PROFESSIONAL GROWTH STANDARDS RUBRIC

(Note: the standards and descriptors are not meant as an exhaustive list; they are included solely to provide guidance around behaviours and expectations relating to each standard)

DOMAIN I: Planning and Preparation

STANDARD 1: Demonstrates knowledge of subject, content, grade level, and best practices in instruction.
Observable in classroom visit
Approaching / Proficient / Distinguished
  • Uses AISB curriculum, but at times teaches incorrect information or does not explain correct information clearly.
  • Seldom is clear about what students are to learn and why.
  • While planning makes limited cross-curricular connections.
  • Periodically checks for student understanding.
  • Seldomdemonstrates and shares curriculum knowledge with colleagues.
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  • Displays relevant knowledge of subject, grade level, and content knowledge.
  • Makes daily objectives clear and communicates to students: what they should know and be able to do.
  • While planning often makes some cross-curricular connections.
  • Consistently checks for student understanding.
  • Often demonstrates and shares curriculum knowledge with colleagues.
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  • Gives evidence of ongoing pursuit of content knowledge to extend and deepen students’ knowledge of AISB curriculum and skills.
  • Frequently helps students set their own learning objectives while also making daily objectives clear and communicates to students: what they should know and be able to do.
  • While planning makes frequent connections within and across curricula.
  • Frequently focuses on and checks for student understanding.
  • Frequently demonstrates and shares curriculum knowledge with colleagues.

STANDARD 2: Demonstrates effective planning and organization to actively engage students in learning, using AISB mission, curriculum, skills, processes, and unit plans as a framework for lesson planning.
Not Observable in classroom visit
Approaching / Proficient / Distinguished
  • Does not demonstrate regular planning based on AISB mission, curriculum, along with appropriate content, content skills, and unit plans.
  • Plans learning activities that are occasionally inappropriate for students and do not meet instructional goals.
  • Does not sufficiently support student learning and developmental needs by the progression of instruction within and between lessons and/or grade levels.
  • At times fails to take into adequate account the English language needs of students.
  • Does not use student assessment results consistently for planning.
  • When planning, uses some of the available resources.
  • Planning and content taught seldom address multi-cultural perspective.
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  • Plans learning activities that support the AISB curriculum.
  • Plans in a way that helps students understand the relationship between what is taught and AISB mission and curriculum; helps students make connections across subjects and grade levels.
  • Plans for and makes appropriate and coherent connections between abilities and developmental needs of students and curriculum; provides appropriate progression within and between lessons and activities.
  • Plans instruction consistent with English language needs of students.
  • Uses assessment results to guide instructional planning.
  • Is aware of and plans for the use of a variety of school resource material.
  • Integrates open-minded multi-cultural perspective into units of study.
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  • Plans for and implements lesson plans that are highly relevant to students; helps students understand learning goals in the context of AISB curriculum.
  • In planning allows for a variety of instructional grouping, student choice, and different learning pathways according to student ability, developmental needs, and English proficiency.
  • Plans for the use of multi-faceted approaches to learning and problem-solving based on student abilities to meet students’ developmental needs.
  • Individualizes learning based on student English language needs.
  • Consistently uses wide variety of student assessment data in planning
  • Frequently seeks out resources to supplement AISB curriculum.
  • Demonstrates planning that consistently allow for flexible adjustment to differentiate instruction and better meet student needs.

Domain Comment:

DOMAIN II: INSTRUCTION

STANDARD 3: Communicates effectively with students, and encourages use of English throughout the day.
Observable in classroom visit
Approaching / Proficient / Distinguished
  • Has reasonable but occasionally inconsistent expectations for students.
  • Seldom gives clear directions, orally or in writing.
  • At times makes grammar and syntax errors in class and when preparing handouts/parent communications.
  • Seldom asks questions at higher levels of Bloom’s taxonomy.
  • Seldom promotes literacy learning across curricula.
  • Seldom provides sufficient time for student speaking, listening, reading, and writing.
  • Seldom communicates IB and/or AISB learning expectations.
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  • Has high expectations for individual student achievement.
  • Often gives clear directions to students that provide an appropriate level of detail.
  • Uses vocabulary appropriate to students’ age and when preparing handouts/parent communications.
  • Often asks questions at higher levels of Bloom’s taxonomy.
  • Often promotes literacy learning across curricula.
  • Often provides opportunities for student speaking, listening, reading, and writing.
  • Often communicates IB and/or AISB learning expectations.
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  • Communicates high expectations to each student.
  • Gives directions that clearly anticipate possible student questions/confusions.
  • Uses oral and written language in an appropriate way that develops and extends student’s learning.
  • Frequently asks questions at higher levels of Bloom’s taxonomy.
  • Frequently promotes and displays literacy learning across curricula.
  • Frequently individualizes opportunities for student speaking, listening, reading, and writing.
  • Frequently communicates IB and/or AISB learning expectations, accommodating as necessary to meet students’ needs.

STANDARD 4: Provides timely evaluative feedback on student performance.
Not Observable in classroom visit
Approaching / Proficient / Distinguished
  • Seldom uses assessments that are tied to AISB curriculum.
  • Seldom provides timely feedback on student learning to students and parents.
  • Uses formative and summative student assessment, but seldom uses data to modify instruction.
  • Seldom uses assessment instruments to track student progress, and give students specific feedback on progress.
  • When requested, communicates with parents, providing feedback and responses to student and parent concerns.
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  • Often uses assessments/rubrics that are correlated to AISB curriculum.
  • Often provides timely feedback on student learning to both students and parents.
  • Uses formative and summative student assessment, and often uses data to modify instruction.
  • Often uses assessment instruments to track student progress, and give students specific feedback on progress.
  • Often communicates with parents, providing positive feedback and responses to student and parent concerns.
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  • Frequently develops assessments/rubrics that are correlated to AISB curriculum and are shared with colleagues.
  • Frequently provides timely feedback, both oral and written, and helps students use that feedback to improve their learning.
  • Uses formative and summative student assessment, and frequently uses data to modify instruction and track student progress.
  • Frequently uses assessment instruments to track student progress, and give students specific feedback on progress as well as helping them assess and track their own progress.
  • Frequently and proactively communicates with parents, providing positive feedback and anticipating issues before they occur.

STANDARD 5: Motivates and engages student in meaningful learning and growth.
Observable in classroom visit
Approaching / Proficient / Distinguished
  • Demonstrates a limited-range of effective teaching strategies.
  • Seldom engages all students in a wide variety of activities: inquiry, individual work, group work, and collaborative problem-solving.
  • Seldom varies teaching style to accommodate students’ individual learning styles.
  • Seldom chooses content, materials, primary and secondary resources, and assessment techniques that are appropriate and linked with student knowledge and experience.
  • Does not consistently make learning relevant to students.
  • Seldom provides motivation and opportunity for students to engage enthusiastically in projects or activities for learning.
  • Seldom helps students become self-directed learners, setting their own goals for improvement.
  • Seldom differentiates instruction based on students’ needs and abilities.
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  • Demonstrates ability to use a variety of teaching strategies effectively.
  • Often engages all students in a wide variety of activities: inquiry, individual work, group work, and collaborative problem-solving.
  • Often varies teaching style to accommodate students’ individual learning styles.
  • Often chooses content, materials, primary and secondary resources, and assessment techniques that are appropriate and linked with student knowledge and experience.
  • Often makes learning relevant to students.
  • Often provides motivation and opportunity for students to engage enthusiastically in projects or activities for learning.
  • Often helps students become self-directed learners, setting their own goals for improvement.
  • Often differentiates instruction based on students’ needs and abilities.
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  • Uses a wide repertoire of appropriate teaching strategies depending on teaching objectives and students’ needs.
  • Frequently engages all students in a wide variety of activities: inquiry, individual work, group work, and collaborative problem-solving.
  • Frequently varies teaching style to accommodate students’ individual learning styles.
  • Frequently chooses content, materials, primary and secondary resources, and assessment techniques that are appropriate and linked with student knowledge and experience.
  • Frequently makes learning relevant to students.
  • Frequently provides motivation and opportunity for students to engage enthusiastically in projects or activities for learning.
  • Frequently helps students become self-directed learners, setting their own goals for improvement.
  • Frequently differentiates instruction based on students’ needs and abilities.

STANDARD 6: Demonstrates proficiency with technology and uses technology to enhance student learning.
Observable in classroom visit
Approaching / Proficient / Distinguished
  • Seldom utilizes technology in ways that exceed expectations, rarely using additional software/components nor demonstrating a great degree of depth, detail and knowledge.
  • Seldom meets the requirements for storing/tracking information digitally (e.g., Atlas, Moodle, Veracross).
  • Struggles to improve technology skills of himself/herself and students.
  • Seldom integrates technology in all aspects of student learning.
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  • Often utilizes technology in ways that exceed expectations, often using additional software/components and demonstrates a degree of depth, detail and knowledge as well as sharing knowledge with peers.
  • Meets the requirements for storing/tracking information digitally (e.g., Atlas, Moodle, Veracross).
  • Often takes opportunities to improve himself/herself and student technology skills.
  • Often integrates technology in all aspects of student learning.
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  • Frequently utilizes technology in ways that exceed expectations, regularly using additional software/components and demonstrates a great degree of depth, detail and knowledge as well as sharing knowledge with peers.
  • Always meets the requirements for storing/tracking information digitally (e.g., Atlas, Moodle, Veracross).
  • Frequently takes opportunities to improve himself/herself and student technology skills.
  • Seamlessly integrates technology in all aspects of student learning.

Domain Comment:

DOMAIN III: LEARNING ENVIRONMENT

STANDARD 7: Demonstrates sensitivity to teacher-student relations.
Observable in classroom
Approaching / Proficient / Distinguished
  • Occasionally relates inappropriately with students, not taking into consideration their developmental level and cultural background.
  • Not always accessible to meet with and get to know all students; not always available to provide students with additional help and attention.
  • Does not consistently address conflict between students.
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  • Interacts well with students taking into consideration their developmental level and cultural background.
  • Is accessible to meet with and get to know all students; is available to provide students with additional help and attention.
  • Addresses conflicts between students and bullying when it is reported.
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  • Strives to get to know each student as an individual; Interacts extremely well with students taking into consideration their developmental level and cultural background.
  • Is highly accessible to meet with and get to know all students; is available to provide students with additional help and attention; proactively helps students overcome difficult barriers and/or problems.
  • Uses proactive strategies to maintain a positive socio-emotional climate in classroom that helps students handle conflict and bullying.

STANDARD 8: Provides an emotionally and physically safe learning environment
Observable in classroom visit
Approaching / Proficient / Distinguished
  • Does not consistently maintain a safe learning environment for students.
  • Seldom holds students responsible for inappropriate or unsafe behaviours.
  • Provides minimal instruction of safety and procedures to students and lacks an understanding about its importance.
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  • Maintains a physically and emotionally safe learning environment for students.
  • Addresses and holds students responsible for inappropriate or unsafe behaviours.
  • Promotes safety awareness and knowledge of relevant safety procedures.
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  • Creates a classroom environment where students offer peer, social, and emotional support.
  • Addresses and holds students responsible for inappropriate or unsafe behaviours; anticipates problematic situations and intervenes before student safety is compromised.
  • Promotes safety awareness and knowledge of relevant safety procedures; advocates for improvements in school emotional climate.

Domain Comment:

DOMAIN IV: PROFESSIONAL AND LEARNING COMMUNITY RESPONSIBILITIES

STANDARD 9: Demonstrates effective interpersonal and collaborative relationships with colleagues.
Not Observable in classroom visit
Approaching / Proficient / Distinguished
  • Seldom maintains collaborative and cooperative relationships with colleagues.
  • Seldom participates in and supports team or departmental decision-making and team building activities.
  • Seldom exerts a positive influence on team or school.
  • Seldom works to build cross-cultural sensitivity and understanding.
  • Seldom plans units collaboratively.
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  • Maintains collaborative and cooperative relationships with colleagues.
  • Participates in and supports team or departmental decision-making and team building activities.
  • Exerts a positive influence on team or school.
  • Demonstrates cross-cultural sensitivity and understanding.
  • Completes the required UbD(Understanding by Design) units, following AISB’ s collaborative expectations; engages in teacher conversations to improve teaching and learning.
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  • Frequently maintains collaborative and cooperative relationships with colleagues;consistently shares time, new ideas, methods, and resources with colleagues.
  • Takes a leadership role in team or departmental decision-making and team building activities.
  • Frequently exerts a positive influence on team or school; is well-respected and mentors colleagues.
  • Proactively demonstrates cross-cultural sensitivity and understanding.
  • Frequently seeks out and leads collaborative relationships within subject areas and grade levels across the school.

STANDARD 10: Supports AISB values, policies and regulations, participating willingly in student activities beyond the classroom.
Not Observable in classroom visit
Approaching / Proficient / Distinguished
  • Demonstrates minimal knowledge and understanding of AISB policies and procedures.
  • At times may interact with students in an unprofessional manner.
  • Does not always uphold and model AISB values of honesty, respect, responsibility, and kindness toward all constituencies of the school community.
  • Does not consistently hold students responsible for living AISB values.
  • At times, may lack sensitivity, tolerance, and respect for diverse value systems.
  • At times may use inappropriate means of resolving workplace concerns and problems.
  • Occasionally gets involved in school events, student activities, and/or school initiatives.
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  • Knows and understands AISB policies and procedures.
  • Demonstrates all aspects of professionalism as defined in the AISB Policy Handbook.
  • Upholds and models AISB values of honesty, respect, responsibility, and kindness toward all constituencies of the school community.
  • Consistently holds students responsible for demonstrating AISB values.
  • Demonstrates sensitivity, tolerance, and respect for diverse value systems.
  • Uses appropriate means of resolving workplace concerns and problems.
  • Participates in school events, student activities and/or school or community improvements beyond the classroom.
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  • Knows and understands AISB policies and procedures;contributes to on-going review and improvement of AISB policies and procedures.
  • Demonstrates all aspects of professionalism as defined in the AISB Policy Handbook; contributes to review, improvement and implementation.
  • Upholds and models AISB values of honesty, respect, responsibility, and kindness toward all constituencies of the school community; is recognized as a leader in this area of school life.
  • Consistently holds students responsible for demonstrating and adhering to AISB values.
  • Encourages students to model AISB values by contributing to the broader community.
  • Uses appropriate means of resolving workplace concerns;actively involved in seeking lasting solutions within broader community.
  • Actively volunteers and participates in a variety of school events, student activities, and school improvement activities; demonstrates involvement in student and community life beyond the classroom.

STANDARD 11: Shows evidence of continuous learning, self-reflection, and staff development, along with ongoing contributions to AISB, for both personal growth and school improvement.
Not Observable in classroom visit
Approaching / Proficient / Distinguished
  • Seldom seeks out activities for professional development to enhance content knowledge and teaching practices that support AISB initiatives.
  • Needs support to keep curriculum and teaching practices current.
  • At times does not willingly support colleagues through teaming and peer observation.
  • Makes a minimal contribution to school-wide improvement initiatives.
  • Sets SMART annual goals but does not consistently maintain documentation of personal improvement.
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  • Often seeks out activities for professional development to enhance content knowledge and teaching practices that support AISB initiatives.
  • Seeks to keep the school’s curriculum and teaching practices current.
  • Willing to support colleagues through teaming and peer observation.
  • Contributes to school-wide improvement initiatives.
  • Sets SMART annual goals and demonstrates progress toward achieving them.
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  • Frequently seeks out activities for professional development to enhance content knowledge and teaching practices that support AISB initiatives; leads in sharing professional development opportunities with colleagues.
  • Seeks to keep the school’s curriculum and teaching practices current; proactively seeks out professional activities that support school initiatives.
  • Willing to support colleagues through teaming and peer observation; is well-respected and sought out by colleagues for professional advice and assistance.
  • Contributes to and is a leader in school-wide improvement initiatives.
  • Sets SMART annual goals and demonstrates progress and achieve them in such a way as to have a demonstrable impact on both personal professional growth and school improvement.

Domain Comment: