Teacher Self Reflection Instrument - Learning First Charter



Teacher Reflection Instrument

Domain 1: Planning and Preparation

| |Does Not Meet Expectations |Approaches Expectations |Meets Expectations |Exceeds Expectations |Reflection & |Goal for |

| | | | | |Evidence |Professional |

| | | | | | |Development |

|1a. Demonstrating Knowledge|Teacher displays little |Teacher’s content and pedagogical |Teacher demonstrates solid |Teacher’s knowledge of the content and | | |

|of Content and Pedagogy |understanding of the subject or |knowledge represents basic |understanding of the content and its|pedagogy are extensive, showing evidence| | |

| |structure of the discipline, or |understanding but does not extend to |prerequisite relationships and |of a continuing search for improved | | |

| |of content-related pedagogy. |connections with other disciplines or |connections with other disciplines. |practice. Teacher actively builds on | | |

| | |to possible student misconceptions. |Teacher’s instructional practices |knowledge of prerequisites and | | |

| | | |reflect current pedagogical |misconceptions when describing | | |

| | | |knowledge. |instruction or seeking causes for | | |

| | | | |student misunderstanding. | | |

|1b. Demonstrating Knowledge|Teacher makes little or no |Teacher demonstrated partial knowledge|Teacher demonstrates thorough |Teacher demonstrates thorough knowledge | | |

|of Students |attempt to acquire knowledge of |of students’ backgrounds, skills, and |knowledge of students’ backgrounds, |of students’ backgrounds, skills, and | | |

| |students’ backgrounds, skills, or|interests, and attempts to use this |skills, and interests and uses this |interests, and uses this knowledge to | | |

| |interests and does not use such |knowledge in planning for the class as|knowledge to plan for groups of |plan for individual student learning. | | |

| |information in planning. Little |a whole. Limited consideration is |students. Student IEP’s, 504’s and |Teacher carefully considers information | | |

| |consideration is given to |given to information outlined in |ELL service plans are thoroughly |outlined in IEP’s, 504’s or ELL service | | |

| |information outlined in IEP’s, |IEP’s, 504’s or ELL service plans. |considered with designing |plans when designing instruction and | | |

| |504’s or ELL service plans. | |instruction. |monitoring student participation and | | |

| | | | |progress. | | |

|1c. |Teacher’s goals represent trivial|Teacher’s goals are of moderate value,|Teacher’s goals represent valuable |Teachers’ goals reflect high-level | | |

|Selecting Instructional |learning, are unsuitable for |or suitability for students in the |learning and are suitable for most |learning relating to curriculum | | |

|Goals |students, or are stated only as |class, consisting of a combination of |students in the class; they reflect |frameworks and standards; they are | | |

| |instructional activities, and |goals and activities, some of which |opportunities for integration and |adapted to the needs of individual | | |

| |they do not permit viable methods|permit viable methods of assessment. |permit viable methods of assessment.|students and permit viable methods of | | |

| |of assessment. | | |assessment. | | |

|1d. |Teacher rarely follows the school|Teacher inconsistently follows the |Teacher is fully aware of school |Teacher seeks out resources for teaching| | |

|Demonstrating Knowledge of |curriculum or utilizes the |school curriculum or utilizes the |resources available for teaching, |in professional organizations and in the| | |

|Resources |resources or strategies shared |resources or strategies shared during|and knows how to gain access to |community, and is aware of resources | | |

| |during professional development |professional development times. |school resources for students who |that are available within the school for| | |

| |times. Teacher is unaware of |Teacher displays limited knowledge of |need them. Teacher implements the |students who need them. Teacher | | |

| |school resources available either|school resources available either for |school curriculums with integrity |regularly evaluates and adjusts the | | |

| |for teaching or for students who |teaching or for students who need |and utilizes the resources or |school curriculums to enhance student | | |

| |need them. Support personnel |them. Support personnel are utilized |strategies shared during |learning. Teacher contributes to and | | |

| |are utilized for tasks unrelated |in a consultative capacity. When two |professional development times. |utilizes the resources or strategies | | |

| |to providing enhanced the |adults are present in the classroom, |The teacher communicates regularly |shared during professional development | | |

| |learning experiences for |few models of co-teaching are employed|with support personnel and, when two|times. The teacher and support | | |

| |students. |regularly. |adults are present in the classroom,|personnel plan together on a regular | | |

| | | |roles are clearly defined and |basis to ensure that all instruction is | | |

| | | |several methods of co-teaching are |differentiated, all roles are clearly | | |

| | | |employed. |defined and methods of co-teaching are | | |

| | | | |carefully selected to suit the nature of| | |

| | | | |each lesson and audience. | | |

|1e. |The various elements of |Lesson plans have recognizable |Lesson plans have a clearly defined |Teacher’s lessons or units are highly | | |

|Designing Coherent |instructional design do not |structures but are inconsistent and |structure, show clear evidence of |coherent and have clear structure and | | |

|Instruction |support the stated instructional |lack evidence of long and short term |long and short term planning and are|connection to the state frameworks. All| | |

| |goals or engage students in |planning or alignment with the state |aligned with the state frameworks. |of the elements of the instructional | | |

| |meaningful learning, and the |frameworks Some of the elements of |Most of the elements of the |design support the stated instructional | | |

| |lessons or units have no defined |the instructional design support the |instructional design support the |goals, engage students in meaningful | | |

| |structure. |stated instructional goals and engage |stated instructional goals and |learning, and show evidence of student | | |

| | |students in meaningful learning, while|engage students in meaningful |input and responsiveness to teachable | | |

| | |others do not. |learning. |moments. | | |

| | | | |Lessons are differentiated in terms of | | |

| | | | |content, process and product, based on | | |

| | | | |ongoing assessment data and knowledge of| | |

| | | | |each student. The arts and technology | | |

| | | | |are regularly integrated into the lesson| | |

| | | | |design. | | |

| | | | | | | |

|1f. |Teacher’s approach to assessing |Teacher’s plan for student assessment |Teacher’s plan for students’ |Teacher’s plan for student assessment | | |

|Assessing Student Learning |student learning contains no |is partially aligned with the |assessment is aligned with the |contains standardized, formal and | | |

| |clear criteria or standards, and |instructional goals and includes |instructional goals at least |informal, varied measures and is fully | | |

| |lacks congruence with the |criteria and standards that are not |nominally, with clear assessment |aligned with instructional goals, | | |

| |instructional goals. Teacher has|entirely clear or understood by |criteria and standards that have |containing clear assessment criteria and| | |

| |no plans to use assessment |students. Teacher uses the assessment|been communicated to students. |standards that are not only understood | | |

| |results in designing future |to plan for future instruction for the|Teacher uses the assessment to plan |by students but also show evidence of | | |

| |instruction. |class as a whole. |for groups of students or |student participation in their | | |

| | | |individuals. |development. Students are supported in | | |

| | | | |taking responsibility for monitoring | | |

| | | | |their own progress in achieving the | | |

| | | | |goals. | | |

Domain 2: The learning environment

| |Does Not Meet Expectations |Approaches Expectations |Meets Expectations |Exceeds Expectations |Evidence and |Goal for |

| | | | | |Documentation |Professional |

| | | | | | |Development |

|2a. Creating an |Classroom interactions, both |Classroom interactions are generally|Classroom interactions reflect general|Classroom interactions are highly | | |

|environment of respect |between the teacher and students |appropriate and free from conflict |warmth and caring, and are respectful |respectful, reflect genuine caring | | |

|and rapport |and among students, are negative |but may occasionally lack |of the cultural and developmental |toward individuals. Students | | |

| |or inappropriate and |sensitivity to cultural or |differences among groups of students. |themselves maintain high levels of | | |

| |characterized by sarcasm, |developmental differences among | |civility among members of the class. | | |

| |put-downs, or conflict. |groups of students. | | | | |

|2b. Establishing a |The classroom does not reflect a |The classroom environment reflects a|The classroom environment represents a|Students assume much of the | | |

|culture for learning |culture for learning and is |limited culture for learning, with |genuine culture for learning, with |responsibility for establishing a | | |

| |characterized by low teacher |low or inconsistent expectations for|commitment to the subject on the part |culture for learning in the classroom | | |

| |commitment to the subject, low |student achievement and |of teacher and students, high |by taking pride in their work, | | |

| |expectations for student |accomplishment. Both teacher and |expectations for student achievement, |initiating improvements to their | | |

| |achievement, and little student |students are performing at the |and student pride in work. |products, and holding the work to the | | |

| |pride in work. |minimal level to “get by.” | |highest standard. Teacher | | |

| | | | |demonstrates a passionate commitment | | |

| | | | |to the subject. | | |

|2c. |Classroom routines and procedures|Classroom routines and procedures |Classroom routines and procedures have|Classroom routines and procedures are | | |

|Managing classroom |are either non-existent or |have been established but function |been established and function smoothly|seamless in their operation, and | | |

|procedures |inefficient, resulting in the |unevenly or inconsistently, with |for the most part, with little loss of|students assume considerable | | |

| |loss of much instructional time. |some loss of instructional time. |instructional time. |responsibility for their smooth | | |

| | | | |functioning. | | |

|2d. |Student behavior is poor, with no|Teacher makes an effort to establish|Teacher is aware of student behavior, |Student behavior is appropriate, with | | |

|Managing student |clear expectations, no monitoring|standards of conduct for students, |has established clear standards of |evidence of student participation in | | |

|behavior |of student behavior, and |monitor student behavior, and |conduct and responds to student |setting expectations and monitoring | | |

| |inappropriate response to student|respond to student misbehavior, but |misbehavior in ways that are |behavior. Teacher’s monitoring of | | |

| |misbehavior. School wide signals|these efforts are not always |appropriate and respectful of the |student behavior is subtle and | | |

| |and protocols are not used. |successful. School wide signals and|students. School wide signals and |preventative, and teacher’s response | | |

| | |protocols are used inconsistently. |protocols are implemented |to student misbehavior is sensitive to| | |

| | | |consistently. |individual student needs. School wide | | |

| | | | |signals and protocols are used | | |

| | | | |effectively. | | |

|2e. |Teacher fails to maintain or |Teacher’s classroom is clean and |Teacher’s classroom is clean and safe,|Teacher’s classroom is clean and safe,| | |

|Organizing physical |makes poor use of the physical |safe, and essential learning is |and learning is accessible to all |and students contribute to ensuring | | |

|space |environment, resulting in unsafe |accessible to all students, but |students; Teacher uses physical |that the physical environment supports| | |

| |or inaccessible conditions for |classroom arrangement unevenly |resources well and ensures that the |the learning of all students. | | |

| |some students or a serious |supports the learning activities. |arrangement of furniture supports the | | | |

| |mismatch between the classroom | |learning activities. | | | |

| |arrangement and lesson | | | | | |

| |activities. | | | | | |

|2f. |Classroom and hallway displays |Information vital to supporting |Classroom and hallway displays are |Students play an active role in | | |

|Walls that talk |are non-existent or rarely |clear routines, expectations, |current and contain information vital |creating and maintaining culturally | | |

| |updated. Information vital to |learning goals or emergency |to supporting clear routines, |sensitive walls that talk. Classroom | | |

| |supporting clear routines, |protocols is posted but displays in |expectations, learning goals and |and hallway displays are well | | |

| |expectations, learning goals or |the classroom or hallways are rarely|emergency protocols. The daily |organized and are updated regularly to| | |

| |emergency protocols is not |updated. Student work is displayed |agenda, learning goals and homework |reinforce routines and expectations, | | |

| |posted. Student work is either |but does not demonstrate a clear |assignments are posted. Student work |support new learning and celebrate | | |

| |not displayed or does not |understanding of the assignment |is displayed, along with clear |student work. The emergency | | |

| |demonstrate a clear understanding|goals or an appropriate level of |explanation of the assignment and |protocols, daily agenda, learning | | |

| |of the assignment goals or |expectations. |accompanying rubric. Students |goals and homework assignments are | | |

| |expectations. | |regularly refer to posted resources |posted. Student work is displayed | | |

| | | |that support learning. Displays and |along with assignment descriptions and| | |

| | | |materials reflect the cultural |accompanying rubrics and | | |

| | | |diversity of the students. |self-reflections. Students create and| | |

| | | | |regularly refer to posted resources | | |

| | | | |that support learning. | | |

Domain 3: Instruction

| |Does Not Meet Expectations |Approaches Expectations |Meets Expectations |Exceeds Expectations |Evidence and |Goal for |

| | | | | |Documentation |Professional |

| | | | | | |Development |

|3a. Communicating clearly and|Teacher’s oral and written |Teacher’s oral and written |Teacher communicates clearly and |Teacher’s oral and written communication| | |

|accurately |communication contains errors |communication contains no |accurately to students, both orally |is clear and expressive, anticipating | | |

| |or is unclear or inappropriate |errors, but may not be |and in writing. Teacher occasionally|possible student misconceptions. Teacher| | |

| |to students. |completely appropriate or may |uses visual aides, physical gestures,|consistently uses visual aides, physical| | |

| | |require further explanations to|technology or other prompts to help |gestures, technology or other prompts to| | |

| | |avoid confusion. |students process information. |help students process information. | | |

|3b. Using questioning and |Teacher makes poor use of |Teacher’s use of questioning |Teacher’s use of questioning and |Students formulate many of the | | |

|discussion techniques |question and discussion |and discussion techniques is |discussion techniques reflects |high-level questions and assume | | |

| |techniques, with low-level |uneven, with some high-level |high-level questions, true |responsibility for the participation of | | |

| |questions, limited student |questions, attempt s at true |discussion, and full participation by|all students in the discussion. | | |

| |participation, and little true |discussion, and moderate |all students. | | | |

| |discussion. |student participation. | | | | |

|3c. Engaging students in |Students are not |Students are intellectually |Students are intellectually engaged |Students are highly engaged throughout | | |

|learning |intellectually engaged in |engaged only partially, |throughout the lesson, with |the lesson and make material | | |

| |significant learning, as a |resulting from activities or |appropriate activities and materials,|contributions to the representation of | | |

| |result of inappropriate |materials of uneven quality, |instructive representation of |content, the activities, and the | | |

| |activities or materials, poor |inconsistent representations of|content, and suitable structure and |materials. The structure and pacing of | | |

| |representation of content, or |content, or uneven structure or|pacing of the lesson. |the lesson allow for student reflection | | |

| |lack of lesson structure. |pacing. | |and closure. | | |

|3d. Providing feedback to |Teacher’s feedback to students |Teacher’s feedback to students |Teacher’s feedback to students is |Teacher’s feedback to students is timely| | |

|students |is of poor quality and is not |is uneven, and its timeliness |timely and of consistently high |and of consistently high quality. | | |

| |given in a timely manner. |is inconsistent. Feedback is |quality. Expectations are clearly |Students make use of the feedback in | | |

| | |given at “ending points” rather|defined prior to any assignment or |their learning. Feedback is given | | |

| | |than throughout instruction, |assessment is given so students can |throughout instruction, when students | | |

| | |when students can make |monitor their own learning. Feedback|can make adjustment to their learning, | | |

| | |adjustment to their learning, |is sometimes only given at “ending |prior to being graded. Expectations | | |

| | |prior to being graded. |points” rather than throughout |prior to any assignment or assessment | | |

| | | |instruction, when students can make |are clearly defined so students can | | |

| | | |adjustment to their learning, prior |monitor their own learning. Teacher | | |

| | | |to being graded. |encourages self-reflection and helps | | |

| | | | |students build metacognitive skills. | | |

|3e. |Teacher adheres to the |Teacher demonstrates moderate |Teacher seeks ways to ensure |Teacher is highly responsive to | | |

|Demonstrating flexibility and|instruction plan in spite of |openness and responsiveness to |successful learning for all students,|students’ interests and questions, | | |

|responsiveness |evidence of poor student |students’ needs and interests |making adjustments as needed to |making major lesson adjustments if | | |

| |understanding or students’ lack|during a lesson, and seeks to |instruction plans and responding to |necessary, and persist in ensuring the | | |

| |of interest, and fails to |ensure the success of all |student interests and questions. |success of all students. | | |

| |respond to students’ questions;|students. | | | | |

| |teacher assumes no | | | | | |

| |responsibility for students’ | | | | | |

| |failure to understand. | | | | | |

|3f. Student Achievement |Few students meet or exceed |Some students meet or exceed |All students meet or exceed grade |All students meet or exceed the grade | | |

| |grade level performance goals |grade level performance goals |level performance goals or make |level performance goals. | | |

| |or make adequate progress to |or make adequate progress to |adequate progress to close the gap | | | |

| |close the gap between their |close the gap between their |between their performance and grade | | | |

| |performance and grade level |performance and grade level |level expectations. Students achieve| | | |

| |expectations. Students achieve|expectations. Students achieve|the goals outlined in their IEP. | | | |

| |the goals outlined in their |the goals outlined in their | | | | |

| |IEP. |IEP. | | | | |

Domain 4: Professional Responsibility

| |Does Not Meet Expectations|Approaches Expectations |Meets Expectations |Exceeds Expectations |Evidence and |Goal for |

| | | | | |Documentation |Professional |

| | | | | | |Development |

|4a. Reflecting on teaching |Teacher does not reflect |Teacher’s reflection on his |Teacher reflects accurately on his/her |Teacher’s reflection on instruction is | | |

| |accurately on his /her |/ her instruction is |instruction, citing general characteristics|highly accurate and perceptive, citing | | |

| |instruction or propose |generally accurate, and |as well as student achievement and |specific examples as well as student | | |

| |ideas as to how student |teacher makes global |discipline data. Teacher makes some |achievement and discipline data. The | | |

| |achievement or classroom |suggestions as to how it may|specific suggestions about how it may be |teacher draws on an extensive repertoire to| | |

| |climate may be improved. |be improved. |improved and maintains an up to date |suggest alternative strategies and | | |

| | | |professional growth plan. |maintains a rigorous, up to date | | |

| | | | |professional growth plan. | | |

|4b. Maintaining Accurate |Teacher has no system for |Teacher’s system for |Teacher maintains accurate, up to date |Teacher maintains accurate, up to date | | |

|Records |maintaining accurate |maintaining accurate records|records of student attendance and |records of student attendance and | | |

| |records, resulting in |is inadequate or |achievement, response to intervention, |achievement, response to intervention, | | |

| |errors and confusion. |inconsistently utilized. |family communications, and personal |family communications, and personal | | |

| | | |professional development. |professional development. Teachers utilize| | |

| | | | |the school’s technology and support | | |

| | | | |students and families in maintaining and | | |

| | | | |accessing information regarding their | | |

| | | | |status. | | |

|4c. Partnering with |Teacher provides little or|Teacher responds to parent |Teacher communicates frequently with |Teacher communicates frequently with | | |

|Families |no information to families|communications within 24 |families and successfully engages them in |families and successfully engages them in | | |

| |and makes limited attempts|hours and makes an effort to|the instructional program. All |the instructional program. Parents are | | |

| |to engage them in the |engage them in the |communications are returned within 24 |encouraged to volunteer in the classroom | | |

| |instructional program. |instructional program. |hours. Agenda books are checked daily. |and are invited to classroom presentations | | |

| | | |Assignments and rubrics are posted online. |or events. All communications are returned| | |

| | | |Teacher works with all families during |within 24 hours. Agenda books are checked | | |

| | | |conference time to ensure that all students|daily. Assignments, rubrics and | | |

| | | |in the class have an SLC goal and action |newsletters are routinely are posted | | |

| | | |plan. |online. Teacher works with all families| | |

| | | |Contact log shows evidence of personal |during conference time to ensure that all | | |

| | | |contact with every family, for positive |students in the class have an SLC goal and | | |

| | | |reasons as well as for problem solving |action plan.Contact log shows evidence of | | |

| | | |purposes. |personal contact with every family, for | | |

| | | | |positive reasons as well as for problem | | |

| | | | |solving purposes. | | |

| | | | | | | |

| | | | | | | |

|4d. Contributing to the |Teacher’s relationships |Teacher’s relationships with|Teacher participates actively in school |Teacher makes a substantial contribution to| | |

|School |with colleagues are |colleagues are cordial. |projects and maintains positive, |school events and projects, assuming | | |

| |negative or self-serving. |Teacher participates in |collaborative relationships with |leadership with colleagues. | | |

| |Teacher rarely |school projects or events |colleagues. | | | |

| |participates in school |when specifically requested.| | | | |

| |projects or events. | | | | | |

|4e. Growing and Developing |Teacher’s participation in|Teacher participates in |Teacher participates actively in |Teacher makes a substantial contribution to| | |

|Professionally |professional development |professional development |professional development and peer |the profession through such activities as | | |

| |activities is limited to |activities but application |observation activities. Teacher applies |peer observations, action research and | | |

| |those that are convenient |is limited. |new knowledge and strategies within the |mentoring new teachers. Teacher actively | | |

| |or required. | |classroom and contributes to the |pursues professional development and serves| | |

| | | |profession. |as an advocate for charter schools by | | |

| | | | |disseminating best practices throughout the| | |

| | | | |educational community. | | |

|4f. Showing Professionalism|Teacher’s attendance, |Teacher is present and |Teacher is present, on time and prepared |Teacher leads by example. Teacher is well| | |

|and Reliability |punctuality, attitude, |punctual to school, |for school, meetings, events and duties. |informed, 100% reliable, supportive of and| | |

| |awareness and follow |meetings and events but is |Teacher understands and follows all |respectful to others and dedicated to the | | |

| |through are inconsistent. |inconsistent in attitude, |schoolwide procedures and protocols. |mission of the school. | | |

| | |awareness and follow |Teacher follows established ground rules | | | |

| | |through. |for meetings and actively participates in | | | |

| | | |the decision making processes, | | | |

| | | |collaborative planning and professional | | | |

| | | |development opportunities. Teacher checks | | | |

| | | |email, voicemail, mailbox and calendar | | | |

| | | |regularly to ensure that s/he is well | | | |

| | | |informed of school news and is able to meet| | | |

| | | |all deadlines. Teacher is supportive of | | | |

| | | |and respectful to others and dedicated to | | | |

| | | |the mission of the school. | | | |

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