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Professionalism Rubric

A: Showing Professionalism
Element

UNSATISFACTORY

A1. Relationships
with Others in
Schools and the
Profession
(university
instructors, school
leaders, colleagues,
etc.)

Relationships with colleagues are


negative, divisive, or self-serving.
Addresses concerns
inappropriately (person, issues,
format), or uses disrespectful
language, inappropriate emotions.

Maintains cordial relationship with


colleagues using appropriate means
and respectful language when
addressing issues of concern.

Relationships with colleagues


are characterized by
collaboration and cooperation.
Presumes positive intent
when addressing issues of
concern and demonstrates
willingness to learn from
others.

Examples

Applies characteristics from


emerging column and in
addition
Challenges others in a way
that is respectful, but
encourages healthy
discussion.
Actively engages in work
with colleagues and
contributes meaningfully
Seeks to understand
different perspectives

Uses inappropriate language


(profanities, obscenities, hate
speech)
Shows disrespect of others
through words, tone, or
actions(interrupts, ignores,
belittles)
Makes rude, argumentative,
intimidating comments
Withdraws from conversations
Demonstrates lack of
emotional control
Written or verbal
communication demonstrates
lack of command of English
language at the level expected
of college graduates

EMERGING

Communicates clearly and in a


respectful manner with students,
parents, colleagues, and the
community
Participates in verbal interactions in
an equitable manner, listening
respectfully without interruption and
speaking without dominating or
retreating from interaction
Written and verbal communication
at the level expected of college
graduates: coherent, articulate, with
strong command of English
conventions

APPLYING

A: Showing Professionalism
Element

UNSATISFACTORY

EMERGING

APPLYING

A2. Fulfilling
Professional
Responsibilities

Violates the rules, policies, or


procedures established by the
school, the district, the university
and/or the law.

Requires some guidance regarding the


rules, policies, and procedures
established by the school, the district,
the university and/or the law.

Actively acquires knowledge


of and adheres to the rules,
policies, and procedures
established by the school, the
district, the university and/or
the law.

Examples

Applies characteristics from


emerging column and in
addition

Any behavior violating district


policies
Dress that is immodest or
does not follow district or
school norms for teacher
dress
Excessive tardiness or
absences. Failure to notify
Mentor and Site Coordinator of
absence in a timely manner
Misconduct including misuse
of electronic media, threats,
self-destructive behaviors and
violations of the law
Forgery or misrepresentation
of any kind

Follows school district and


university policies and practices
with minimal guidance
Dresses with appropriate modesty
and cleanliness and follows school
district dress code or norms for
teacher dress
Exhibits expected workplace
behaviors, avoiding tardiness,
excessive or unwarranted
absences
Adheres to high ethical standards
and avoids misconduct that could
interfere with ability to perform
teaching duties including but not
limited to misuse of electronic
media, threats, self-destructive
behaviors, and violations of the law
(theft, destruction of property,
harassment, driving while impaired,
drug use, and immoral behavior)

Asks questions in order to


understand policies and
procedures
Recognizes that teacher
adherence to rules,
policies, and procedures
impacts students
Recognizes that teacher
adherence to rules,
policies, and procedures
impacts relationships with
district partners and the
school community

B. Growing and Developing Professionally


ELEMENT
UNSATISFACTORY
B1. Content
Engages in few or no professional
Knowledge and
development activities to enhance
Pedagogical Skill
knowledge or skill; does not apply
new skills in classroom.
Examples
Does not participate during
ASU classes or in-service
meetings
Belittles professional
development activities
Demonstrates apathy toward
improvement or holds an
inflated view of own abilities
compared to the judgment of
mentor or supervising
teachers
B2. Continued
Fails to recognize or respond to
Professional
feedback indicating the need for
Growth
continued professional growth.
Examples

Unable to acknowledge areas


for improvement or unable to
engage in problem-solving
regarding professional
dilemmas
Makes statements that
indicate lack of flexibility in
considering new instructional
methods or materials
Blames problems on others or
external factors

EMERGING
Participates in professional activities
to a limited extent when they are
convenient; application of new skills
attempted but may not be consistent.
Takes advantage of some
opportunities to learn (e.g.,
workshops, in-service, study
groups, professional learning
communities)
Demonstrates interest in improving
professional performance
Attempts changes in professional
practice that are aligned with new
learning

APPLYING
Participates in school/district
opportunities for professional
development and applies new
skills in the classroom.
Applies characteristics from
emerging column and in
addition
Reflects on own ability to
apply new learning and
continues to refine practice
if initial attempt is less than
successful

Responds to feedback indicating the


need for continued professional
growth.

Seeks feedback and actively


works to improve practice by
participating in professional
development.
Self-reflects to identify
areas of improvement
Asks for specific, targeted
feedback aligned to areas
of refinement
Seeks opportunities to
increase knowledge and
skill
Identifies and implements
own next steps for
improvement

Accepts feedback and attempts to


improve performance based on
feedback
With guided questioning, is able to
accurately identify areas of
reinforcement and refinement

C. Maintaining Accurate Records


ELEMENT
UNSATISFACTORY
C1. General Record Has no system for maintaining
Keeping
records, keeps records in disarray
and/or does not meet deadlines,
resulting in errors and confusion.
Examples
Fails to complete lesson plans
on time
Fails to submit course
assignments on time
Makes errors related to
schedule- arriving to meetings
or class late or not at all
Is not aware of own
grade/status with respect to
university courses
Is not aware of own current
performance level on TAP or
Professionalism Rubrics
C2. Student
Has no system for maintaining
Progress in
information on student progress
Learning
on the AZ Standards, or the
system is in disarray, or is
inaccurate.
Examples
Does not effectively implement
a system for tracking student
learning

EMERGING
Keeps records with adequate
organization, but requires frequent
monitoring to avoid errors and
sometimes misses deadlines.
Needs reminders from mentor
about classroom responsibilities
Usually submits work on time, but
may need reminders
Implements systems that support
organization and time
management
Is aware of current course grades
in a general sense (passing,
failing, close to passing)
General sense of current
performance levels on TAP and
Professionalism Rubrics
System for maintaining information on
student progress on the AZ Standards
is rudimentary and partially effective.

APPLYING
Keeps accurate records in an
organized manner and meets
deadlines appropriately.

Tracks student learning with


support from mentor
System may be time-consuming to
maintain or yield little useful data

Consistently submits work


on time
Effectively manages time
and schedule in order to
meet all deadlines
Actively monitors and can
report current performance
level in university courses
Accurate sense of current
performance levels on TAP
and Professionalism
Rubrics

System for maintaining


information about student
progress on the AZ Standards
is efficient and effective.

Effectively implements a
system for tracking
individual student learning
System is time-efficient and
provides meaningful
information to teacher

D. Home-School Communication
ELEMENT
UNSATISFACTORY
D1. Communicates
Fails to communicate, provides
Instructional
inaccurate instructional program
Program
information to parent, or
Information to
communicates without knowledge
parents (i.e.
and approval of mentor or ASU
academic
Lead Teacher.
standards, grade
level expectations,
curriculum)
Examples

D2. Communicates
Individual Student
Performance to
Parents

Examples

Does not attempt to


communicate with parents
Communicates with parents in
a way that is not supported by
mentor
Communication with parents is
inaccurate or causes
confusion
Provides little or no individual
student performance information
to parents, fails to respond to
parent requests or concerns, or
communicates without knowledge
and approval of mentor or ASU
Lead Teacher.
Does not attempt to
communicate with parents
Communicates with parents in
a way that is not supported by

EMERGING
Under direction of mentor or ASU
Lead Teacher provides accurate but
limited instructional program
information to parents.

Collaborates with mentor to


determine what information should
be shared with parents
Communication with parents is
limited (ex- program of study with
limited detail or in language that is
not parent-friendly)

Under direction of mentor or ASU


Lead Teacher provides limited
individual student performance
information to parents under direction
of mentor teacher.

APPLYING
Provides accurate and
complete instructional program
information as required.

Collaborates with mentor to


determine what information should
be shared with parents
Communication with parents

Provides individual student


performance information to
parents on a regular basis and
responds to parent
requests/concerns in a timely
manner.

D3. Advocacy/
Resources for
Students

mentor
Is unaware of or demonstrates
disregard for resources available
to assist students.

Examples

Is not able to identify


resources available for
students with special needs
(ex- after school tutoring,
enrichment programs,
remediation curriculum,
specialists on the school staff)

limited to reports of student grades


Displays some awareness or use of
Is fully aware of resources
resources available to assist students. available through the school or
district and works to gain
access for students.
Can identify resources available at
the school, but does not leverage
these to support student learning.