Standard 1: Indicator 2
Commitment to the School Community
The teacher takes an active role in building a professional culture that supports school and district initiatives.
In order to receive a 4 in this indicator, a teacher should be highly self-reflective, frequently seeking feedback from instructional leaders and colleagues, and using multiple data points to assess the effectiveness of instruction, and modifying instruction based on that data. The teacher should model self reflection for colleagues and facilitate group reflective activities using multiple data sources with colleagues.
This indicator seems to focus on:
- teacher self reflection
- utilization of coaching/feedback
- use of multiple points of data to inform instruction
The rubric seems to harp on the concept of reflection.
Being highly reflective, one might simply utilize the Curriculum Engine. Adding a reflection component to one's lesson plan template might be evidence enough. A more involved method might involve one using a mobile device's video or audio recording capabilities and placing the resulting media on a cloud storage site or in a blog or digital portfolio.
Documenting one's interactions with coaches, strategists, and evaluators would also be beneficial, with digital copies of interactions saved to cloud storage or physical copies filed. One might ask if photo or video documentation could be taken to ensure that one is given proper credit for the utilization of the coaching apparatus at one's workplace.
Using data to inform instruction is also mentioned. To that end, using all the data at one's disposal is paramount. Being aware of the tools your school site wishes (AIMSweb, CORE Phonics Survey, etc.) you to use as well as perhaps utilizing digital tools that will allow you to assess your students quickly and dynamically. Careful time analyzing your data can be done in PLC or STPT. A list of potential assessment tools that yield data are below.