Evaluation Grid Sicp

The Saint Ignatius Profile of an Ignatian Educator Evaluation Grid
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
NOVICE
EXPERIENCED
LEADER
INNOVATOR
I. ACADEMICS
A. VALUES STUDENTS AS INDIVIDUALS AND TREATS THEM WITH EMPATHY

1. Educator provides tutoring outside of class time.
Communicates office hours to students and parents on

educators course expectation sheet.
Encourages students to seek help.

2. Educator makes an effort to know and care for students in
3. *Educator inquires about students lives outside the
the spirit of Cura Personalis.
classroom.
Knows appropriate level of student cognitive
Demonstrates knowledge about and care for

development.
individual students lives beyond the class.
Knows the range of interests and needs of students in

the class.
Calls on students by name.

B. HOLDS STUDENTS, OTHERS, AND ONESELF ACCOUNTABLE TO REASONABLE ACADEMIC AND BEHAVIORAL EXPECTATIONS
1. Educator enforces all school policies outlined in the ParentStudent and Faculty-Staff Handbooks, including:
Submits electronic attendance.
Enforces student dress code.
Sends late students to Deans Office.

2. Educator demonstrates sound classroom management and 3. *Educator demonstrates superior classroom
maintains an effective learning environment.
management and maintains an effective learning
environment.
Frequently monitors student behavior and effectively

responds to disrespectful behavior.
Uses a variety of strategies to engage students.
Encourages all students to participate.
Ensures that transitions are seamless.
Talk and behavior between the educator and students
Respects and encourages students efforts.

and among students is uniformly respectful. [CD:2a3]
[CD:2a4]
Classroom routines function smoothly and efficiently.
Subtly monitors student behavior without

disrupting the lesson.
Students come to class prepared. [CD:2d4]
Students respectfully correct one another, when

necessary. [CD:2a4]
Student behavior is entirely appropriate; any

student misbehavior is minor and swiftly handled.
[CD:2d4]
4. Educator participates in peer evaluation process.
5. *Educator mentors, guides, and supports colleagues. 6. *Educator works on
interdisciplinary learning
Serves in a leadership role in department (i.e.

experiences.
sharing course materials with another educator,
leading a level or course group, mentoring a
colleague.)
Revises assessments regularly.

C. HELPS STUDENTS GAIN THE SKILLS TO BECOME LIFE-LONG LEARNERS, INCLUDING FOSTERING CREATIVE, ANALYTICAL, AND IMAGINATIVE THINKING
* Includes behaviors from previous column(s) and

Educator includes, where appropriate, teacher, moderator, coach or any other school roles.
Brackets denote direct language taken from Charlotte Danielsons Framework [CD]
Spring 2014
1. Educator creates and maintains an effective learning
environment.
Demonstrates a high regard for students abilities and

conveys an expectation of high levels of student effort.
[CD:2b3]
States or displays the objective of the lesson clearly.
Explains content clearly.
Uses open-ended questions, inviting students to think

and/or offer multiple possible answers. [CD:3b3]
Makes effective use of wait time. [CD:3b3]
Asks students to justify their reasoning, and most

students attempt to do so. [CD:3b3]
Calls on most students, even those who dont initially

volunteer. [CD:3b3]
Creates discussions that enable students to talk to one

another without ongoing mediation by the educator.
[CD:3b3]
Students expend good effort to complete work of high

quality. [CD:2b3]
Students are actively engaged and productive during

discussion, small-group, or independent work. [CD:2c3]
2. *Educator relates the subject matter to students'

own experiences.
Communicates passion for the subject. [CD:2b4]
Explains content clearly and imaginatively.
Uses rich language, offering brief vocabulary

lessons where appropriate, both for general
vocabulary and for the discipline. [CD:3a4]
Encourages critical thinking and analysis

appropriate to grade level.
Builds on and uses student responses to

questions in order to deepen student
understanding. [CD:3b4]
Provides resources for reference.
Students indicate through their questions and

comments a desire to understand the content.
[CD:2b4]
With minimal prompting by the educator,

students ensure their time is used productively.
[CD:2c4]
If asked, students are able to explain what they

are learning and where it fits into the larger
context. [CD:3a4]
Students attempt to use language of the

discipline correctly.
Students invite comments from their classmates

during a discussion and challenge one anothers
thinking. [CD:3b4]
Virtually all students are engaged in the

discussion. [CD:3b4]
3. *Educator initiates or
generates ideas that improve
the quality of student learning.
Creates and designs

engaging unit projects and
assignments that involve
best practice pedagogy,
and when appropriate,
field-based experiences.
Tailors and generates

assessments with
students, based on student
interests.
4. Educator models lifelong

learning through continuous
professional development
and improvement.
D. SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON THE TEACHING-LEARNING PROCESS

1. Educator submits and verifies grade reports on time and as
directed.
2. Educator solicits feedback from students through course
surveys.
Conducts student surveys.
3. *Educator regularly seeks feedback from students

and implements changes to course curriculum based on
student survey results, when appropriate.
4. Educator participates in the peer evaluation process.
Seeks feedback from peers on how to improve classroom

instruction.
6. Educator provides timely and constructive feedback to
students using a variety of methods.
Differentiates feedback to students.
Makes adjustments to the overall lesson when student

feedback indicates a lack of understanding.
Elicits evidence of student understanding. [CD:3d3]
5. *Educator incorporates peer evaluative strategies

into teaching, when appropriate.
7. *Educator works with students outside of class time.
8. *Educator collaborates
with educators from other
departments to support
student learning.
Participates in a
learning
9. Educator initiates
implementation of a new
school learning initiative.

Spring 2014
10. Educator tracks student progress and maintains accurate

student records.
Maintains an up-to-date record of students work via

Gradequick.
Establishes and maintains an effective and efficient

process for recording student work.
Establishes and maintains a process for recording noninstructional information.
Students have access to information about completed

and/or missing assignments.
community.
Invites students to assess their own work and make

improvements; most of them do so.
11. *Educator uses assessment in daily instruction.
Monitors student understanding and makes use

of strategies to strengthen student
understanding.
Makes adjustments designed to assist individual

students when student feedback indicates a lack
of understanding.
Uses ongoing methods to assess students skill

levels and designs instruction accordingly.
[CD:1b4]
Students indicate that they clearly understand

the characteristics of high-quality work.
12. *Educator uses highquality feedback from many

sources.
Incorporates
feedback from
students on a
regular basis.
Analyzes data from

semester finals, unit
exams, and from
Academic Approach
where applicable,
to improve
curriculum.
E. EVALUATES CURRICULAR AND INSTRUCTIONAL PROGRAMS IN LIGHT OF DEPARTMENT GOALS AND THE OVERALL MISSION OF THE SCHOOL
CREATES CONDITIONS AND PROVIDES OPPORTUNITIES FOR THE CONTINUAL INTERPLAY OF EXPERIENCE, REFLECTION, AND ACTION
SEEKS TO UNDERSTAND PSYCHOLOGY/BEHAVIOR, HEALTH/PHYSICAL WELL-BEING, AND THE WORLD OF THE ADOLESCENT
1. Educator is highly proactive in serving students.
2. *Educator adapts methods and strategies according
to the abilities of the students.
Actively addresses student needs. [CD:4f3]
Connects outcomes to previous and future
Provides opportunities for student success.

learning. [CD:1c4]
Brings concerns regarding student to his/her counselor.
Attends staffing meetings initiated by counselor and/or

parent.
Consults counselor regarding student accommodations.
Makes a concerted effort to ensure opportunities are

available for all students to be successful. [CD:4f4]
3. Educator develops course curriculum materials that focus
4. *Educator updates class materials that model the
5. *Educator develops
Ignatian Pedagogical Paradigm in order to meet the
lessons and offers learning
on specific outcomes aligned with curriculum goals.
individualized instructional needs of all students.
opportunities that will
Matches learning activities to instructional outcomes.

broaden students' awareness
Demonstrates the IPP structure in lesson

[CD:1e3]
and encourage them to
plans and unit activities.
Provides activities that incorporate higher-level thinking.

consider the viewpoints of
[CD:1e3]
others.
Outcomes represent high expectations and rigor.

[CD:1c3]
Outcomes are related to big ideas of the discipline.

[CD:1c3]
Outcomes are written in terms of what the students will

learn rather than do. [CD:1c3]
Outcomes represent a range of types: factual knowledge,

conceptual understanding, reasoning, social interaction,
management, and communication. [CD:1c3]
Outcomes, differentiated where necessary, are suitable
13. Educator develops new

curriculum based on research
and best practices.
6. Educator serves as
department leader in updating
and evaluating curriculum.

Spring 2014
to groups of students in the class. [CD:1c3]
F. USES A VARIETY OF ASSESSMENTS TO EVALUATE A STUDENT'S HOLISTIC GROWTH

1. Educator provides reasonable accommodations for
2. *Educator adapts course materials to accommodate
students with Individualized Learning Plans and
student needs.
recommendations from school counselors.
Maintains a system of updated student records
Demonstrates awareness of the special needs of the

and incorporates medical and/or learning needs
students in the class. [CD:1b3]
into lesson plans. [CD:1b4]
Provides a variety of appropriately challenging

resources that are differentiated for students in
the class. [CD:1e4]
4. Educator corrects, critiques, and returns student work
5. *Educator uses various assessments that evaluate
within a reasonable time frame.
different skills and knowledge.
Demonstrates evidence of having read all student work.
Designs a method for assessment for learning

outcomes. [CD:1f3]
Provides feedback to students that is informative,

insightful, and helpful.
Writes clearly written assessment criteria.

[CD:1f3]
Returns student work regularly. (For most assignments,

a maximum return time is 1 week.)
Uses formative assessments to check for

student understanding during instruction.
Makes adjustments to the lesson during

instruction, based on formative assessment
data gathered, when necessary.
Designs some assessments that are authentic,

with real-world application as appropriate.
Designs some assessments that provide

opportunities for student choice.
3. *Educator is open to new

research on student learning
and incorporates strategies
for different learning styles.
Plans reflect recent

developments in
content-related
pedagogy. [CD:1a4]
6. *Educator instills a passion
for the Magis.
Designs assessments
that are authentic, with
real-world application
as appropriate. [CD:1f4]
Provides opportunities
for students to
demonstrate mastery of
content through
student-designed
assessments, according
to educator-specified
learning objectives.
G. GUIDES INQUIRY INTO SUBJECT MATTER FOR AN AWARENESS AND A DEEPER UNDERSTANDING OF SIGNIFICANT ISSUES AND COMPLEX VALUES THAT IMPELS TO ACTION
1. Educator demonstrates competence in subject area(s).
Communicates the importance of the content and the

conviction that with hard work all students can master
the material. [CD:2b3]
Makes no content errors. [CD:3a3]
Describes specific strategies students might use, inviting

students to interpret them in the context of what theyre
learning. [CD:3a3]
The educator models the process to be followed in the

task, when appropriate.
Correctly uses vocabulary, appropriate to students ages

and development, and entirely suited to the lesson,
including, where appropriate, explanations of academic
vocabulary.
Encourages higher-order thinking skills.
2. *Educator provides a variety of learning

opportunities to help students gain knowledge of the
subject and to develop a variety of skills.
Invites students to explain the content to their

classmates. [CD:3a4]
Cites intra- and interdisciplinary content

relationships. [CD:1a4]
Demonstrates, where appropriate, awareness of

possible student misconceptions and how they can
be addressed. [CD:1a4]
Provides a variety of appropriately challenging

materials and resources. [CD:1e3]
Designs and implements lesson activities that

require higher-order thinking skills.
Provides students with an opportunity for
3. *Educator treats religious

and social justice issues
appropriately in his/her
academic discipline.
Demonstrates
awareness of social
justice issues within
his/her discipline and
refers to them in class.

Spring 2014
H.
reflection and closure on the lesson in order to

Uses materials and resources that require intellectual
check for understanding.
engagement, as appropriate. [CD:3c3]
Thoughtfully organizes instructional student

Identifies important concepts of the discipline and how
groups in order to maximize learning and build on
they relate to one another.
students strengths.
Provides clear explanations of the content. [CD:1a3]
Answers students questions accurately and provides
feedback that furthers learning. [CD:1a3]
Designs instructional strategies in unit and lesson plans
that are entirely suitable to the content. [CD:1a3]
INCORPORATES ADVANCES IN TECHNOLOGY INTO THE TEACHING-LEARNING PROCESS
1. Educator utilizes the technology available to develop lesson

plans that incorporate the appropriate use of technology.
Uses technology to achieve lesson outcomes.

(Substitution level in the SAMR Model.)
2. *Educator regularly uses technology tools to

enhance curriculum.
Uses technology to transform and further the

lesson. (Augmentation and Modification levels in
the SAMR Model.)
Engages in optional technology professional

growth opportunities within the school
community.
3. *Educator serves as a
school technology leader.
Attends technology
professional growth
opportunities offcampus.
Promotes technology
advancement
internally.
Uses technology to
achieve previously
inconceivable tasks, and
guides others in this
work. (Redefinition
level in the SAMR
Model.)
4. Educator actively promotes

learning using technology at
JSEA meetings, Archdiocesan or
other conferences.
2. *Educator supports initiatives through

implementation and feedback.
3. *Educator collaborates
with colleagues on
implementation.
4. Educator takes leadership in

planning and implementation
of school improvement
initiatives.
I. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION

1. Educator follows initiatives set by trustees.

Spring 2014
NOVICE
II. PROFESSIONAL DEVELOPMENT
A. STRIVES TO BE A CRITICALLY REFLECTIVE TEACHER

1. Educator submits Professional Development Plan and
summative evaluation documents as directed and attends
all required meetings.
EXPERIENCED
2. * Educator adjusts instructional practices based on

feedback from students and colleagues, when
appropriate.
Accurately assesses the effectiveness of

instructional activities used, based on student
surveys and other data.
Identifies specific ways in which a lesson might be

improved. [CD:4a3]
LEADER
INNOVATOR
3. *Educator evaluates
effectiveness of change and shares
it with others, when appropriate.
Completes a thoughtful and

specific assessment of the
lesson.
4. Educator helps others to

be critically reflective and to
strive for self-improvement.
B. COLLABORATES WITH JESUIT AND LAY EDUCATORS IN AND BEYOND THE SCHOOL COMMUNITY TO ENRICH TEACHING AND LEARNING AND TO MAINTAIN THE IGNATIAN IDENTITY
1. Educator establishes a constructive and collaborative
2. *Educator establishes and maintains constructive and 3. *Educator cultivates
4. Educator presents best
relationship with departmental colleagues on curriculum
collaborative relationships with other members of the
relationships with colleagues from practices at JSEA,
and other initiatives.
school community.
other schools to gather
Archdiocesan or other
information about best practices
conferences, and/or leads
Welcomes colleagues and supervisors into the
Collaborates with colleagues from other

in order to foster school
change initiatives for the
classroom for the purposes of gaining insight from
departments.
improvement.
broader school community.
their feedback. [CD:4e3]
Actively participates in optional professional
Visits and/or establishes
Actively participates in school and departmental

development opportunities.
relationships with colleagues
meetings.
at other schools.
Presents best practices at

department or school
meetings.
C. ENGAGES IN ONGOING DEVELOPMENT AS AN EDUCATOR IN LIGHT OF NEW RESEARCH, BEST PRACTICES, AND SOCIAL AND CULTURAL CHANGES
1. Educator participates in ongoing professional
2. *Educator actively engages in professional
3. *Educator models the
development.
development opportunities outside of school, beyond
importance of lifelong learning.
those related to certification/licensure or Masters
Stays up-to-date on state certification/licensure
Participates in an ongoing
requirement.
(where applicable).
continuing education
Expands his/her knowledge through professional

program beyond short-term
Actively participates in departmental meeting

learning groups, organizations, and institutions.
workshops or conferences.
periods and school-wide professional development
in-services.
Engages colleagues by
sharing knowledge gained
Completes or is working toward a Masters degree

through his/her professional
in approved area.
development.
Reads books, blogs, and articles relating to subject

expertise and/or education.
D. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION

3. *Educator collaborates with

colleagues on implementation.
4. Educator leads initiatives

in the school and/or the
educational field, as a result
of ones professional
development.
4. Educator takes leadership

in planning and
implementation of school
improvement initiatives.

Spring 2014
III. SCHOOL CULTURE
NOVICE
EXPERIENCED
LEADER
A. DEMONSTRATES THE WILLINGNESS AND ABILITY TO LISTEN, DEVELOPING MUTUAL TRUST WITH STUDENTS AND COLLEAGUES
1. Educator communicates in a professional manner.
2. * Educator actively participates in leading
3. *Educator serves in a
honest and respectful dialogue that provides
leadership role, modeling and
Treats colleagues with respect, courtesy, and patience.

feedback to colleagues and students.
leading honest and effective
Seeks to presume good will in conversations with others.

dialogue.
Models and encourages the
Works with faculty mentor and/or department chair to make

presumption of good will in
Empowers others in
appropriate decisions.
conversations with others.
decision-making through
Takes time to listen and respond to student questions, in and out of

collaboration, delegation,
Engages in professional dialogue about

class.
and modeling.
pedagogy, professional development,
and school life.
Collaborates with peers in effective

decision-making.
Serves as a faculty mentor, as assigned.

B. INSPIRES STUDENTS AND COLLEAGUES TO COLLABORATE WITH OTHERS IN SEEKING THE GREATER GOOD AND ENRICHING TEACHING AND LEARNING
1. Educator works in collaboration with others.
2. *Educator solicits feedback from, and
3. *Educator takes a leadership
provides feedback to, students and colleagues role in school projects and
Guides, supervises, and encourages group learning and student

in order to build a positive school culture.
initiatives.
interactions.
Participates in school projects,
Attends department meetings and actively participates in team

committees, and/or initiatives.
projects.
Adheres to mutually agreed upon curriculum and departmental

expectations.
C. RESPONDS TO CHRIST'S CALL TO BE A WOMAN OR MAN WITH AND FOR OTHERS
1. Educator participates in the life of the school as required during the
2. * Educator models generosity. Takes an
school day. Attends outside of school events. Treats students and
active role by engaging in, promoting, and/or
colleagues fairly and with respect.
supporting school events and programming.
Encourages school spirit. Supports students.
Is present in the school building from 7:45-3:30.
Is available to meet with students and/or colleagues.
3. *Educator designs and/or

leads initiatives that challenge
Ignatians to serve.
Leads co-curriculars, fine

arts, and/or athletic
programs.
INNOVATOR
4. Educator calls students

and colleagues to
appropriate decisionmaking.
Models and
encourages
appropriate action
and dialogue.
Challenges others to
improve as decisionmakers.
4. Educator develops and

implements school-wide
initiatives.
4. Educator develops and

implements school-wide
initiatives that challenge
Ignatians to serve.
D. INFORMS, COLLABORATES, AND FOLLOWS-UP WITH PARENTS/GUARDIANS ABOUT STUDENT PROGRESS

1. Educator informs parents or guardians about the academic and social
progress of the students.
Notifies parents in a timely manner when their student is struggling

or not performing up to ability.
Uses Edline (or equivalent) to post course expectations,

assignments, and resources.
Participates in Parent-Teacher conferences.
Follows up with parents or guardians regarding student progress.

E. HELPS STUDENTS TO BE WOMEN AND MEN FOR OTHERS

Spring 2014
1. Educator understands and promotes the school mission through active
participation in school liturgies, Ignatian Value Days, and other school day
events.
F. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
2. *Educator participates in and contributes

to optional activities devoted to service
and/or faith.
3. *Educator leads co-curricular

or class programs that
encourage students to grow as
men and women for others.
4. Educator leads
initiatives where student
Ignatian leadership is
developed.


4. Educator takes
leadership in planning and
implementation of school
improvement initiatives.

Spring 2014
NOVICE
EXPERIENCED
A. IS KNOWLEDGEABLE ABOUT THE FOUNDATIONAL DOCUMENTS OF JESUIT EDUCATION

1. Educator understands the values present in foundational
2. *Educator integrates Ignatian values and
documents, such as The Graduate at Graduation, What Makes
references into the classroom when possible.
a Jesuit School Jesuit?, First Principle and Foundation, and Men
for Others.
LEADER
INNOVATOR
IV. FORMATION/
RELIGIOUS

that incorporate foundational
principles into education.
Educator brings this leadership
to areas outside of Saint
Ignatius as well; for example,
JSEA, Chicago Archdiocese, and
other organizations.
B. IS OPEN TO THE EXPERIENCE OF THE SPIRITUAL EXERCISES AND ENGAGES IN ONGOING LEARNING AND DEVELOPMENT IN THE PRINCIPLES OF IGNATIAN SPIRITUALITY AND
PEDAGOGY
1. Educator participates in the Adult Formation Program,
Ignatian Values Days, and Faculty/Staff Retreats.
Attends all required meetings and completes required

assignments.
2. *Educator understands and uses core principles

of the Spiritual Exercises and/or the Ignatian
Pedagogical Paradigm in individual lessons,
assignments, and/or assessments.
3. *Educator works with

colleagues and students on
ways to incorporate themes
from foundational documents
into the life of the school.
3. * Educator consistently
embeds the core principles of
the Spiritual Exercises and/or
Ignatian Pedagogical Paradigm
in curriculum planning for
individual courses.
C. VALUES HIS/HER WORK AS A VOCATION TO THE MINISTRY OF EDUCATION AND WORKS TO PROMOTE A FAITH THAT DOES JUSTICE
1. Educator models faith and justice in the classroom.
2. *Educator purposefully and appropriately
addresses justice and faith issues with students.
students and colleagues to
Incorporates prayer into class.

promote and practice faith and
Values students as individuals.

justice.
Provides clear classroom expectations to foster student

success.
D. SHARES AND HELPS TO SHAPE THE SCHOOL'S VISION AND ANIMATE THE SCHOOLS MISSION
1. Educator supports the vision and mission of the school to
2. *Educator contributes to the vision and mission
students, colleagues, and the general public.
of the school in word and action.
E. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION

1. Educator follows initiatives set by trustees, local province of
the Society of Jesus, and the Archdiocese.

4. Educator leads and supports

others in experiencing the
Spiritual Exercises and/or using
the Ignatian Pedagogical
Paradigm.

that deepen
the schools promotion and
practice of faith and justice.

students and colleagues in
initiatives that shape the
schools vision and animate the
schools mission.

that shape the schools vision
and animate the schools
mission.

4. Educator takes leadership in

planning and implementation
of school improvement
initiatives.


Evaluation Grid Sicp

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Evaluation Grid Sicp

Încărcat de

Drepturi de autor:

Formate disponibile

The Saint Ignatius Profile of an Ignatian Educator Evaluation Grid

A. VALUES STUDENTS AS INDIVIDUALS AND TREATS THEM WITH EMPATHY

Communicates office hours to students and parents on

Encourages students to seek help.

Knows appropriate level of student cognitive

Demonstrates knowledge about and care for

Knows the range of interests and needs of students in

Calls on students by name.

Submits electronic attendance.

Enforces student dress code.

Sends late students to Deans Office.

Frequently monitors student behavior and effectively

Uses a variety of strategies to engage students.

Encourages all students to participate.

Ensures that transitions are seamless.

Talk and behavior between the educator and students

Respects and encourages students efforts.

Classroom routines function smoothly and efficiently.

Subtly monitors student behavior without

Students come to class prepared. [CD:2d4]

Students respectfully correct one another, when

Student behavior is entirely appropriate; any

Serves in a leadership role in department (i.e.

Revises assessments regularly.

* Includes behaviors from previous column(s) and

The Saint Ignatius Profile of an Ignatian Educator Evaluation Grid

Demonstrates a high regard for students abilities and

States or displays the objective of the lesson clearly.

Explains content clearly.

Uses open-ended questions, inviting students to think

Makes effective use of wait time. [CD:3b3]

Asks students to justify their reasoning, and most

Calls on most students, even those who dont initially

Creates discussions that enable students to talk to one

Students expend good effort to complete work of high

Students are actively engaged and productive during

2. *Educator relates the subject matter to students'

Communicates passion for the subject. [CD:2b4]

Explains content clearly and imaginatively.

Uses rich language, offering brief vocabulary

Encourages critical thinking and analysis

Builds on and uses student responses to

Provides resources for reference.

Students indicate through their questions and

With minimal prompting by the educator,

If asked, students are able to explain what they

Students attempt to use language of the

Students invite comments from their classmates

Virtually all students are engaged in the

Creates and designs

Tailors and generates

4. Educator models lifelong

D. SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON THE TEACHING-LEARNING PROCESS

Conducts student surveys.

3. *Educator regularly seeks feedback from students

4. Educator participates in the peer evaluation process.

Seeks feedback from peers on how to improve classroom

Differentiates feedback to students.

Makes adjustments to the overall lesson when student

Elicits evidence of student understanding. [CD:3d3]

5. *Educator incorporates peer evaluative strategies

* Includes behaviors from previous column(s) and