DOMAIN 4:

PROFESSIONAL
RESPONSIBILITIES
4a. Reflecting on Teaching
▪ Accuracy
▪ Use in future teaching

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

This evidence shows that I reflect on my teaching practices with my
colleagues and change my practices based on these reflections. I actively
Reflective emails with my
engage in the discussion to understand how new practices will be more
instructional coach
effective for my students and how practices I currently use may be hindering
their growth.
This artifact shows that I engage in reflection on projects my students have
completed, to get a clearer view of how effective it was to achieving the
Reflection over the Effectiveness
learning goal. I do this to understand what standards my students mastered
of an Activity
and what they are still learning. It also helps change the assignment for the
future to better target those learning goals.
This evidence proves that I regularly engage in reflective conversations with
my grade level. On this day, our grade level reflected over the persuasive
writing unit and how the half days has affected the ability for direct
Agenda instruction in the subject. In the persuasive unit, we agreed that the
students needed more direct instruction and time to write together. Due to
this we are planning more direct instruction and writing together
opportunities in our next narrative writing unit.
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Reflecting over my practice helps me become a better teacher. When I reflect on past lessons and study my
students’ results, I understand where my teaching was most effective and what I should target more the next
time I teach the same standard. Naturally I am a very reflective person and I come home each day thinking over
how my students responded to instruction. My evidence proves that I seek to reflect with my colleagues as well
to gain their expertise on how to teach certain standards more effectively. We then use this reflection to adjust
our future plans. My evidence also shows I seek out opportunities to reflect on my own, using the standards the
school has set. By comparing my results and teaching to the standards being used to evaluate me, I hope to rise
to the expectations set for me.
With this evidence in mind, I would rate myself Distinguished.

PROFESSIONAL
RESPONSIBILITIES
4b. Maintaining Accurate Records
ARTIFACT/EVIDENCE
Weekly Record of class
participation with notes and
reminders
Tracking Missing assignments in
Gradebook, Google Classroom,
and Weekly Recording sheet
Picture of ClassDojo point
tracking, point descriptions, and
Dojo Bank
DOMAIN 4:
▪ Student completion of assignments
▪ Student progress in learning
▪ Non-instructional records
HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT
This evidence proves that I maintain accurate records of my students
behavior and participation throughout the day/week. I use these charts to
mark each time a student arrives to class on time (a dot means they were
late), volunteers in class, or is misbehaving. I also write reminders to myself
of things I need to announce or notes on progress of my students I need to
document or check later. Later in the day, I then enter the check marks or
points into ClassDojo. Parents and students have access to the ClassDojo
points and I also share them on the screen throughout the week so students
can keep track for themselves.
This evidence proves that I am constantly tracking and communicating
missing or incomplete work. My gradebook is the main tool I use to track
student assignments. I will put in a missing grade for a student so that it
reminds me of who still needs to complete which assignments and also
notifies parents that their student is missing work. I then post the missing
assignments specifically to those students in my Google Classroom. I have a
dedicated section for Missing and Incomplete Work, that only shows up on
the students’ side if they have a missing assignment. I also use my Weekly
Recording sheet to document work that is currently being completed by
students. By putting it on the Weekly Recording sheet, it gives me quick
access to this information so that I can remind or help students with their
missing work.
This artifact proves that I use a behavior tracking system that can be
accessed by parents and students at any time. I have also created my own
point explanations which indicates the reason a student is receiving specific
points. This information is used to plan instructional groups and indicate
which student I will need to call on more to get them to participate. The
 Dojo Bank is how I track the Dojo points students have earned over time and
is viewed by the students when redeeming their points for prizes.
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Maintaining accurate records is much more than imputing student grades. By utilizing these records in class
and actively engaging students in tracking their own progress, the students feel that what they are doing is
important. They know that their teacher cares about how well each of them are doing. By posting the missing
assignments in their Google Classroom only to specific students, it increases their accessibility and reminds them
of their responsibilities. Sharing these tracking methods and information regularly to students, gives them the
ability to track their own progress and direct their future efforts.
With this evidence in mind, I would rate myself as Distinguished.
 DOMAIN 4:
PROFESSIONAL
RESPONSIBILITIES
4c. Communicating with Families
▪ Information about the instructional program
▪ Information about individual students
▪ Engagement of families in the instructional program

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

This evidence proves that I use email as a form of communication to my
Email to parents announcing parents. I engage families in the activities happening in class such as the
Bookmark winners and updates Bookmark contest for Literacy Week and 3rd Grade’s March Math Madness
on ST Math competition, competition with ST math. In my newsletters I include the Vocabulary words
Class Newsletter for the week, current standards being taught, and upcoming events. This is
done to involve families as much as possible in their students’ learning.
This evidence proves that I offer multiple ways of communication between
myself and families. This communication has become more frequent and vital
Dojo Messages with parents
this year with technology issues and keeping track of students in separate
and students
homes. It also shows that I respond to my parents as quickly as possible even
during class.
This artifact shows that I communicate with my families about their students’
progress. I find it equally as important to share with parents when their
Communication with parents
student is doing well and making positive growth as it is to inform them of
about positive observations
their student’s setbacks. I find that this builds trust and openness between the
and setbacks
parents and students because they feel that I am noticing their child’s
strengths as well and addressing their needs.
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
“Research shows that the more parents and teachers share relevant information with each other
about a student, the better equipped both will be to help that student achieve academically,” (American
Federation of Teachers, 2007). With the growing use of technology, it has become more convenient to
communicate with parents and students in a variety of outlets. I use emails to send general information
to the class such as the Weekly Newsletter. This makes it easier for parents to refer back to the
information. I also use email when sending detailed feedback to parents of a specific student. Dojo
messaging is used when I have time-sensitive information to deliver or for quick questions/comments.
This is also the form of communication the parents, students, and myself uses if there is a question that
needs a quick response after school hours.
I make sure to communicate good news as often as I share bad news. When parents only hear about
the issues their student is having, they can become discouraged and feel they can not help their child.
This would have a devastating effect on my students’ outlook on their own learning process, so it is
important for me to create a positive relationship with parents. If parents feel they are an important and
effective teammate in their student’s education, they will work with me.
With this evidence in mind, I would rate myself as Highly Proficient.
 DOMAIN 4:
PROFESSIONAL
RESPONSIBILITIES
4d. Participating in the Professional Community
▪ Relationships w/colleagues
▪ Involvement in a culture of professional inquiry
▪ Service to the school
▪ Participation in school & district projects

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

This evidence proves that I participate in my professional community by
Continuous group text with my communicating with my grade level through a more personal avenue. It also
3rd grade team shows that we are constantly working (outside of contracted hours) with
each other to plan for our teaching or upcoming school events.
This piece of evidence proves that I have sought out opportunities to
Picture of SignUpGenius
support and become part of my school community. Students love seeing
confirming my storytime for
their teachers outside of the classroom. I look for chances to volunteer at
Painting Ornaments event and
events where students get to show off a passion or skill. Because I am new
picture of the book presentation I
to Doral, I wanted to show the students that I am invested in their school
made
community and in their interests.
This piece of evidence proves that I seek to collaborate with other teachers
Lesson plans from teaching
to offer the most effective learning experience for all students. Miss Abby
science with Miss Abby to both
and I regularly planned science lessons that combined both our classes over
our classes and youtube video I
zoom. In this way, I was able to lead the lesson and demonstration and Miss
made preparing a Science
Abby could monitor student work on classkick. We also did this to engage
Investigation done by both 3rd
students in the lesson. Our classes became more excited about these joint
grade classes
lessons and increased student participation.
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Through my studies to get my Master’s in Educational Leadership, I learned that one of the key components
to high student achievement, is a highly engaged professional community. Teachers that are involved in
collaboration with colleagues are better able to service their students because they gain additional teaching
strategies, create engaging cross-curricular learning opportunities, and get a more well rounded view of student
needs. I have strived to do this by making myself available to my team, volunteering for special events, and
creating engaging lessons with other teachers and for multiple classes. I am always seeking better and new ways
to create a more effective learning experience for my students.
With this mind, I would rate myself Highly Proficient.
 DOMAIN 4:
PROFESSIONAL
RESPONSIBILITIES
4e. Growing & Developing Professionally
▪ Enhancement of content knowledge and pedagogical skill
▪ Receptivity to feedback from colleagues
▪ Service to profession

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Master’s Degree in Educational This artifact shows that I am motivated to grow in my field of work and
Leadership actively seek out higher education. I seek to use my knowledge to better my
Graduated January 2021 own practice and influence change in my educational community.
This artifact proves that my grade level and I have seeked to get additional
support in learning how to properly execute the Investigations curriculum in
both in-person and virtual settings. In preparation for 3rd grade’s upcoming
Email showing inquiry of addition
Fractions Unit, I asked for additional guidance. Our grade level consists of
Math training, Email showing
mostly new teachers to this curriculum, and although we get basic training
interest in ConFABulation
on upcoming units, more direct and hands-on training would be beneficial.
This shows that I strive to deliver the effective instruction and am not willing
to allow my lack of experience to hinder my students’ education.
This evidence shows that I reflect on my teaching practices with my
colleagues and change my practices based on these reflections. I actively
Reflective emails with my
engage in the discussion to understand how new practices will be more
instructional coach
effective for my students and how practices I currently use may be hindering
their growth.
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Teaching young minds is my passion and I am highly motivated to do my best work everyday for my students.
I seek to understand as much as I can about the learning process and how I can create the most effective
learning environment for every student. This is why I seek out higher education in my field, additional training
opportunities, and actively engage in reflection with my colleagues.
 The email showing inquiry into additional math training, shows that I reflected on my own math practice and
knowledge of the curriculum. With a demanding Fraction unit coming up, gaining more insight on how to
effectively build these concepts, would not only be beneficial for myself and my team, but essential for our
students.
With this evidence in mind, I would rate myself Highly Effective.
 DOMAIN 4:
PROFESSIONAL
RESPONSIBILITIES
4f. Showing Professionalism
▪ Integrity and ethical conduct
▪ Service to students
▪ Advocacy
▪ Decision making
▪ Compliance with school and district regulations

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

This artifact shows that I take the initiative to support my colleagues and
work as a team. 2 new teachers joined 3rd grade over winter break. Before
break was over I offered to meet with Mrs. Rice over zoom, to get better
Text messages setting up
acclimated with the school, grade, curriculum, and classkick. I also dropped
meetings with new teachers
off some of the textbooks I had of her’s from the previous teacher before
school started up again. I also met with Ms. Pink the week she started to
help her set up her Google Classroom and assisted her with planning.
This artifact proves that I have used my own free time to benefit my
students. I know that the stronger my relationships are with my students,
the more that will be motivated to learn. With this in mind, I try to plan
opportunities for students to spend time with me in a fun environment. I
Pictures of using my lunch as a
have also set up time after school to help students who are stuck on ST
and Video of setting up ST math
Math. Some students who have tried multiple times on a level simply give
help after school
up. There is not enough time in class to work with students on ST Math and
my Wednesday’s are for progress monitoring, so I have given some time
after school for students that want to come for the extra help. This shows
my dedication to my students.

Emails advocating for student

This evidence proves that I know my students’ needs and advocate for them.
accomodations

REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
 As a teacher, I have many roles to fill. For my students, I have to know and understand them so that I can
better teach to their learning style. This also means communicating their needs, so that they receive the learning
accommodations and environment that will be conducive to them. The evidence I have provided proves that I
am a voice for my students and that I go above and beyond to provide them the support and relationship
building this job requires.
Not only is my job about how I treat my students but also my colleagues. From experience, I know starting
your teaching career in the middle of the year is not easy. Much less in the middle of a pandemic. I sought to
support the 2 new teachers on our grade level because it can be overwhelming, feeling that you have to know so
much right away. I knew it would be one less thing for them to worry about if I gave them all the ready-made
lessons on Classkick and showed them how we used the program to teach. I also wanted them to feel more
secure in their roles on the grade level and how we’ve planned as a grade level in the past. The better we work
together, the better our collaboration will be, which leads to better lesson planning, which leads to more
effective teaching, and increasing our students’ learning.
These artifacts show my professionalism with both my students and my colleagues. With this is mind, I would
rate myself as Distinguished.