|
|
1
|
2
|
3
|
4
|
Score/Level
|
|
A. Appropriate Content was covered
in the subject area when appropriate
|
Failed to demonstrate the
knowledge and skills to teach the content area by building on students’
prior understandings
|
Sometimes demonstrated the
knowledge and skills to teach the content area by building on students’
prior understandings
|
Mostly demonstrated the knowledge
and skills to teach the content area by building on students’ prior
understandings
|
Always demonstrated the knowledge
and skills to teach the content area by building on students’ prior
understandings
|
|
|
b. Pacing Lesson was well paced
INTASC (2)
|
Failed to pace lesson so that it
was neither too fast for individuals nor too slow for the group
|
Sometimes paced lesson too fast
for some individuals and provided no accommodation for those falling behind
|
Mostly paced the lesson so that it
was not too slow and provided accommodations for those falling behind
|
Always effectively paced the
lesson and kept students from falling behind by individualizing instruction
and also maintained motivation for students by introducing new examples,
illustrations, or new concepts when appropriate
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
|
|
c. Classroom Management Entire
class monitored and more than one activity/group was attended to at a time
and classroom management techniques (e.g., proximity) used effectively
(INTASC 2,5;
|
Individuals and groups were never
kept on task and a classroom management plan starting with least invasive
interventions (e.g., eye contact and proximity) to most invasive
interventions was not evident
|
Individuals and groups were
sometimes kept on task and a sequence from least invasive (e.g., eye contact
and proximity) to most invasive interventions was used inconsistently
|
Individuals and groups were mostly
kept on task and a sequence from least invasive (e.g., eye contact and
proximity) to most invasive interventions was attempted but used sometimes
unsuccessfully
|
Individuals and groups were always
kept on task and a sequence from least invasive (e.g., eye contact and
proximity) to most invasive interventions was used consistently and
effectively;
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 5: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and
self-motivation.
|
|
d. Attention gained (INTASC 1,2,4)
A strategy was used to gain the students’ attention at the beginning of the
lesson as well as other relevant times during the lesson to maintain/regain
attention.
Strategies related directly to the learning in the lesson.
Visuals, ambiguity, curiosity, noise, or other ways were effectively used
|
A strategy was never used to gain
the students’ attention at the beginning of the lesson as well as other
relevant times during the lesson to maintain/regain attention.
Strategies never related directly to the learning in the lesson.
Visuals, ambiguity, curiosity, noise, or other ways were not used effectively
|
A strategy was sometimes used to
gain the students’ attention at the beginning of the lesson as well as
other relevant times during the lesson to maintain/regain attention.
Strategies sometimes related directly to the learning in the lesson.
Visuals, ambiguity, curiosity, noise, or other ways were not used effectively
|
A strategy was often used to gain
the students’ attention at the beginning of the lesson as well as other
relevant times during the lesson to maintain/regain attention.
Strategies related directly to the learning in the lesson.
Visuals, ambiguity, curiosity, noise, or other ways were used effectively
|
A strategy was always used to gain
the students’ attention at the beginning of the lesson as well as other
relevant times during the lesson to maintain/regain attention.
Strategies related directly to the learning in the lesson and often debunked
common preconceptions that would have hampered learning for understanding.
Visuals, ambiguity, curiosity, noise, or other ways were always used
effectively
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students.
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
e. Previous knowledge recalled
(INTASC 2,4).
|
Strategies were not used to build
on prior knowledge nor did they relate directly to the learning in the lesson
and often debunked common preconceptions that would have hampered learning
for understanding
|
Strategies were sometimes related
directly to the learning in the lesson and addressed common preconceptions
that would have hampered learning for understanding
|
Strategies related directly to the
learning in the lesson and often addressed common preconceptions that would
have hampered learning for understanding
|
Strategies related directly to the
learning in the lesson and often addressed common preconceptions that would
have hampered learning for understanding.
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
f. Purpose/Objective of the lesson
made clear (INTASC 1,4)
|
It was not clear what students
were to be learning and why they were learning it.
|
It could be somewhat inferred what
students were to be learning but no discussion of why they were learning it
|
It could clearly be inferred what
students were to be learning and it could be inferred as to why they were
learning it.
|
Objectives were clearly posted for
all to see and there was a clear discussion of why they were learning it.
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
g. Teacher Input Provided
(INTASC 2, 4, 6)
|
Skills or concepts of the lesson
were never introduced and explained (2,4) by using clear examples and
language (2,4,6) and the sequence and organization of instruction was not
appropriate (2,4)
|
Skills or concepts of the lesson
were sometimes introduced and explained (2,4) by using somewhat clear
examples and language (2,4,6) and the sequence and organization of
instruction was not appropriate (2,4)
|
Skills or concepts of the lesson
were always introduced and explained (2,4) by using clear examples and language
(2,4,6) but the sequence and organization of instruction was not appropriate
(2,4)
|
Skills or concepts of the lesson
were always introduced and explained (2,4) by using clear examples and
language that debunked student preconceptions (2,4,6) and the sequence and
organization of instruction introduced new principles of increasing
complexity (2,4)
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
Principle: 6: The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
|
|
h. Teacher guided practice was
adequate and appropriate (INTASC 2, 4)
|
The teacher and students never
worked through examples together as needed and students were not expected to
do similar problems on their own
|
The teacher and students sometimes
worked through examples together as needed but students were not expected to
do similar problems on their own
|
The teacher and students always
worked through examples together as needed but students were not always
expected to do similar problems on their own
|
The teacher and students always
worked through examples together as needed, the teacher provided scaffolding
that addressed individual student needs and students were not expected to do
similar problems on their own.
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
i. Repetition of key concepts
occurred throughout the lesson (INTASC 2,4)
|
No repetition took place
|
Some repetition took place but no
use of mnemonics or organization of the material into meaningful patterns was
used to help students learn and remember
|
Repetition took place and mnemonic
devices used to help students learn and remember
|
Repetition occurred, mnemonic
devices used, chunking and the organization of the material into meaningful
patterns used to help students learn and remember essential facts and
concepts
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
j. A variety of instructional
materials were used to actively engage the students. (INTASC 2,3,4,6)
|
No instructional materials were
used
|
Instructional materials were used
but their use was not aligned with the lesson objectives
|
A variety of instructional
materials were used and they were aligned with the lesson objectives
|
A variety of instructional
materials were used and they were aligned with the lesson objectives and they
helped to create a “hands-on-minds-on” experiences that motivated
students to apply the lesson concepts to an authentic problem
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
Principle: 6: The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
|
|
k. All of the students were
actively engaged in the learning throughout the lesson. (INTASC 2,4)
|
All students were off task
|
Most students were off task
|
All students appeared to be
engaged in the lesson activities
|
All students appeared to be
engaged in the lesson activities and their performances (answers to
questions, results of projects/papers, etc.) demonstrate their engagement
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
l. Students were encouraged to
understand, question, and interpret ideas from diverse perspectives. (INTASC
4)
|
Open-ended questions were never
used, and diverse perspectives were never explored
|
Open-ended questions were
sometimes used, and diverse perspectives were never explored
|
Open-ended questions were always
used when appropriate, and diverse perspectives were sometimes explored
|
Open-ended questions were always
used when appropriate, and diverse perspectives were always explored and
students were encouraged to ask their own questions
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
m. Higher order thinking skills
were used. (INTASC 4) i.e., critical thinking and problem solving
|
Higher levels of Bloom’s
Taxonomy such as analysis, application, creating, and evaluation were never
reached
|
Higher levels of Bloom’s
Taxonomy such as analysis, application, creating, and evaluation were
sometimes reached
|
Higher levels of Bloom’s
Taxonomy such as analysis, application, were reached but creating, and
evaluation were not reached when appropriate
|
Higher levels of Bloom’s
Taxonomy such as analysis, application, creating, and evaluation were always
reached when appropriate
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
n. Evaluation of student
comprehension occurred throughout the lesson and appropriate feedback
provided. (INTASC 8)
|
Students were never asked
questions or asked to perform a task that would demonstrate student
understanding during the lesson
|
Students were sometimes asked
questions or asked to perform a task that would demonstrate student
understanding during the lesson
|
Students were always asked
questions or asked to perform a task that would demonstrate student
understanding during the lesson when appropriate but the appropriate feedback
was not always given
|
Students were always asked
questions or asked to perform a task that would demonstrate student
understanding during the lesson when appropriate and the appropriate feedback
was always given and accommodations were made when necessary
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 8: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual,
social and physical development of the learner.
|
|
o. The lesson ended with
closure/review that focused on the main objectives of the lesson. (INTASC
3,4)
|
No summary took place
|
The teacher candidate summarized
the lesson
|
The students were asked to
summarize the learning
|
The students were asked to
summarize the learning and it focused on the main objectives of the lessons
and included a key takeaway (essential principle) or application of the
objectives to students’ lives or the “real world” when possible.
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are adapted
to diverse learners.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
|
|
p. Variety of teaching
methods/instructional strategies were used to reach different types of
learners. (INTASC 2,4,8)
|
Failed to any of the following
strategies: direct instruction, discovery learning, cooperative learning,
role playing, discussions, technology simulations, “hands-on/minds-on”
materials, paired students, etc.
|
Failed to use an appropriate
combination of the following strategies so that the need of the diverse
students could be met: direct instruction, discovery learning, cooperative learning,
role playing, discussions, technology simulations, “hands-on/minds-on”
materials, paired students, etc.
|
An appropriate amount of the
following strategies were used so that most of the diverse students’ needs
for learning were met direct instruction, discovery learning, cooperative
learning, role playing, discussions, technology simulations,
“hands-on/minds-on” materials, paired students, etc
|
An appropriate amount of the
following strategies were used so that all of the diverse students’ needs
for learning were met: direct instruction, discovery learning, cooperative
learning, role playing, discussions, technology simulations,
“hands-on/minds-on” materials, paired students, etc.
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
Principle: 8: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual,
social and physical development of the learner.
|
|
q. Relevant subject areas & “real
world” problems were integrated into the lesson. (INTASC 1,2,3,7)
|
No reference to the application of
the content was made
|
A brief reference was made
concerning the application of the content
|
It was clear how the subject could
be applied to “real world” problems
|
Students were engaged in real
world problem solving by applying lesson content to the solution of real
world problems
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students.
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 7: The teacher plans instruction based upon knowledge of
subject matter, students, the community, and curriculum goals.
|
|
r. Inclusion of special needs
student occurred. (INTASC 2,3)
|
No IEP’s were referenced, no
accommodations were made, and many pathways to learning were not provided
|
IEP’s were referenced, but no
accommodations were made, and many pathways to learning were not provided
|
IEP’s were referenced, and some
accommodations were made, but not enough pathways to learning were provided
|
IEP’s were referenced,
accommodations were made, many pathways to learning were provided and
students with special needs were incorporated into the classroom so that
their strengths could be showcased
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
|
|
s. Individual differences were
addressed. (INTASC 2,3,5) and adaptations made for diverse students
|
Individual differences were not
addressed
|
Some instruction built on
students’ prior knowledge and experiences and some differentiated
instruction took place
|
Instruction clearly built on
students’ prior knowledge and experiences; however, more differentiated
instruction geared to the particular needs of the students was needed. More
pathways to learning need to be geared to students’ differing learning
styles, interests, abilities, and culture
|
Instruction clearly built on
students’ prior knowledge and experiences, and differentiated instruction
and accommodations took place so that the particular needs of the students in
the class were clearly met. Multiple pathways were provided that met the
needs of the students’ learning styles. Student’s individualized learning
opportunities were supported by providing meaningful experiences that engage
their interests, abilities, and culture
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 5: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and
self-motivation.
|
|
t. Classroom instruction and
assignments provided for Limited English Proficiency (LEP) students. (INTASC
2,3) (TESOL Standard 3)
|
No standards-based practices and
strategies related to planning, implementing, and managing ESL and content
instruction, including classroom organization, were used, and no integration
of language skills, and adapted classroom resources were used
|
Some standards-based practices and
strategies related to planning, implementing, and managing ESL and content
instruction, and no integration of language skills, and adapted classroom
resources were used
|
Standards-based practices and
strategies related to planning, implementing, and managing ESL and content
instruction, including classroom organization, were clearly used and some
integration of language skills, and adapted classroom resources were used
|
Standards-based practices and
strategies related to planning, implementing, and managing ESL and content
instruction, including classroom organization, were clearly used and the
integration of language skills, and adapted classroom resources were used
effectively
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
|
|
u. Diversity issues were addressed
in an appropriate manner. (INTASC 2,3,6,10) and adaptations made for diverse
students
|
Students were not at the center of
their learning and did not have appropriate choices for applying course
content to issues important to them and examples and illustrations that were
not inclusive of individuality, awareness of oneself and one’s own
preferences, of multi-cultures were consistently used
|
Students were sometimes at the
center of their learning and sometimes had appropriate choices for applying
course content to issues important to them and examples and illustrations
that were inclusive of individuality, awareness of oneself and one’s own preferences,
of multi-cultures were not consistently used
|
Students were mostly at the center
of their learning and mostly had appropriate choices for applying course
content to issues important to them and examples and illustrations that were
inclusive of individuality, awareness of oneself and one’s own preferences,
of multi-cultures were sometimes used
|
Students were always at the center
of their learning and had appropriate choices for applying course content to
issues important to them and examples and illustrations that were inclusive
of individuality, awareness of oneself and one’s own preferences, and of
multi-cultures were used
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and
develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 6: The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Principle: 10: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
|
|
v. Displayed Enthusiasm. (INTASC
1,6)
|
Voice inflection, smiling,
gestures were never used when appropriate
|
Voice inflection, smiling,
gestures were sometimes used when appropriate
|
Voice inflection, smiling,
gestures were mostly used when appropriate
|
Voice inflection, smiling,
gestures were always used when appropriate and students responded with their
own enthusiasm
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students.
Principle: 6: The teacher uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
|
|
w. Exhibited Confidence. (INTASC
1)
|
Never projected voice, or led the
class by example
|
Sometimes projected voice, but did
not lead the class by example
|
Always projected voice when
appropriate, and mostly led the class by example
|
Always projected voice when
appropriate, and always led the class by example
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students.
|
|
x. Displayed empathy. (INTASC
5,9,10)
|
Never listened to students and
never served as students’ advocate
|
Sometimes listened to students and
attempted to serve as student advocate
|
Always listened to students when
appropriate and sometimes served as students’ advocate when determining,
for example, that factors in the students’ environment outside of school
may be influencing the students’ life and learning
|
Always listened to students when
appropriate and always served as students’ advocate when appropriate (e.g.,
when determining that factors in the students’ environment outside of
school may be influencing the students’ life and learning)
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 5: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and
self-motivation.
Principle: 9: The teacher is a reflective practitioner who
continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and
who actively seeks out opportunities to grow professionally.
Principle: 10: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
|
|
y. Spoke and acted in a
professional manner. (INTASC 9,10)
|
Failed to start and end on time
and failed to wear clothing and jewelry similar to other exemplary teachers
in the school
|
Sometimes started and ended on
time and wore clothing and jewelry similar to other exemplary teachers in the
school and failed to collaborate with no evidence of collaboration with
colleagues, family, and community
|
Mostly started and ended on time
and wore clothing and jewelry similar to other exemplary teachers in the
school and there exists little evidence of collaboration with colleagues,
family, and community
|
Always started and ended on time
and wore clothing and jewelry similar to other exemplary teachers in the
school and there exists significant evidence of collaboration with
colleagues, family, and community
|
|
|
Standards
USA- INTASC: Principles from the
Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 9: The teacher is a reflective practitioner who
continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and
who actively seeks out opportunities to grow professionally.
Principle: 10: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
|
