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Standard 9: Professional Collaboration<br />

Teacher Growth Guide 9.3<br />

Quality Indicator 3: Cooperative partnerships in support of student learning<br />

Emerging Developing Proficient Distinguished<br />

9E3) The emerging <strong>teacher</strong>…<br />

9D3) The developing <strong>teacher</strong> also… 9P3) The proficient <strong>teacher</strong> also… 9S3) The distinguished <strong>teacher</strong> also…<br />

Develops relationships with<br />

colleagues and cooperative<br />

partnerships with students and<br />

families to support students’<br />

learning and well-being.<br />

Evidence of Commitment<br />

N / A<br />

Evidence of Practice<br />

Engages in opportunities to<br />

develop relationships with<br />

students, families and the<br />

community and works to<br />

understand concerns and needs<br />

regarding student learning and<br />

well-being<br />

Evidence of Impact<br />

N / A<br />

With colleagues, creates and<br />

cultivates new partnerships with<br />

students, families and community<br />

members to support students’<br />

learning and well-being.<br />

Evidence of Commitment<br />

N / A<br />

Evidence of Practice<br />

Demonstrates regular<br />

engagement with students,<br />

families and the community to<br />

cultivate new partnerships and<br />

explores ways to assess the impact<br />

of the partnerships<br />

Evidence of Impact<br />

N / A<br />

Professional Frames<br />

Consistently engages with<br />

colleagues and administrators at<br />

the school and district level to<br />

develop, maintain and further<br />

partnerships with students,<br />

families and community members<br />

to support students’ learning and<br />

well-being.<br />

Evidence of Commitment<br />

N / A<br />

Evidence of Practice<br />

Has ongoing partnerships with<br />

students, families and<br />

communities and regularly<br />

evaluates the effectiveness of<br />

partnerships and modifies as<br />

needed<br />

Evidence of Impact<br />

N / A<br />

Takes an active leadership role or<br />

serve as an informal resource at<br />

the school and district level in<br />

developing partnerships with<br />

students, families and community<br />

members to support students’<br />

learning and well-being.<br />

Evidence of Commitment<br />

N / A<br />

Evidence of Practice<br />

Serves in a leadership role in<br />

developing partnerships with<br />

students, families and the<br />

community and advocates for<br />

changes that support student<br />

learning and well-being<br />

Evidence of Impact<br />

N / A<br />

Score = 0 1 2 3 4 5 6 7<br />

Missouri's educator <strong>evaluation</strong> systeM May 2013

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