Final Evaluation Linda Burgess 5th

CampusTools HigherEd
12/28/14, 8:14 PM
Explanations for Student Teachers viewing your assessment

Total Score at the end of each section is the average score (calculated automatically by the form) for that specific section of the
rubric.
Bottom of the assessment
Grade box is left blank intentionally.
The Rubrics Total score at the bottom of the assessment is the sum of all section scores (calculated automatically by the form).
The student teacher ...

* A.
KNOWLEDGE OF CONTENT
Criterion
A1.
Demonstrates an
understanding of
appropriate
content
standards
(SOL/professional
standards).
A2. Identifies key
principles and
concepts of
subject matter.
Performance Rating
3 - Target
2.5
2Acceptable
1.5
1Unacceptable
3.0 explicitly
references AND
clearly aligns
appropriate content
standards with
planned activities and
assessments.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 explicitly
references
appropriate
content
standards in
daily plans.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 inaccurately
and vaguely
references OR
does not
reference
appropriate
content
standards.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 clearly
identifies key
principles
and concepts
in his/her
daily plans.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 inaccurately
and unclearly
identifies OR
does not
identify key
principles and
concepts in
daily plans.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 uses
some
appropriate
examples to
illustrate
basic content
principles.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 uses
inappropriate
examples OR
no examples to
illustrate basic
content
principles.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
2.0
references
content to
EITHER the
students
prior
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
1.0 references
content to
NEITHER the
students prior
experiences
NOR related
3.0 clearly identifies

key principles and
concepts in daily plans
AND effectively uses
them to organize
instruction, develop
learning activities, or
assess student work.
A3. Uses
examples to
support basic
principles of
content.
3.0 uses appropriate

AND varied examples
to illustrate basic
content principles.
A4. Links content

to students' prior
experiences and
to related subject
areas.
3.0 references content

to both the students
prior experiences AND
related subject areas.
https://tk20.jmu.edu/campustoolshighered/jsp/k12/common/evaltoolanswers.jsp?showcues=true&atpk=null&arpk=null
0.75
0.75
0.75
0.75
Page 1 of 12
12/28/14, 8:14 PM
below to
explain further.
experiences
OR related
subject
areas.
below to
explain further.
subject areas.
Rubric Score
3.0
Rubric Mean
0.0
Comments: Knowledge of Content section

* B.
PREPARATION FOR INSTRUCTION
Criterion
Performance Rating
3 - Target
B1. Is familiar
with relevant
aspects of
students
background,
knowledge,
experience
and skills.
B2. Plans for
the unique
characteristics
of individual
students (i.e.
TAG/GT, ESL,
Special Needs,
among
others).
B3.
Formulates
clear and
appropriate
learning
outcomes.
3.0
demonstrates
detailed
understanding
of the
background,
experiences,
and skill level
of all students
in the class.
3.0 effectively
plans
differentiated
instruction
based on the
varying needs
of the
majority of
individuals in
the class.
3.0 develops
differentiated
learning
outcomes
AND states
these clearly
on the lesson
plan.
2.5
2Acceptable
1.5
1Unacceptable
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0
demonstrates
basic
understanding
of the
background,
experiences,
and skill level
of most
students in
the class.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0
demonstrates
limited
understanding
of the
background,
experiences,
and skill level
of most
students in
the class.
0.6
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 plans to
differentiate
instruction
based on the
varying needs
of some
individuals in
the class.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 does not

attempt to
differentiate
instruction
based on the
varying needs
of individuals
in the class.
0.6
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 develops
appropriate
learning
outcomes for
the class AND
states these
clearly on the
lesson plan.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 develops
inappropriate
learning
outcomes OR
fails to state
appropriate
outcomes
clearly on the
lesson plan.
0.6
Page 2 of 12
B4. Plans
appropriate
methods to
meet the
learning
outcomes (i.e.
technology,
cooperative
learning, etc.).
B5. Plans
assessments
of learning
outcomes.
12/28/14, 8:14 PM
3.0 plans
appropriate
AND varied
methods,
activities, and
technology to
support
student
learning.
3.0 plans
appropriate
assessments
AND can
articulate
ways
assessments
should impact
future
learning
activities.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 plans
appropriate
methods,
activities, and
technology to
support
student
learning.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 plans
inappropriate
methods,
activities, or
technology to
support
student
learning.
0.6
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 plans
appropriate
assessments
that are linked
to learning
outcomes.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 does not

include
assessments
in the lesson
plan OR
includes
assessments
that are
inappropriate.
0.6
Rubric Score
3.0000000000000004
Rubric Mean
0.0
Comments: Preparation of Instruction section

* C.
INSTRUCTIONAL PERFORMANCE
Criterion
Performance Rating
3 - Target
C1. Establishes a
safe physical and
psychological
environment.
C2. Creates a
climate of
fairness and
respect.
3.0 creates a physically

and psychologically safe
environment AND can
explain the purpose for
these choices.
3.0 actively encourages

fairness and respect
among students AND
creates a climate that
2.5
2 - Acceptable
1.5
1Unacceptable
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 plans for the

physical and
psychological
safety of
students.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 does not

consider the
physical and
psychological
safety of
students.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
2.0 treats
students fairly
and respectfully.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
1.0 does not

treat students
fairly and
respectfully OR
allows the
0.3
0.3
Page 3 of 12
12/28/14, 8:14 PM
provides access to
appropriate learning
opportunities for all
students.
C3. Maintains
consistent
standards for
positive
classroom
behavior.
C4. Makes
procedures and
outcomes clear
to students.
C5. Presents
content
accurately and
effectively.
C6. Models
appropriate
language usage.
3.0 demonstrates the

ability to change and
adapt classroom
management plans
based on students
changing needs and
behavior.
3.0 ensures that all

students understand the
learning objectives and
can carry out the
procedures for
instructional activities.
3.0 uses effective content

delivery strategies, makes
content relevant to
students prior
experiences, and uses
technology appropriately
for presentation of
content.
3.0 uses standard English

in speech and writing
while respecting
students cultural and
dialectical differences.
rating. Add
comments
below to
explain
further.
rating. Add
comments
below to
explain
further.
climate to
interfere with
access to
appropriate
learning
opportunities
for all students.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 effectively
and consistently
responds to
students needs
and behavior.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 is unable to
effectively and
consistently
respond to
students needs
and behavior.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 provides
students with
clear, accurate
information
about the
learning
objectives and
procedures for
instructional
activities.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 presents
unclear OR
inaccurate
information
about the
learning
objectives or the
procedures for
instructional
activities.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 uses
effective
strategies to
present content
to students.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 does not use

strategies
effectively to
present content
to students.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 uses
standard English
in speech and
writing.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 does not use

standard English
in speech or
writing.
0.3
0.3
0.3
0.3
Page 4 of 12
C7. Provides
appropriate
accommodations
for diverse
learners.
C8. Provides
opportunities for
content
application.
C9. Checks for

understanding
using a variety of
formal or
informal
assessment
techniques.
C10. Uses
instructional
time effectively.
12/28/14, 8:14 PM
3.0 effectively
differentiates instruction
based on the varying
needs of the majority of
individuals in the class.
3.0 uses activities or

strategies that are
specifically designed to
actively encourage
students to think
independently, creatively,
or critically about
content.
3.0 uses a variety of

assessment techniques
to monitor and analyze
individual and group
comprehension of the
content, makes
appropriate instructional
adjustments as necessary
AND gives all students
meaningful, substantive,
and specific feedback.
3.0 provides students

with activities of
instructional value for the
entire time, paces them
appropriately, AND
performs noninstructional procedures
efficiently.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0
differentiates
instruction
based on the
varying needs of
some
individuals in
the class.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 does not

differentiate
instruction
based on the
varying needs of
individuals in
the class.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 guides
students to
think
independently,
creatively, or
critically about
content.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 does not

provide
opportunities
for students to
think
independently,
creatively, or
critically about
content.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 monitors
student
comprehension
of content AND
provide
students with
limited
feedback.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 makes few

attempts to
determine
student
comprehension
AND gives
students little
feedback.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 paces
instruction
appropriately
for most of the
students AND
does not spend
an excessive
amount of time
on noninstructional
procedural
matters.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 paces
instruction
inappropriately
to the content
and/or the
students AND
spends
substantial
amounts of
instructional
time on
activities of little
instructional
value.
0.3
0.3
0.3
0.3
Rubric Score
3.0
Rubric Mean
0.0
Page 5 of 12
12/28/14, 8:14 PM
Comments: Instructional Performance section

* D.
REFLECTION AND EVALUATION IMPACT ON STUDENT LEARNING
Criterion
D1. Provides specific

evidence to
document student
learning.
D2. Accurately
describes strengths
and weaknesses of
his/her teaching
skills in relation to
student learning.
D3. Seeks and uses

information from
professional sources
(i.e. cooperating
teacher, colleagues,
and/or research) to
improve instruction.
D4. Indicates
strategies to
improve instruction.
Performance Rating
3 - Target
2.5
2 - Acceptable
1.5
1Unacceptable
3.0 provides
appropriate
AND detailed
evidence to
document
student
learning.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 provides
some
appropriate
evidence to
document
student
learning.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 provides no
evidence to
document
student
learning.
3.0 uses
evidence of
student
learning to selfassess teaching
strengths and
weaknesses.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 uses some

evidence of
student
learning to
self-assess
teaching
strengths and
weaknesses.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 does not

use evidence
of student
learning to
self-assess
teaching
strengths and
weaknesses.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 seeks
information
from the
cooperating
teacher AND
attempts to
use it to
improve
instruction.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 neither
seeks NOR
uses
information
from
professional
sources to
improve
instruction.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 develops
general
proposals to
improve
instruction.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 develops
no proposals
to improve
instruction.
3.0 seeks
information
from varied
professional
resources AND
uses it
effectively to
improve
instruction.
3.0 develops
specific and
varied
strategies to
improve
instruction.
0.75
0.75
0.75
0.75
Rubric Score
3.0
Rubric Mean
0.0
Comments: Reflection and Evaluation section
Page 6 of 12
12/28/14, 8:14 PM
E. Professionalism
* The
student teacher demonstrates personal and professional behaviors that support student
learning and/or the performance of other professional responsibilities.
Criterion
Performance Rating
3Target
2Acceptable
1Unacceptable
E1. Is responsible and dependable
0.27299999999999996
E2. Shows initiative
0.27299999999999996
E3. Is punctual and regular in attendance
0.27299999999999996
E4. Exhibits the ability to make decisions
0.27299999999999996
E5. Sets appropriate priorities and meets

deadlines
0.27299999999999996
E6. Displays mature judgment and self-control
0.27299999999999996
E7. Demonstrates enthusiasm for teaching
0.27299999999999996
E8. Has compassion for students
0.27299999999999996
E9. Dresses appropriately
0.27299999999999996
E10. Demonstrates professional behavior with

students, families and school personnel
0.27299999999999996
E11. Maintains confidentiality
0.27299999999999996
Rubric Score
3.003000000000001
Rubric Mean
0.0
Dispositions
Page 7 of 12
12/28/14, 8:14 PM
Dispositions
The JMU candidate ...
Criterion
Performance Rating
Target
demonstrates the
belief that all students
can learn, and deserve
to be treated fairly
[RESPECT]
demonstrates the
[CONSIDERATION FOR
OTHERS]
demonstrates the
[USE OF STRATEGIES
AND MATERIALS]
displays effective
professional
communication in a
variety of educational
settings [VERBAL AND
NONVERBAL
COMMUNICATION]
Proactively builds a
climate of respect
that fosters
connection and
collaboration among
individuals with
different
backgrounds,
beliefs, abilities, or
circumstances
Shows regard for
others by actively
listening and
responding with
empathy, concern,
and respect,
regardless of
backgrounds,
beliefs, abilities or
circumstances
Gathers and
examines data to
continually evaluate
effectiveness and
fair-access of
instruction to all
individuals
Uses multiple
modes of verbal and
nonverbal
communication to
professionally,
effectively and
respectfully convey
Acceptable
Needs Improvement
/ Unacceptable
No
Chance
to
Observe
Treats all
learners regardless of
heritage, ability,
or
circumstances with respect
and dignity.
Treats most learners

with respect and
dignity
No
Chance
to
Observe
0.03
Shows
consideration
for others
through
expressions of
empathy and
concern at
appropriate
times.
Fails to show
consideration for
others through
expressions of
empathy and concern
No
Chance
to
Observe
0.03
Organizes and
implements
diverse
strategies and
materials that
maximize
learning
opportunities
for most
individuals.
Creates strategies
and materials that
lack variety and fail to
maximize the learning
of diverse individuals.
No
Chance
to
Observe
0.03
Uses multiple
modes of
verbal and
nonverbal
communication
to effectively
and respectfully
convey
Conveys information
ineffectively due to
errors in or misuse of
verbal or nonverbal
information
No
Chance
to
Observe
0.03
Page 8 of 12
displays effective
professional
communication in a
variety of educational
settings
[ENCOURAGEMENT OF
LEARNERS]
works collaboratively
with peers,
professional
colleagues, parents,
and the community
[GROUP WORK]
with peers,
professional
and the community
[LISTENING]
with peers,
professional
and the community
[TASK COMPLETION]
12/28/14, 8:14 PM
information
information
Expects, invites
and encourages
participation from
every learner
Encourages
and elicits
participation
from most
learners
Fails to encourage or
elicit communication
from most learners
No
Chance
to
Observe
0.03
Contributes
effectively and
equitably to a
group effort
Contributes
ineffectively or
inequitably to group
effort
No
Chance
to
Observe
0.03
Respects team
members by
taking turns
and listening to
others without
interrupting
Fails to listen to
and/or interrupts
team members
No
Chance
to
Observe
0.03
Follows
through with
commitments;
takes initiative
to perform
needed tasks
and accomplish
identified
objectives
Neglects
commitments;
requires prompting to
complete assigned
tasks and meet
identified objectives
No
Chance
to
Observe
0.03
Uses feedback
from
supervisors and
peers
Fails to use feedback

from supervisors and
peers
No
Chance
to
Observe
0.03
Identifies a
surface-level
problem with
evidence of
Fails to
independently and
effectively identify
problem areas
No
Chance
to
Observe
0.03
Engages others in
work or discussion
in a manner that
actively invites and
facilitates their
contributions
Constructively
builds upon or
synthesizes others
contributions;
notices when others
are not participating
and invites them to
engage
Completes all
assigned tasks by
deadline; work
accomplished is
thorough,
comprehensive, and
advances the
project. Proactively
helps other team
members complete
their assigned tasks
to a similar level of
excellence.
reflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
[FEEDBACK]
Invites and uses

feedback from
supervisors and
peers
reflects on his/her
improve as a
Clearly and
insightfully identifies
core problem areas
Page 9 of 12
12/28/14, 8:14 PM
professional
IDENTIFICATION OF
PROBLEMS]
with evidence of all

relevant contextual
factors
most relevant
contextual
factors
reflects on his/her
improve as a
professional
[PROBLEM SOLVING]
Identifies multiple
approaches for
solving the problem
that apply within a
specific context.
Identifies only
one approach
for solving the
problem that
applies w/in a
specific context.
Fails to identify
effective problemsolving approaches
for context
No
Chance
to
Observe
0.03
Develops
general goals to
enhance
professional
growth.
Does not develop

goals for growth
No
Chance
to
Observe
0.03
Independently
seeks and actively
pursues novel
experiences to meet
goals to enhance
professional growth.
Follows
suggestions to
engage in
supplemental
experiences to
enhance
professional
growth
Does not engage in

experiences to
promote growth
No
Chance
to
Observe
0.03
Consistently
responds to
unexpected
situations in a calm
and reasonable
manner.
Demonstrates
potential to
respond to
unexpected
situations
calmly and
reasonably
Responds to
unexpected situations
in an unreasonable
manner
No
Chance
to
Observe
0.03
Consistently
portrays a
professional
image and
attitude in
appearance and
behavior in the
workplace
Inconsistently
portrays a
professional image
and attitude in
appearance and
behavior
No
Chance
to
Observe
0.03
Follows
appropriate
guidelines,
rules, and
regulations
Fails to adhere to
appropriate
guidelines rules, and
regulations
No
Chance
to
Observe
0.03
Usually
attends/arrives
Arrives late or fails

to attend scheduled
No
Chance
0.03
is committed to
ongoing, professional
growth, and life-long
learning [DEVELOPS
GOALS]
is committed to
ongoing, professional
growth, and life-long
learning [SEEKS
EXPERIENCES]
models a strong
work ethic and a
mature, professional
manner [UNEXPECTED
SITUATIONS]
models a strong
work ethic and a
manner
[PROFESSIONAL
IMAGE]
models a strong
work ethic and a
manner[ADHERES TO
GUIDELINES]
models a strong
work ethic and a
Clearly identifies
specific, relevant,
and important goals
to enhance
professional growth
Consistently
portrays a
professional image
and attitude in
appearance and
behavior both in
and out of the
workplace.
Promotes, follows,
and enforces
appropriate
guidelines, rules,
and regulations
Consistently
Page 10 of 12
manner[ATTENDANCE]
models a strong
work ethic and a
manner [DEADLINES]
models a strong
work ethic and a
manner
[CONFIDENTIALITY]
12/28/14, 8:14 PM
attends and arrives

on time for
scheduled events
and activities
Meets deadlines
for assigned
activities and
products without
being
prompted/reminded
Respects
confidentiality of
student records,
performance and
personal issues
on time for
scheduled
events/activities
events/activities
to
Observe
Meets
deadlines for
assigned
activities and
products
Fails to meet
deadlines for
assignments/products
No
Chance
to
Observe
0.03
Respects
confidentiality
of student
records
Fails to respect
student
confidentiality
No
Chance
to
Observe
0.03
Rubric
Score
0.5700000000000003
Rubric
Mean
0.0
Suggestions for Continuing Professional Development

Areas of Strength
and Areas for
Growth
Rebecca exhibited continuous improvement and professional growth during block 2 of student
teaching. She demonstrated strong instructional skills, confidence, and a positive relationship
with the students. They enjoyed her as a teacher, and responded well to her instruction. I wish
her much success as she completes her program at JMU, and also as she pursues a teaching
position.
Good luck to you, Becca!
Mrs. Burgess
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Total Score
15.573
Page 11 of 12
Total Mean
12/28/14, 8:14 PM
0.2938301886792453
Page 12 of 12

Final Evaluation Linda Burgess 5th

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Final Evaluation Linda Burgess 5th

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Explanations for Student Teachers viewing your assessment

The student teacher ...

3.0 clearly identifies

3.0 uses appropriate

A4. Links content

3.0 references content

Comments: Knowledge of Content section

PREPARATION FOR INSTRUCTION

1.0 does not

1.0 does not

Comments: Preparation of Instruction section

3.0 creates a physically

3.0 actively encourages

2.0 plans for the

1.0 does not

1.0 does not

3.0 demonstrates the

3.0 ensures that all

3.0 uses effective content

3.0 uses standard English

1.0 does not use

1.0 does not use

C9. Checks for

3.0 uses activities or

3.0 uses a variety of

3.0 provides students

1.0 does not

1.0 does not

1.0 makes few

Comments: Instructional Performance section

REFLECTION AND EVALUATION IMPACT ON STUDENT LEARNING

D1. Provides specific

D3. Seeks and uses

2.0 uses some

1.0 does not

Comments: Reflection and Evaluation section

E1. Is responsible and dependable

E2. Shows initiative

E3. Is punctual and regular in attendance

E4. Exhibits the ability to make decisions

E5. Sets appropriate priorities and meets

E6. Displays mature judgment and self-control

E7. Demonstrates enthusiasm for teaching

E8. Has compassion for students

E9. Dresses appropriately

E10. Demonstrates professional behavior with

E11. Maintains confidentiality

Treats most learners

Fails to use feedback

Invites and uses

with evidence of all

Does not develop

Does not engage in

Arrives late or fails

attends and arrives

Suggestions for Continuing Professional Development

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