. Builds peer capacity to design and implement data-informed differentiated instructional plans by leading professional development and through instructional rounds, coaching, mentoring, and peer observation. Conducts action research to improve practice and student outcomes. |
| IV-B-4: Receptivity to Feedback |
Does not seek feedback from colleagues relative to professional practice or student growth, and ignores any feedback that is offered. | Does not share reflections, insights, or conclusions with colleagues. Accepts feedback offered by colleagues relative to professional practice or student growth, but does not seek it out. Attempts to implement strategies suggested by colleagues. | Regularly shares with colleagues any reflections, insights, or conclusions stemming from reflection and/or instructional and assessment practices. Invites and welcomes verbal and written feedback offered by colleagues relative to professional practice or student growth. Carefully reflects on any suggested strategies, then implements those strategies that are most likely to improve outcomes. | Establishes and implements a plan and schedule for regularly sharing with colleagues any reflections, insights, or conclusions stemming from reflection and/or instructional and assessment practices. Consistently Invites and welcomes verbal and written feedback offered by colleagues relative to professional practice or student growth. Carefully reflects on any suggested strategies, then implements those that are most likely to improve outcomes. Offers thoughtful feedback to any colleague who requests it. Models this component for other teachers, in part by incorporating peer observation and video technology. |
| IV-B-5: Leadership |
Shows no interest in accepting extra responsibilities or assuming a leadership role for an activity. Fails to successfully carry out an activity if appointed to lead it. | Does not volunteer for a leadership role, but will accept if appointed. Makes an effort to carry out leadership responsibilities, but usually needs extensive support. | Frequently volunteers to lead the work of committees. Sometimes leads professional development activities. Is routinely successful in a leadership capacity with peers. | Consistently makes substantial contributions to school and District activities and embraces leadership roles that become available. Mentors new teachers upon request. Forms and spearheads collegial teams that plan their own professional development. Often volunteers to chair committees. Participates in leadership roles beyond the school (e.g., professional organizations, District teams, state committees, community groups, conference presentations) that support student or professional learning. |
