71 30 Ratings By Domain, Continued Effective teachers in training are developing high ethical standards, a deep sense of professionalism, and are focused on improving their own teaching. In collaboration with their mentor teacher, student teachers provide frequent, proactive, and personalized communications with families about student learning and performance, while demonstrating understanding of and appreciation for different families’ home language, culture, and values. They participate in both school and LEA projects, and they engage in a wide range of professional development activities to strengthen their practice. Reflection on their own teaching results in ideas for improvement that are shared across professional learning communities and contribute to improving the practice of all. Documentation is accurate and comprehensive and supports student learning.* DOMAIN 4: Professional Responsibilities The student teacher demonstrates low ethical standards and levels of professionalism, with poor recordkeeping systems and skill in reflection, little or no communication with families or colleagues, and avoidance of school and LEA responsibilities and participation in activities for professional growth.** The student teacher demonstrates moderate ethical standards and levels of professionalism, with rudimentary recordkeeping systems and skills in reflection, modest communication with families or colleagues, and compliance with expectations regarding participation in school and LEA projects and activities for professional growth.** The student teacher demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate reflection on instruction, maintaining accurate records, communicating frequently with families, actively participating in school and LEA events, and engaging in activities for professional development.** The teacher’s ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for recordkeeping and culturally responsive communication with families, leadership roles in both school and LEA projects, and extensive professional development activities. Where appropriate, PK-12 students contribute to the systems for recordkeeping and family communication.** UNSATISFACTORY (0) EMERGENT (1) EXPECTED (2) EXEMPLARY (3) DOMAIN RATING: COMMENTS: *Copyright © Charlotte Danielson, 2013 **From Enhancing Professional Practice: A Framework for Teachers, 2nd Edition (pp. 41-42), by Charlotte Danielson, Alexandria, VA: ASCD. © 2007 by ASCD. Adapted and reproduced with permission. Commentsare continued on last page 30 3 - Exemplary
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