DevelopmentPlan forEducators
FoundedupontheprinciplesofJesusChrist,Amblesideiscommittedtotheprofessionaldevelopment,aswellasthepersonalgrowthof educators. Leadershipseekstocreateopportunitiesand anatmospherefortheintentionalcultivationofmaturityinthefoundationalrelationships ofanAmblesideteacher(relationshiptoself,withGod,students, parents,colleagues,administration,andwork).Thisworkofformationis ongoing.Eachteacher,student,andleaderalike,participatesinthisongoingprocessofgrowthwiththe intentofexemplifyinganauthentically Christianphilosophyandpracticeofeducation.Thepurposeofthedocument is threefold:
1.Togive eachteacheracomprehensivevisionofwhatitmeanstobeaMasterTeacheratAmblesideeachschooldaythroughthevaried relationshipsinthemyriadof subjectsandresponsibilities.
2. Toclarifytheparticularsinanygivenrelationship.
3. Todevelopan individualplanforteachergrowthandmaturity.
Strong / The maturitytraitis“secondnature”andlapsesarerare.
SomeGrowthNeeded / Teacherperformanceisgenerallycharacterizedbythetrait, buthe/shelacksconsistency. Therearesomelapsesin
theexpectation.
Unsatisfactory / Thereareoftenlapses, or lapses are significant,inmeetingthedesiredexpectation.
RELATIONSHIPWITHGOD / PERFORMANCE
SetApart / Manifestsacommitmentof faithinChristthroughattitude,actions, andwords.Upholdsacalltoholiness
as wellasrecognizesandrejects sin.
Servant / DailyseekstobeawinsomeinstrumentofGod’sloveinabrokenworld.
Devoted / ConsistentlyseeksagrowingrelationshipwithGodthroughobedience,prayer,Scripturereading,
worship,andchurchfellowship.
RELATIONSHIPWITHSELF
Joyful / Approachesdailylifewithanattitudeof “Ihavealifetogive”andasense ofgratitudewithoutneedingto
becajoled.Demonstratesattunementwithothersthroughafavorablecountenanceandkindand upliftingwords.
Dutiful / Possessesaninternalsenseof principlesgreaterthanself;hasaclearsenseof“must”and“mustnot,”
whichisgreaterthan“Iwant” and“Idon’twant,”demonstratedthroughinitiative,timeliness withtasks, andhelpfulness.
Peaceful / Functionswellinastateofcalmandquiet;alertwithouttheneedofcontinuousexcitement/noise;able
toremainstill andfocused.
Self-Controlled / Managesemotionsanddistresswell;peacefullyacceptsandadministers“no.”Effectivelyregulatesthe
appetitesofhunger, thirst,rest, work,purity; directsdesires forapproval,power,success,tobe social,toknow,toexcel.
Positive / Demonstratesapositiveattituderegardingallaspectsof Ambleside(philosophy,co-workers, parents,
students,work,administration,etc.).
Teachable / Seekstolearnaboutthephilosophythroughreading and other methods, such as discussion, asking questions, and observation.Humblyreceivesfeedbackandfollowsthroughon
givenfeedback.
RELATIONSHIPWITHSTUDENTS
Attuned / Embracesall students,particularlyhis/herown;greetsthemwarmlyatarrivalandoffersakindwordat
departure;enjoyslunch withstudents;communicatesbywordand deedthatitisaprivilegetobewith each student;playsnofavorites.
Observant / Seekstounderstandallstudentsthroughobservationandcommunication—in areasofweakness and
ignorance,beforeattemptingtobring forthchange/growth.
Professional / Maintainstheteacher-student relationshipastheoneinauthoritybecauseof theoffice,notthe
personality.Isnotarbitraryorauthoritarian.
Personhood / Seesallpersonswithunlimitedpotentialanddoesnotdefinestudentsby limitations,strengths,
weaknesses,disease,disorderoradiagnosisdefinedasADHD,Giftedand Talented,MathAptitude,etc.
Aware / Isawareofstudentsandtheirresponsestoothersandlearning.Inlearning,makesappropriate
adjustments(rephrasingquestions,invitingreconsiderations,andaskingprobingquestions)whilestill maintainingahighstandardwhenstudentslackcomprehensionormastery.
Approaches / Movestowardsweaknessintheclassroomandatrecessratherthanavoiding formationinvolving
weaknessessuchastimidity,pride,academic,socialawkwardness,etc.
Proactive / Isproactivetoholdstudentsaccountableforunderstandingandmasteryofknowledge.Schedules
after-school helptimestoshoreupweaknesses. Preparesadditionalpracticeworkandaccountabilityif necessaryandis quicktoenlistparenthelp.

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Encouraging / Displays graceinword,quicktospeak wordsof encouragement,avoidsslanderandjudgment,careful
thatall communicationisconstructive,addstothelivesofstudents.
RELATIONSHIPWITHPARENTS
Privacyand
Confidentiality / Protectstheprivacyandconfidentialityof studentsandparents.
Communication / Communicatesloveandaffectionforthechildand thepleasureandprivilegeof beinginrelationship
withthechild; is proactiveinrelationshipwithparentstokeepthemengagedwiththeschoolandtobring optimalsupportfor studentgrowth; schedulesextraparentteacherconferenceswhenneededto
communicate student progress.
Professional / Views parentsasanimportantsourceof informationandinsightabouttheirchildren; formsan
alliancewithparentsandisrespectful.
Conflict / Handlesconflictwell,quicktohear,slowtospeak,slowtoanger,andquicktoseekreconciliation;
followstheAmblesideGrievancePolicy.
Presence / Conveysaloving,joyful,peacefulpresencewithallparents, and particularlyanxiousparents.
RELATIONSHIPWITHCOLLEAGUES
Leadership / Demonstrates positive leadershipamongfacultythroughin-servicetimesandweeklyfacultymeetingsand
unstructuredtimesatrecessandbeforeandafterschool.
Collaborative / Sharesideas,insights,andmaterials, and is notcompetitivewithcolleagues.
Kind
Respectful / Reflectsavalueforpersonsandaimsforwhatisgoodthroughbothactionsandwords.Conveysakind
and respectfulpresenceinallprofessionalrelationships.
Helpful / Initiatesandreceivesassistancewithgladness.
Respectful / Communicatesthoughtsandfeelingsinan honestandappropriateway.
Graciousin
Word / Speakswordsofencouragement,avoidsallslander,andiscarefulthatallcriticismisconstructive.
Professional / Maintainspositiveworkingrelationshipswithcolleaguesbyfocusingoncommonorganizational
objectivesbasedonphilosophyandpractice.
RELATIONSHIPWITHADMINISTRATION
Professional / Conformstoallschoolpoliciesandpubliclysupportstheschoolleadership(administrationandBoard),
unashamedlyobedient.
Authority / Actsinauthority(expectsobedience)andisunderauthority(is accountableandteachable); expresses
submissionunashamedly inboththeletterandtheSpiritofthelaw.
BoardMembers / ShowsdeferencetoBoardmembersanddoesnotuserelationshipstounderminerelationshipwithHead.
Gracious / Speakswordsofencouragement,avoidsallslander,andis carefulthatallcriticismisconstructive.
Respectful / Communicatesthoughtsandfeelingsinarespectfulmanner.
Communication / Keepsadministrator abreastof academicandbehavioraldifficulties withstudentsandany parent
communicationproblems.
Teachable / Desirestogrowasateacher.Seeksandhumblyreceivesfeedbackandcorrection and consistentlyfollows
throughoninstruction.
Conflict / Movestowardscommunicationwhenthereisconflict and is readytoforgive andreceiveforgiveness.
RELATIONSHIPWITHWORK
Positive / Demonstratesapositiveattituderegardingallaspectsof Amblesidephilosophy,co-workers,
administration,students,parents,andwork.
Dutiful / Isdiligentinfulfillingallduties,assignments,andresponsibilitiesinatimelymanner.
Proactivein
Service / Assertiveinlookingforopportunitiestoblessothers.
Punctual / Isfullypresent forallschooldays,staffmeetings,and parentmeetingsandincompletingtasks (inthe
classroom,ExamReports,ReportsofGrowth,etc.).
Pro-activeand
Intentional / Is willing to make sacrifices and take extra time if needed to addressareasof studentweakness,includingbeingavailableforsupplementaltutoring,preparingadditionalpracticework,providingadditionalaccountability,andenlistingtheassistanceofparents.
Professionalin
Communication / Is graciousintone,honest,accurate,andclearincontentof bothoralandwrittencommunicationsand
is attentive to correctnessinspellingandgrammar in all correspondence.
Confidentiality / Maintainsprivacyinallcommunicationsandnevergossips.
Appearance / Displaysneatnessandgoodorderinpersonalappearanceanddress.
Technology / Isproficient inword-processingforcommunication purposessuchasReportsofGrowth.
Classroom / Maintainsneatnessandgoodorderintheclassroomand contributestoneatnessandgoodorderinthe
overall schoolenvironment.

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AdditionalRemarksonTeacher’sRelationalTraits

II. KnowledgeofAmbleside/CharlotteMason Philosophy
Ambleside providesstaffwithmanyeducationalresources(e.g.CharlotteMason’stexts,theEducatorSupportsite,conferences,syllabi,etc.). Theachievementoftheexpectations haseitherbeenmetornot, orisintheprocessofbeingmet,assummarized below:
Yes / Theexpectationhasbeenmet.
Inprocess / Theexpectation isintheprocessofbeingmet.
No / Theexpectationhasnotbeenmet.
EDUCATION,TRAINING,RESOURCES / PERFORMANCE
ASIVideos / Hasviewedall 21videosandisadeptatdiscussingthematerial.Ifnot“yes,”specifynumber ofvideoswatched:
Vol.I,IIIVI / HasreadHomeEducation,SchoolEducation,andPhilosophyofEducationandisadeptatthinkingthroughand
discussingthematerial.Ifnot“yes,”specifytextsread:
Vol.II,IV,V / HasreadParentsandChildren,Ourselves,andFormationofCharacterandisadeptatthinkingthroughand
discussingthematerial.Ifnot“yes,”specifytextsread:
ASISyllabus / Hasreadandstudiedforthepurposeof makingapplicationalltheselectedMasonreadingsstatedinthe
ASISyllabusbygrade, whichappliestosubjectareastaught.Ifnot“yes,”specifydetailsbelow.
Knowledgeof
CM / Articulatesthemethodandphilosophyandpracticeofthephilosophywithothers;parents,colleagues,
andvisitors.
ASIInternship / Hasattendedaninternship.Datesandlocation:
ASISummer
Institute / HasparticipatedintheSummerInstitute.
Summerof: (year)
Educator
SupportSite / AccessestheASIEducatorSupportSiteandusestheresourcesfromthesiteregularly.Specifyapproximate
visitstositeperweek:
Conference
Calls / Attendsall conferencecallsbysubject/gradeareas.
Callsprovided Callsattended
AdditionalRemarksonTeacher’sKnowledgeofthePhilosophy
III. Application ofAmbleside/CharlotteMason Philosophy
Amblesideseekstoprovidestaffwithregularandfrequentopportunitiesforinput,observation,evaluation,feedback,andleadership.The strengthoftheteacher’sperformanceinthestatedexpectationshasbeendemonstratedtothegivendegreeaslistedbelow.(Forthesakeofclarity, thefollowingwordsareusedsynonymously: expectation,performance,maturity trait,habit,etc.)
Strong / Theexpectationisconsistentlymetandlapsesarerare.
SomeGrowthNeeded / Teacherperformanceisgenerallycharacterizedbytheexpectation,buthe/shelacksconsistency. Therearesome
lapsesinmeetingtheexpectation.
Unsatisfactory / Thereareoftenlapses, or lapses are significant, inmeetingthedesiredexpectation.
CHILDREN ASPERSONS / PERFORMANCE
Active
Participants / Seesallstudentsasparticipantsanddeliberatelyworkstoensureallstudentsareactiveinparticipatingin
reading,narrating,discussing,etc.
Relationship / Seekstorelatewithstudentsasonewhoholdsanofficeof authority, neverseekstomanage/manipulate
childbehaviorbyshame/praise,reward/punishment,oruseof undueplayuponanynaturalaffectionor personalinterest.
Respectful / Doesnotuselanguageora lackof expectationtolimitordescribestudentsinrelationshipsorbehaviors.
Potential / Seesall studentsaspersonswho“exceedourpowerofmeasurement.”

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Personhood / Usesteachablemomentstoinformtheheartand consciencethroughquestionsorinformationonthe
universalityofhumankind.
ATMOSPHEREOFENVIRONMENT
Authority / Holdstheofficeof Authorityandexemplifiesapeacefulpresenceofauthority(masterlyinactivity).
AirofCommon
Sense / Useseveryday occurrencestogiveawordorwisdomtothemattersathand,i.e.givesknowledgeand
instructiononemotionsthatcomeandgo.
JoyandLove / Manifestsaspiritofwarmthandkindness–itisasafeandsecureplacetobe.
Acceptance / Exhibitsanatmospherewherestudentsarefreetoexplore,makemistakes,andreceivehelp.
Impersonal
Outlook / Manifestsfreedomfromthevulgarityofdisplay–anyonepersondoes not garner attentionthrough
appearance,behavior,orperformance.
Engaged / Seesthatstudentsdotheworkof learningandareresponsibleforthelearning–adiligentatmospherein
theair.
InformalTimes / Freefromthedistractionsofpopularculture-conversationsatplay,transitiontimes, andatlunchare
freefrombanaltalk.
Peer
Relationships / Maintainsinclusiverelationshipsbetweenstudents,anabsenceofsocialhierarchy.
Learning
Atmosphere / Maintainsaclassroomatmosphereconducivetolearning;characterizedby enthusiasmfortasksathand
andfreeofperformanceanxiety,competition,andartificialincentives.
Maturity / Keepsclassfreefromchaotic,silly,ordisruptivebehaviors.
Respectfor
Property / Ensuresthepropercareandprotectionofschoolproperty.
Neatnessand
Order / Hasaplaceforeverything.
Beautyand
Inspiration / Arrangesaharmonyof colorsandinspiration.Classroomsareneat,wellordered,voidofclutter,and
beautifullydecoratedwithinspirationalmaterialsfrombookshelvestowallspace.“Childish”decorations areavoided. Tidiness of blackboards is maintained.
CULTIVATIONOFHABITS
Instructionin
Habit / Usesclearexpectations,inspirationalideas,consistentsupport,and naturalconsequencestohelpstudents
growinhabit.
Attention / Givesattentiontobooks,things,persons,andGod.Uses theserelationshipstoinstructstudentstocare
forproperty,toattendtoknowledge throughbooks,pictures,music,andnature,and toattendtoGod throughprayer,meditation,andScripture.
Ally / Actsasafriendlyallyinshoringupthestudent; doesnotallowa mattertobecomeasourceoffriction
betweentheteacherandthestudent.
Meaningof
Must / Ensuresallstudentsknowand demonstratethemeaningofmust.
Tact,
Watchfulness, andPersistence / Ischaracterized bytact,watchfulness,andpersistenceinshoringup studentweaknesses.
Respectfulof
Others / Instructsstudentsinpersonhoodandtheimportance ofregardingpersonshighlyinrelationships,inspeech,
andindiscussions(with oneanother,elderly,schoolmates,adults,parents,visitors,docents,etc.)
Normsfor
Everyday
Matters / Providesclearnormsonuseofsupplies,passingoutbooksandthings,transitioningtimes,checking
homework,welcomingvisitors,lunchroutines,etc.
Well-Ordered
Classroom / Manifestsdeliberatenessinallrelationships; withintheclassroom“thereisnotarock unturned.”
CURRICULA
Curricula / Acquaintsoneselffullywiththecurricula,its partsandwhole.
ASITeacher
SupportSite / Makesoneselffamiliar withgradelevelresourcesinboththeSyllabusandAllGradeLevels Manual.
Breadthof
Knowledge / PacessystematicallytheentireAmblesidecurriculumatany givegradelevelandensuresthateachsubject
isgivenitspropertime.
Records / Maintainswrittenrecordsofstudents’responsestolearning(assessments,recitations,compositions,
homework,memorywork,exams,andRunningRecords).
FieldStudies / Plansandpreparesstudentsforfieldstudieswhichflowoutof whathasbeenstudiedinaparticular
curriculararea.Thestudentsareeagertoseeandunderstandwhathasbeenstudiedandwhatnewly awaitsthem.

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Unauthorized
Materials / Avoidsuseofunauthorized materials.
INSPIRATIONALSUBJECTS
Knowledge / Doeslessthan30percentofthetalkingininspirationalsubjects.Dominantmodesofspeechareopen
questionsand imperativestatements.Apart fromtheset-up,declarativestatementsarerare.
CentralIdeas / Educatesoneselfusing resources(toaddtotheset-up or LittleTalks,discussions,andstudentresponses).
Literary
Techniquesand
Devices / InstructsstudentsintheuseofliterarytechniquesandliterarydevicesthroughtheLittleTalksasthey
applytothegivenlessonsinliterature,talesandfables,myths,citizenship,and readaloud.
Ideas / Understandsthenatureof ideasintheworkof providingnourishment of themind,cultivationof
conscience,and instructioninthinking.Instructsdeliberately,yetsubtlyusing therealmof ideasinevery subjectthroughout eachday,sothattheadage“amorningwithoutanideais amorningwasted”isa
realityinanygivensubject.
Reading / Maintainsahighexpectationfororalreadingforallstudents,instructingtheminweaknessandpractice
asevidencedinthevariedreadingsintheinspirationalsubjects.
DISCIPLINARYSUBJECTS
Knowledge / Approachesdisciplinarysubjectswithaviewofinstructingstudentsinknowledgeandskill. Ask, “WhatdoI want mystudentstoknowratherthanwhatdoIwantthemtodo?”
Accountability / Holdsstudentsaccountableforproficiencyinthesubjectmatter,whetheritisintheformationof letters,
exactnessinstitching,orsolvinganalgorithm.
Method / Doesnomorethan50 percentofthetalkingindisciplinarysubjects.Dominantmodesofspeechareopen
questionsand imperativestatements.Apartfromtheset-up,declarativestatementsarerare.
Narration / Usesstudents’tellingbacktoexplainandillustrateknowledgeindisciplinarysubjects.
MemoryWork / Ensuresstudentshaveaddedthegrammarlists,arithmeticfacts,history,Bible,andpoetrytotheir
memory.Memoryworkistaughtthroughout theday,notgivenashomework to“Takehomeand memorize.”
Participation / Ensuresallstudentsareactiveinthelearning. Therearenotlargeamountsof timewhenonestudentis
workingandallarepassive. Thereis regularuseofwhiteboards,copybooks,andmanipulatives.
Audience / Gives allstudentstheopportunitytopubliclydisplaywhattheyhavelearned(e.g.concerts,recitations,
Shakespeareplays),withtheemphasisonthelearningnottheperformance. Allstudentsaretreatedas persons, withallstudentshavingopportunitiesforlargerandsmallerpartsthroughouttheyear.
Assessments / Isconsistentwithweeklyassessmentsingrammar,mathematics,dictation,andspelling.
Mathematical
Concepts / Distinguishesbetweenconceptsandcomputation.Studentshave anunderstandingofthemathematical
conceptandcangivemeaningtotheconceptthroughformulas,patterns,definitions,algorithms,etc. leadingtomorecomplexmathematicalconceptsandstructures.
Demonstration / Usesmanipulatives(diagrams,pictures,graphs,MathUSeePrimerSet,tiles,etc.)tointroduceconcepts
anddemonstrateunderstanding.
MentalMath / IsfaithfultoplanweeklyexercisesforMentalMathusing theASISite andtoexercisethis mentalaptitude
throughfollowingobjectives,beingconsistent,andusing speedtomaintainahighdegreeofproficiency andchallenge.
ProfessorB1-5 / Hasmasteredthetechniquesof “tellingthetruth”throughinstructioninconceptsandpractice.
FroebelK / Hasstudiedthefollowingresources:ASI‘sFroebel’sGiftSequence,InventingKindergarten,The
KindergartenGuide, andGiftlinksinSyllabus.Hasprovidedpacingfortheyearandgrowsininstructingin
Froebel’sGiftsmasterfullythroughitsforms,ideas,occupations,andvocabulary.
Phonicsand
SpellingK-4 / Instructsinprinciplesof phonicsandensuresthatthereisfullunderstandingforeachstudentthrough
hearing,speaking,reading,andspellingusingthetoolsofthearc,flashcards,mirrors,countingof sounds,visualmemory,andbringingtomindtherulesandnamesoflettersandsounds.Familiarizes oneselfwiththeresource informationgiven onSpelling,Reading,andPhonics.
ReadingK-4 / Instructsintheskillsnecessaryforfluentreadingattention,tracking,anddecoding.UsestheRunning
Recordtorecordgrowthandstudent’sawareness.
Handwriting
K-5 / Instructsinhandwritingpositionandfollow-througheachday.Takestimetogiveattentiontoformation
oftheletter,slant,size,and position.Instructsstudentsintheelementsof shape(dot,circle,curvedline. straightline,andangleline)andensuresstudents’desksaretheappropriate sizeforwriting.
Grammar3-8 / Instructsintherelationshipsof partsof asentenceandpartsofspeechaswellasthecorrectness of
writingandspeaking.Masterfullyusesthetexttoensureunderstandingof conceptsandgivepractice whilenotreducingittoaworksheet.

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Science
Observations/ Experiments
3-8 / Isfaithfultogiveadequatetimeandattentiontoalltheobservations and experimentsinthevaried
scienceareas andinstructintheskillsofobservation,attention,thinking,questioning,comparingand contrasting, etc. Havestudentsreflectupontheirunderstandingthroughwrittenworkinreporting findings,understandings,andfurtherobservations.
Composition
3-8 / FollowstheASICompositionSequenceandgivesweeklyassignmentsincompositionandclasstimeto
ensureaconsistencyinwritingandgrowthintheskill.Provideshelpfulfeedbackondraftstobring compositionstofinalcopies.
Transcription
1-8 / Usestextfromvariedsubjectstocopy.Instructsinaccuracyinformandspelling.Takestimeduringthe
copyingtoprovideformalinstructionand accountabilityintranscriptionthroughspellinginstructionand visualmemory.
Geography5-6 / Followstheguidelinesgiven in the TeachingGeography document.Givestimeandattentionto
memoryworkand ensuresstudents“tellback”thecountries,geographicfeatures,etc.
HandworkK-8 / Instructsinthevariedskillsoftheparticularhandworkand setsanexpectationforbeautyinarrangement
andcolor.MakesuseofthevariedresourcesthroughbooksandlinksontheASIsitetoprovideexamples forbothbeautyandvariety.
“ONMETHOD”LESSONS
FirstLittle
Talk / Usesaset-up or firstLittleTalktobeginslessons,abriefshareddialogue(notamini-lecture),recappingthepreviouslesson,introducingvocabulary,providingpronunciation, andexploringan atlas,tonameafew. Expectationisanimated,andanticipationisbuiltasteachermasterfullycustomizesandusestheLittle Talksto“buildabridge”fromthestudenttothetextinordertooptimizelearning.
Episode / Choosesand attendstoappropriatelengthoftext(read,observed,orlistenedto)fortheappropriate
amountoftime.
Narration / Usesnarration(oralandwritten)astheprimarytoolof assimilation. Theteacherartfullyensureseachstudentcan tellback throughoutthedisciplinesinvaryingdegreesoflength.Studentsarepurposefullyratherthanpassively engagedintheactofnarrationwhethernarratingaloudorfollowingalongintheirmind.
SecondLittle
Talk / UsesasecondLittleTalktoengagetheideasofthetextthroughdiscussion,pictures,moral points,
inspirationalideas,furtherquestions,diagramsorillustrations.Iscarefulnottocomebetweenthe studentsandthe“soulofthebook.”
Questions / Facilitatesstudentengagementwiththe“vitalizingideas”presentedbythebooksorthings.Avoidsmini-
lectures,butusestheartofquestioning,whichpointstothetext,allowingthestudentstodothe thinking withoutdominatingthediscussion.
Recognition / Acknowledgescorrectoralresponsesinasimplemanner.
Response / Providesmeaningfulopportunitiesforstudents’responsetolearning(discussion,recitation,writing,
practicework,etc.)followingtheASIrecommendationsforfrequencyofcopybookwork.SeeASI document,ApproachtoWork.Iskeentocultivatehigherordersofthinkingacrossthedisciplinesusing Bloom’sTaxonomyandsubjectresourcesbothinbooksandontheASIsite.
KINDSOFSTUDENTWORK
WorthyWork / Givesampleopportunityforstudentstoproduceworthywork (written,oral,picture,recitation,and drama) inthe daily,weekly,andongoingworkasdescribedinthe document.
High Standard / Upholdshighexpectationsforallstudentwork(neatness,accuracy,content,completeness,
thoroughness,andcorrectgrammarandspelling).
Growth
Standard / Institutesadetailedgrowthstrategyforstudentswhoarenotproducingworthywork.Communicates
withadministrator,parents,and student,and initiates regularcommunicationandaccountability.Shores upthestudentatthebeginningand throughoutthetasksohedoesnotcompleteataskmovinginthe wrongdirection, therebyexasperatinghim.
Preparedness forSet-Up / Communicatesclearinstructionsfortheset-upofthework(title,composition,howtouse paperand
mediumwell,howtomaintainneatnessandorder,etc.)Maintainsahigh standardbyhavingcheckpoints andfollow-throughwhenspecificdirectionsaregiven.Teachesthestudenttomakeaplantoworkwell.
Preparedness forContent / Providesclearinstructionsforthecontentofthework(buildsavocabularyontheboard,howtothink
aboutaquestion,wheretobeginandendwithanarration,propernounsforspelling,etc.).
Questions / Uses questions,notteacherrepetition,toreviewthesequenceforaccomplishingatask(i.e.What’sthe
firstthingonedoestocomposeaparagraph?Thesecond?etc.).
Variety / Isconsistent toprovideworthyworkthroughvarietyinform (oralwork,writtenwork,andongoing
work),inavarietyofmanners (picture,illustration,essay,questionandresponse,narration, etc.)and inavarietyofdisciplinesasoutlinedintheApproach to Work document.

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Neatnessand
Accuracy / Instructsstudentsinthehabits ofworkingwellandensuresallstudentsdevelopthehabitsofneatnessand
accuracyingrammar,spelling,mathematics,writing,painting,sketching,reciting,etc.
Essaysand
Questions / Furnishesopportunitiesforstudents’responses,whichcultivatehigherorderthinking(i.e.application,
analysis,synthesis,andevaluation)inallgradesorallyandingrades6-8inawrittenformat.
Worksheets / Usestheworkbooksingrammarandmathematicsmasterfully.Instructsinpractice,variesthedirections
accordingtoneed,anddoesnotapproachworkinthesesubjectareasinamannerof “Dopages68-69.”
Assessments / Writesmathassessmentsinamannerthatassesseswhatthestudentknowsandinaformthatreflects
neatnessandorderliness(notcopyingimages sloppilybyhandorcarelessly from a copier so they are crooked or too dark or too light).
Feedback / Providespromptfeedbackonwrittenwork.Communicatesinstructivecommentsandaffirming
remarks.
WorthyWork / Ensuresall writtenand oralworkisofa“worthynature.”Studentsarenevergiven“busy”work(color
pages,puzzles,searchtheinternet, etc.)orsomethingclumsilyputtogether.
AdditionalRemarksonTeacher’sApplicationofthePhilosophy

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