Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Family and
Community
Engagement
III-A-1 & III-C-1.
Parental Communication
and Engagement
Professional Culture
Integration of Islamic
Values (SHARP) and
Knowledge
II-A-2.
Student Engagement
IV-C-1.
Professional
Collaboration
1-A-2.
Child development
IV-F-1.
Professional
Responsibilities
Judgment
IV-F-2.
Reliability and
Responsibility
Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of
all students by providing high quality and coherent instruction, designing and administering authentic and
meaningful student assessments, analyzing student performance and growth data, using this data to improve
instruction, providing students with constructive feedback on an ongoing basis, and continuously refining
learning objectives.
Indicator 1-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child
development and how students learn, and designs effective and rigorous standards-based units of instruction
consisting of Islamic integration and well-structured lessons with measurable outcomes.
Elements
Integratio
n of
Islamic
Values and
Knowledge
Unsatisfactory
Rarely integrates
Islamic values
(SHARP) or
knowledge and/or
tasks rely on lower
level thinking skills.
1-A-2.
Child and
Adolescent
Developm
ent
Demonstrates little
or no knowledge of
developmental
levels of students of
this particular age or
differences in how
students learn.
Typically develops
one learning
experience for all
Developing
Occasionally designs
and implements
lessons/units with
some integration of
Islamic values (SHARP)
and/or knowledge from
the Quran and
Hadeeth, and tasks
sometimes require
higher order thinking
skills.
Demonstrates
knowledge of
developmental levels
of students this age
but does not identify
developmental levels
and ways of learning
among the students in
the class and/or
develops learning
Proficient
Regularly designs and
implements
lessons/units with
some Islamic values
(SHARP) and/or
knowledge from the
Quran and Hadeeth,
and tasks require
higher order thinking
skills.
Exemplary
Designs and implements
lessons/units with integrated
Islamic values (SHARP) and/or
knowledge from the Quran and
Hadeeth requiring higher order
thinking skills that empower
students to apply the
knowledge and skills in their
school, family, local
community, and globally.
Demonstrates
knowledge of the
developmental levels
of students in the
classroom and the
different ways these
students learn by
providing differentiated
learning experiences in
content, process, and
Demonstrates expert
knowledge of the
developmental levels of the
teachers own students and
students in this grade or
subject more generally and
uses this knowledge to
differentiate and expand
learning experiences in areas
of content, process, and
experiences that
enable some, but not
all, students to move
toward meeting
individual intended
outcomes.
Indicator 1-B. Assessment: Uses a variety of informal and formal methods of assessment to measure
student learning, growth, and understanding to develop differentiated and enhanced learning experiences
and improve future instruction.
Elements
1-B-1 & 1-B2.
Variety of
Assessmen
ts to
Adjust
Practice
Unsatisfactory
Only administers
formal assessments
to measure student
learning, and makes
few adjustments to
practice based on
assessments.
Developing
May organize and
analyze some informal
and formal assessment
results to measure
student learning, but
only occasionally
adjusts practice or
modifies future
instruction based on
the findings.
Proficient
Designs, administers,
organizes, and
analyzes results from
informal and formal
assessments to
measure student
growth and progress to
achieving state/local
standards. Adjusts
practice to implement
differentiated
instruction through
modified lessons/units.
Exemplary
Designs, administers,
organizes, and analyzes
results from informal and
formal assessments to
measure student growth and
progress to achieving
state/local standards.
Frequently adjusts practice to
implement appropriate
differentiated instruction for
students through modified
lessons/units. Is able to model
this element.
Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through
instructional practices that establish high expectations, create a safe and effective classroom environment,
and demonstrate cultural proficiency.
Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and
quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles,
needs, interests, and levels of readiness.
Elements
Unsatisfactory
Developing
Proficient
Exemplary
II-A-2.
Uses
Student
instructional
Engagemen practices that
t
leave most
students
uninvolved
and/or passive
recipients.
For example:
one mode of
learning and/or
lecture based
Uses instructional
practices that motivate
and engage some
students but leave
others uninvolved
and/or passive
recipients.
For example: uses
only
workbooks/worksheets
Consistently uses
instructional practices
that are likely to motivate
and engage most
students during the
lesson.
For example: incorporates
3 learning styles into the
lesson (visual, auditory,
kinesthetic, interpersonal,
musical, naturalistic) and
incorporates real world
application
Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment
that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
Elements
II-B-1 & II-B2.
Safe and
Collaborati
ve
Environme
nt
Unsatisfactory
Uses inappropriate or
ineffective routines
and responses to
reinforce positive
behavior.
Uses instructional
practices that do not
engage students in
collaborative group
work and/or does not
monitor student
learning within the
group.
Makes little effort to
Developing
Inconsistently uses
appropriate or effective
routines and responses
needed to prevent/stop
behavior interfering with
students learning.
Proficient
Consistently uses
routines and appropriate
responses that create
and maintain a safe
physical and intellectual
environment.
Uses instructional
practices that
occasionally engages
students in collaborative
group work and/or
occasionally monitors
student learning within
the group.
Uses instructional
practices that regularly
engages students in
collaborative group work
and consistently
monitors student
learning within the
group.
Exemplary
Consistently uses
routines and
appropriate responses
that create and
maintain a safe physical
and intellectual
environment where
student play an active
role in preventing
behaviors that interfere
with learning.
Teaches, develops, and
reinforces interpersonal,
group, and
communication skills so
teacher the
interpersonal, group,
and communication
skills necessary for
effective collaborative
learning.
Develops students
interpersonal, group,
and communication
skills necessary for
effective collaborative
learning.
Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also
make knowledge accessible for all students.
Elements
II-D-1 & II-D2.
Clear and
High
Expectation
s
Unsatisfactor
y
Does not set
clear
expectations
for academic
and student
behavior. Gives
up on students
who lack innate
ability for
challenging
assignments.
Developing
Proficient
Exemplary
Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all
students through effective partnerships with families, caregivers, community members, and organizations.
Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the
classroom and school community.
Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with
families about student learning and performance.
Elements
III-A-1 & III-C1.
Parental
Communicati
on and
Engagement
Unsatisfactory
Rarely communicates
with families about
learning and behavior
except through report
cards, and/or does
not respond promptly
to communications
Developing
Sometimes uses twoway communication with
families about general
curriculum, learning
activities, and student
performance.
Proficient
Regularly uses two-way
communication with
families about general
curriculum, learning
activities, and student
performance.
Exemplary
Provides extra
opportunities for parents
to engage in activities
designed to enhance the
understanding of
students educational
experience.
from parents.
For example:
newsletter, website,
parent workshops,
student agendas
(weekly or monthly)
Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through
ethical, culturally proficient, skilled, and collaborative practice.
Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.
Elements
IV-C-1.
Professional
Collaboratio
n
Unsatisfactory
Rarely and/or
ineffectively
collaborates with
colleagues and
conversations often
lack focus on
improving student
learning and/or
often focus on
identifying
weaknesses with
no effort to support
improvement.
Developing
Does not consistently
collaborate with
colleagues in ways that
support productive
team effort.
Proficient
Consistently and
effectively collaborates
with colleagues in
ways that support
productive team effort.
Examines student
work, develops
standards-based
lessons/units, analyzes
student performance,
and plans appropriate
interventions.
Exemplary
Supports colleagues to
collaborate in areas such as
developing standards-based
units, examining student
work, analyzing student
performance, and planning
appropriate intervention.
Encourages and maintains
collaboration within the
assigned professional learning
community and with other
colleagues.
Is able to model this element.
Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities
consistently.
Elements
IV-F-1.
Judgment
Unsatisfactory
Demonstrates poor
judgment and/or
discloses confidential
student information
inappropriately.
Developing
Sometimes
demonstrates
questionable
judgment and/or
inadvertently
shares confidential
Proficient
Demonstrates sound judgment
reflecting integrity, honesty,
fairness, and trustworthiness
and protects student
confidentiality appropriately.
Exemplary
Demonstrates sound
judgment and acts
appropriately to
protect student
confidentiality, rights
and safety. Is able to
information.
IV-F-2.
Frequently misses or is
Reliability & late to assignments,
Responsibilit makes errors in records,
y
and/or misses
paperwork deadlines;
frequently late or
absent.
Occasionally
misses or is late to
assignments,
completes work
late, and/or makes
errors in records.
Consistently fulfills
professional responsibilities; is
consistently punctual and
reliable with paperwork,
duties, and assignments; and
is rarely late or absent from
school.
Consistently fulfills
all professional
responsibilities to
high standards. Is
able to model this
element.