Indicators of Responsive Teaching

Form 412 – 6

Indicators of Responsive Teaching

Self-Assessment Tool

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School: / Click or tap here to enter text. /
Teaching Assignment including Grade Level / Click or tap here to enter text. /

The following indicators are descriptions of effective responsive teaching practices that focus on student learning. Our value statements all start with "We". This is a true reflection of Good Spirit School Division in that all of us are important to education. As we expect our students to learn, we all play a fundamental role in the education process and the successes produced.

We belong: Diversity is celebrated and welcomed in a caring environment.

We respect: A team effort is important to maintain a healthy, culturally-responsive environment.

We are responsible: We are accountable citizens within our schools and our communities.

We learn: Learning leaders provide students and families with innovative, relevant education experiences.

We nurture: The leaders of tomorrow are in our schools today.

As you reflect on all the indicators in this area, rate yourself using the following scale. After you have rated yourself please provide a brief explanation on the specific evidence to support your rating.

Self-Assessment Scale
1 / I’m not there yet, or this is new to me.
2 / I’m beginning to understand and implement this practice.
3 / I’m almost there and I feel comfortable with this practice.
4 / I’m there, and do this consistently and effectively in practice.

A. Planning for Implementation of Curriculum Outcomes

The planning of curriculum outcomes should be based on the students and their learning needs. Effective planning occurs when:

Indicators / Self-Assessment
1 / 2 / 3 / 4
I am a learning leader, providing students and families innovative, relative educational experiences. / ☐ / ☐ / ☐ / ☐ /
I utilize a combination of whole group, small group and individualized instruction based on student need and/or outcomes. / ☐ / ☐ / ☐ / ☐ /
I have a clear understanding of curriculum outcomes using the Understanding by Design (UbD) framework to unpack outcomes and plan learning opportunities. / ☐ / ☐ / ☐ / ☐ /
I am able to identify big ideas, essential questions, knowledge and skills for each curricular outcome. / ☐ / ☐ / ☐ / ☐ /
I make students aware of curriculum outcomes, by posting Learning Targets. / ☐ / ☐ / ☐ / ☐ /
I am comfortable using the Understanding by Design (UbD) framework. / ☐ / ☐ / ☐ / ☐ /
Evidence of Practice to Support My Rating
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Professional Growth Opportunities
(List the indicators that you may be interested in developing in following years)
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B.Creation of a Supportive Learning Environment

With the diverse needs of students in today’s classrooms, it is important to create a supportive learning environment in which all students feel comfortable and are willing to take risks in their learning. A supportive learning environment occurs when:

Indicators / Self-Assessment
1 / 2 / 3 / 4
I recognize diversity by celebrating and welcoming it within a caring classroom environment. / ☐ / ☐ / ☐ / ☐ /
I seek to discover the interests, learning styles, and readiness levels of all the students within my classroom. / ☐ / ☐ / ☐ / ☐ /
I take into account individual student needs and learning preferences when planning instruction. / ☐ / ☐ / ☐ / ☐ /
I have a clean, focused teaching wall. / ☐ / ☐ / ☐ / ☐ /
I create an uncluttered classroom environment that has minimal distractions. / ☐ / ☐ / ☐ / ☐ /
I provide accommodations to students so they can access the curriculum (fidgets, alternate seating, movement breaks, etc.). / ☐ / ☐ / ☐ / ☐ /
I implement school-based interventions and collect data as outlined by RTI teams. / ☐ / ☐ / ☐ / ☐ /
I take an active role in IIP planning and implementation when necessary. / ☐ / ☐ / ☐ / ☐ /
I am aware of goals and assist with interventions set by support services personnel (Educational Psychologists, School Counselors, Speech and Language Pathologists, Occupational Therapists, etc.). / ☐ / ☐ / ☐ / ☐ /
I recognize the important role that culture, and worldviews play in a student’s mastery of curriculum outcomes. / ☐ / ☐ / ☐ / ☐ /
I meet students where they are at and build on their background knowledge and experiences. / ☐ / ☐ / ☐ / ☐ /
I maintain open communication with parents and caregivers. / ☐ / ☐ / ☐ / ☐ /
I post a daily class schedule to outline the day/class and any schedule changes. / ☐ / ☐ / ☐ / ☐ /
I involve students in the development of rules and expectations. / ☐ / ☐ / ☐ / ☐ /
I explicitly teach, model, and reinforce classroom routines and expectations. / ☐ / ☐ / ☐ / ☐ /
I implement consistent and appropriate corrective actions in a calm, neutral tone when misbehavior occurs. / ☐ / ☐ / ☐ / ☐ /
I foster an atmosphere of mutual respect among and between students and teachers. / ☐ / ☐ / ☐ / ☐ /
Evidence of Practice to Support My Rating
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Professional Growth Opportunities
(List the indicators that you may be interested in developing in following years)
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C. Use of Response Teaching Strategies for Instruction

Teachers need to use responsive teaching strategies in their instruction. These strategies take into account student readiness levels and are planned around the continual assessment of student need. Responsive Teaching Strategies are employed when:

Indicators / Self-Assessment
1 / 2 / 3 / 4
I plan instruction that is engaging to students and requires their active participation. / ☐ / ☐ / ☐ / ☐ /
I activate the prior knowledge of students before beginning instruction. / ☐ / ☐ / ☐ / ☐ /
I provide different pathways for students to acquire new learning. / ☐ / ☐ / ☐ / ☐ /
I ensure there is a balance between teacher choice and student choice during instruction. / ☐ / ☐ / ☐ / ☐ /
I incorporate flexible groupings based on students’ interest, readiness levels, and learning preferences throughout the day and/or throughout a unit of study. / ☐ / ☐ / ☐ / ☐ /
I encourage students to practice learning in a “social” context with a partner or small group. / ☐ / ☐ / ☐ / ☐ /
I provide anchor activities that target curriculum outcomes and student needs. / ☐ / ☐ / ☐ / ☐ /
I tier instruction on a regular basis to meet the readiness levels of all students in a classroom. / ☐ / ☐ / ☐ / ☐ /
I use inquiry as a regular part of instruction. / ☐ / ☐ / ☐ / ☐ /
I ask higher-level thinking questions to get students to think critically and creatively. / ☐ / ☐ / ☐ / ☐ /
I scaffold instruction to create an environment of success. / ☐ / ☐ / ☐ / ☐ /
I integrate technology as a means to enhance my instruction. / ☐ / ☐ / ☐ / ☐ /
Evidence of Practice to Support My Rating
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Professional Growth Opportunities
(List the indicators that you may be interested in developing in following years)
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D. Assessment of Student Learning

The ongoing assessment of student learning plays a key role in a responsive teaching classroom. Teachers need to be continually aware of what their students need to move forward with their learning. To demonstrate the important role that assessment plays in instruction:

Indicators / Self-Assessment
1 / 2 / 3 / 4
I continually assess student learning using pre-assessment and formative assessment measures. / ☐ / ☐ / ☐ / ☐ /
I show evidence that assessment information is being used to plan and guide instruction. / ☐ / ☐ / ☐ / ☐ /
I use assessment data to determine the readiness levels of students. / ☐ / ☐ / ☐ / ☐ /
I provide descriptive feedback to students on assessment measures. / ☐ / ☐ / ☐ / ☐ /
I offer students a choice in how they demonstrate their learning. / ☐ / ☐ / ☐ / ☐ /
I design assessment tasks that cover the depth and breadth of curriculum outcomes. / ☐ / ☐ / ☐ / ☐ /
I triangulate data when assessing student learning of outcomes. / ☐ / ☐ / ☐ / ☐ /
I collect evidence of student learning throughout instruction to support findings of assessment measures. / ☐ / ☐ / ☐ / ☐ /
I involve students in the assessment process through co-constructing criteria, self-assessment, peer assessment, goal-setting, and collecting evidence of learning. / ☐ / ☐ / ☐ / ☐ /
I have summative/performance tasks identified in UbD plans. / ☐ / ☐ / ☐ / ☐ /
Evidence of Practice to Support your Rating
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Professional Growth Opportunities
(List the indicators that you may be interested in developing in future years)
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E. Growth Mindset

Teachers need to have a growth mindset when dealing with students in today’s classrooms. A belief that all students can learn and that talents and skills can be developed is essential for student success. A growth mindset is demonstrated when:

Indicators / Self-Assessment
1 / 2 / 3 / 4
I believe that all the students have the potential to be leaders of tomorrow. / ☐ / ☐ / ☐ / ☐ /
I never give up on a student. / ☐ / ☐ / ☐ / ☐ /
I recognize and foster each student’s sense of self-worth and dignity. / ☐ / ☐ / ☐ / ☐ /
I take responsibility for the education of all the students in their classrooms. / ☐ / ☐ / ☐ / ☐ /
I recognize and encourage the potential of each student. / ☐ / ☐ / ☐ / ☐ /
I celebrate student success. / ☐ / ☐ / ☐ / ☐ /
Self-Reflection regarding the Indicators of a Growth Mindset
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F. Interpersonal Relations and Communication Skills

Interpersonal and communication skills are an important part of being a professional and working with others on an educational team. I demonstrate these competencies when:

Indicators / Self-Assessment
1 / 2 / 3 / 4
I engage in a team effort to maintain a healthy, culturally-responsive environment. / ☐ / ☐ / ☐ / ☐ /
I foster positive relationships with students, parents, and staff. / ☐ / ☐ / ☐ / ☐ /
I convey empathy for others. / ☐ / ☐ / ☐ / ☐ /
I demonstrate a willingness to take part in school-related activities. / ☐ / ☐ / ☐ / ☐ /
I take an active, positive role in promoting school and division-based initiatives. / ☐ / ☐ / ☐ / ☐ /
I communicate effectively with students, parents, staff, and community members. / ☐ / ☐ / ☐ / ☐ /
I collaborate with others to solve problems. / ☐ / ☐ / ☐ / ☐ /
Self-Reflection regarding the Indicators of Interpersonal Relationships and Communication Skills
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1. Professionalism (Qualities, Attitudes, And Responsibilities)

Teachers need to exhibit professionalism when dealing with students, parents, staff, and other community members. Professionalism is demonstrated when:

Demonstrate a Strong Commitment to Professional Growth

Indicators / Self-Assessment
1 / 2 / 3 / 4
I contribute to the development of the profession through leadership and mentorship opportunities / ☐ / ☐ / ☐ / ☐ /
I assess own teaching abilities and look for ways to improve. / ☐ / ☐ / ☐ / ☐ /
I continually seek professional development to remain current with research and best practices (such as attend workshops, read professional literature, take on-line courses and webinars) / ☐ / ☐ / ☐ / ☐ /
I implement research-based best practices into instruction. / ☐ / ☐ / ☐ / ☐ /
I discuss and share ideas with colleagues. / ☐ / ☐ / ☐ / ☐ /
I demonstrate a growth mindset towards students and colleagues. / ☐ / ☐ / ☐ / ☐ /

Demonstrate Professional Attitudes and Beliefs

Indicators / Self-Assessment
1 / 2 / 3 / 4
I commit to helping all students in their classroom succeed. / ☐ / ☐ / ☐ / ☐ /
I am flexible and adjust to changes. / ☐ / ☐ / ☐ / ☐ /
I respond constructively to feedback and challenges. / ☐ / ☐ / ☐ / ☐ /
I demonstrate enthusiasm for my chosen profession both in school and out. / ☐ / ☐ / ☐ / ☐ /
I dress professionally in accordance with the GSSD Administrative Procedure. / ☐ / ☐ / ☐ / ☐ /

Accept Professional Responsibilities

Indicators / Self-Assessment
1 / 2 / 3 / 4
I am an accountable citizen within my school and community. / ☐ / ☐ / ☐ / ☐ /
I support the mission statements and philosophies of my school and school division. / ☐ / ☐ / ☐ / ☐ /
I adhere to the policies provided by the school division. / ☐ / ☐ / ☐ / ☐ /
I work as part of a team for the betterment of all students and staff. / ☐ / ☐ / ☐ / ☐ /
I handle confidential material in a discreet manner. / ☐ / ☐ / ☐ / ☐ /
I meet assigned tasks and deadlines (such as report cards, cumulative folders, and attendance reports). / ☐ / ☐ / ☐ / ☐ /
I adhere to the STF Code of Ethics. / ☐ / ☐ / ☐ / ☐ /
Self-Reflection regarding the Indicators of Professionalism
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