UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

The teacher attends school and district workshops and professional   development activities but fails to engage in the new learnings.

The teacher is not willing to change their standard way of   instruction.

Data is examined, but no changes are made to increase student achievement.

The teacher joins the local chapter of the American Library Association because she feels she might benefit from the free   book— but otherwise doesn’t feel it’s worth much of her time. (D)

After reading the research that says simply teaching   students that added effort will pay off in terms of achievement, the teacher sat with Suzy to compare her draft with her final copy and said, “See how that extra effort made such a big difference.” (M)

The teacher has all students note their progress on their weekly   fluency timing graph with a +5, etc. (M)

The teacher enjoys her principal’s weekly walk-through visits because they always lead to a valuable in-formal discussion during lunch the next day.  (D)

The teacher joins a science education partnership and finds that it provides him access to resources for his classroom that truly benefit his students’ conceptual understanding.  (D)

The teacher attends local conferences whenever possible.

The teacher watches free “SimpleK12” webinars regularly.

After reading about the effect of non-linguistical representation, the second grade teacher had students draw   their mental image of what “Abiyoyo” might look like after she reads them the   book. (M)

After reading an article about the importance of immediate   feedback, the teacher reviews homework daily and uses a point system to evaluate it. (M)

After learning that research indicates that student   achievement will increase by 12

percentile points when students are taught 10-12 words a week, the teacher   makes it a point to introduce at least 10-12 vocabulary words a week through   text talks. (M) 

The teacher talked her teammate into an action research project so   they can support one another’s instructional goals.

The teacher attends local conferences whenever possible and shares the   content of the sessions she attended with her peers.

The teacher had the students study their graphed   Mad Minutes to note how much more they improved once they starting timing   themselves daily instead of three days a week. (M)

After reading an article about the importance of immediate feedback, the teacher reviewed homework daily and gave the students meaningful feedback. (M)

After reading about the effect of non-linguistical representation, the teacher had her second graders record mental images in their reading notebooks as they read during independent reading time. (M)

After reading the research that says simply teaching   students that added effort will pay off in terms of achievement,

the teacher sat with Suzy to compare her draft with her final copy and said, “See how that extra effort made such a big difference.” (M)