Fillable Elevate NM Offline Teacher BOY Self-Reflection (New Mexico Department of Workforce Solutions)

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Elevate NM Offline Teacher BOY Self-Reflection (New Mexico Department of Workforce Solutions)

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Elevate NM
“Offline” Teacher BOY Self-Reflection
1
Name License #
School Date
Element 1-A. Demonstrating Knowledge of Content
The teacher knows the subject matter well, has a good grasp of child development and how
students learn. The teacher designs effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measurable outcomes for “all students.”
Not
Demonstrating
Developing
Applying
Innovating
● Demonstrates little
knowledge of the
subject matter and
/or its pedagogy.
● Rarely engages
students in learning
experiences focused
on complex
knowledge or
subject-specific skills
and vocabulary.
● Minimal or no
alignment to NM
adopted standards.
● IEP goals for present
levels of
performance are not
addressed in the unit
and lesson
development.
● Demonstrates little or
no knowledge of
developmental levels
of students in the
grade, subject, or
differences in how
students learn.
(Develops one
learning experience
for all students and
does not enable
most students to
meet the intended
outcomes.)
● Demonstrates factual
knowledge of subject
matter and the
pedagogy it requires by
sometimes engaging
students in learning
experiences that
enable them to acquire
complex knowledge
and subject-specific
skills and vocabulary.
● Develops lessons/units
that are partially
aligned to NM adopted
standards and/or
minimal focus on IEP
goals for present levels
of performance.
● Implements
lessons/units of
instruction with some
elements of appropriate
student engagement
strategies.
● Students’ outcomes are
poorly defined and
tasks are not
challenging;
● Minimal evidence of
differentiated
instruction or
scaffolding of
instruction.
● Demonstrates sound
knowledge and understanding
of the content area and
academic language demands
at a grade-appropriate level,
and consistently engages
students in the learning
experiences that enable them
to acquire complex
knowledge, skills, and
vocabulary.
● Demonstrates knowledge of
the developmental levels of
students in this grade or
subject by providing
differentiated learning
experiences that enable all
students to exercise self-
management, make
responsible decisions, and
make significant progress
toward intended learning
outcomes.
● Lessons/units are directly
aligned to all NM adopted
standards and/or IEP goals for
present levels of performance.
● Lesson/units developed
contain evidence of
collaboration between general
and special education
teachers to ensure
understanding and inclusion of
IEP goals, modifications, and
accommodations related to
self-advocacy skills.
● Demonstrates extensive
knowledge of the content
area(s) to be taught, including
academic language demands,
and correlates the IEP
objectives with lesson
plans/unit, when applicable.
● Adapts as needed and
implements standard-based
units comprising well-structured
lessons with challenging tasks
and measurable outcomes with
appropriate student
engagement strategies, pacing,
resources, grouping, and
purposeful questions and
strategic use of technology and
digital media.
● Students are able to learn and
apply authentic context to the
knowledge and skills defined in
the state standards. It contains
evidence-based specialized
instruction according to the IEP,
when applicable.
● Creates opportunities for
students to contribute to the
lesson design and content;
includes opportunities for
modifications in the IEP or
language proficiency levels to
be implemented across content
areas, when applicable.
Score and Rationale:
(Teacher types here)
2
Element 1-B. Demonstrating Knowledge of Students
The teacher has a good grasp of child development and how students learn. The teacher
designs effective and rigorous standards-based units of instruction consisting of well-structured
lessons with measurable outcomes for “all students.”
Not
Demonstrating
Developing
Innovating
● Demonstrates little or no
knowledge of students’
backgrounds, cultures,
skills, academic language
development, interests,
and/or special needs,
including present levels of
performance for
applicable content areas
and behavioral issues.
● Lacks evidence of using
student achievement data
to design activities for
differentiated instruction.
● Limited knowledge of
students’ learning styles
and does not integrate
varied approaches to
learning.
● Very limited knowledge of
how to design activities
that support student
understanding,
performance and growth.
● Demonstrates limited
knowledge of students’
backgrounds, cultures,
skills, academic language
development, interests,
and special needs,
including present levels of
performance for
applicable content areas
and behavioral issues.
● Inconsistently uses
evidence of student
achievement data to the
design activities.
● Does not consistently
differentiate instruction;
limited in their knowledge of
student learning styles
varying approaches to
student learning.
● Some knowledge of how
to design activities that
support student
understanding,
performance and growth.
of students’ backgrounds,
cultures, skills, academic
language development,
interests, and special
needs, including present
levels of performance for
applicable content areas
and behavioral issues as
well as accommodations
and modification for
individual students, as
applicable.
● Incorporates culturally
responsive strategies into
instructional planning and
practice.
● Integrates high-quality
instructional materials to
enhance student learning.
● Provides moderate
evidence of using student
achievement data to
differentiate instruction
including—when
supporting ELs—the use
of ACCESS scores for EL
students to differentiate
instruction according to
English language
proficiency levels.
● Develops lessons using a
variety of strategies to
incorporate student
background knowledge
and culture as well as
learning styles.
● Demonstrates extensive
knowledge and
responsiveness to
students’ backgrounds,
cultures, skills, academic
language development,
interests, special needs—
including present levels of
performance for
applicable content areas
and behavioral issues as
well as accommodations
and modification for
individual students.
● Includes students in the
planning of culturally
sustaining strategies and
incorporates those into
instructional practice.
● Provides strong evidence
of using student
achievement data to
differentiate instruction,
including the use of
ACCESS scores to
support and monitor the
progress of ELs and to
differentiate their
instruction according to
English language
proficiency levels.
● Uses a wide repertoire of
strategies to integrate a
variety of learning styles
and lessons and activities.
Score and Rationale:
(Teacher types here)
3
Element 1-C. Setting Instructional Outcomes and Designing Student Assessment
The teacher analyzes data from assessments, draws conclusions, and shares them
appropriately.
Not
Demonstrating
Developing
Applying
Innovating
● Learning outcomes
are not
communicated to
students or
communicated with
low expectations, not
grade-level
appropriate, and/or
not clearly written.
● Administers only the
assessments
required by the
school and does not
utilize a variety of
assessment
methods.
● Does not
communicate with
students as to how
they will be
assessed.
● Makes few
adjustments to
practice based on
formal and informal
assessments.
● May administer some
informal and /or formal
assessments to
measure student
learning but rarely
measures student
progress toward
achieving NM state
standards.
● Learning outcomes are
statted but not
measurable.
● Provides some
direction to students as
to how they will be
assessed but does not
check for
understanding
throughout the lesson.
● Assessments may not
be suitable for all
students, somewhat
grade-level appropriate,
and/or do not reflect
more than one type of
learning but lack
coordination and
integration.
● Uses formative assessments that
explicitly support instructional
outcomes in both content and
language.
● Learning outcomes are explicitly
stated as measurable and observable
and reflect high expectations.
● Checks for understanding throughout
the lesson.
● Establishes instructional processes
and assessments that address the
varying abilities of all learners.
● Assessments address the language
demands of the content by including
differentiated language demands
based on individuals students’
academic language proficiency levels.
● Assessments contain modifications
and are aligned to IEP goals, as
required to ensure all students can
complete the instructional outcomes.
● Consistently and explicitly informs
students of the content and language
objectives for the lesson.
● Includes a variety of assessments,
both formative and summative, in the
four language domains (Reading,
Writing, Speaking, Listening).
● Include differentiated language
demands based on individual
student’s academic language
proficiency levels.
● Reflects high expectations
that are clearly stated.
● Designs and administers a
comprehensive system of
informal and formal
assessments, including
common interim
assessments and ongoing
progress monitoring
methods, to measure each
student’s learning,
growth,critical thinking, and
progress toward achieving
state standards.
● Assessments contain
modifications, as required
to ensure students can
complete the instructional
outcomes and address IEP
goals.
● Involves students in the
process of developing
learning goals, based on
NM adopted standards.
● Provides opportunities for
students to demonstrate
and/or record where they
are in their own learning.
Shares clearly aligned
rubrics with students and
supports students to
monitor their academic and
linguistic growth.
Score and Rationale:
(Teacher types here)
4
Element 1-D. Demonstrating Knowledge of Resources
Teacher utilizes skills and content learned from professional development opportunities
and ensures “all students” have access to resources to support their learning.
Not
Demonstrating
Developing
Applying
Innovating
• Little to no evidence of
resources being utilized
to enhance the
teacher’s own content
knowledge, to use in
teaching, or to use with
students who
demonstrate need.
● Minimal use of existing
resources—including
support materials,
textbooks, and
supplementary
materials—to enhance
content knowledge for
teaching and to
differentiate instruction for
all students.
● Minimal use of resources
and supplementary
materials—which may
include those available
through the school,
district, community, and/or
on the internet—in the
language(s) of the
students, when
appropriate.
● Minimal use of information
and strategies obtained
through professional
development to address
students’ individual
learning needs, styles,
rates, and level of
learning—including
academic English
language proficiency.
● Uses existing resources—
including support
materials, textbooks, and
supplementary
materials—to enhance
content knowledge for
teaching and to
differentiate instruction for
all students.
● Uses resources and
supplementary
materials—which may
include those available
through the school,
district, community, and/or
on the internet—in the
language(s) of the
students, when
appropriate.
● Uses information and
strategies obtained
through professional
development to address
students’ individual
learning needs, styles,
rates, and level of
learning—including
academic English
language proficiency.
● Seeks out and uses
resources available
beyond the school and
district—including those
from professional
organizations, the internet,
and/or within the
community—to enhance
content knowledge and to
use in teaching all
students and especially
those who demonstrate
need.
● Strategically implements
information and strategies
obtained through
professional development
to address individual
learning styles, rates, and
levels of learning including
students with disabilities,
students’ cultural
backgrounds, and/or
English language
proficiency.
● Creates lessons that
reduce barriers, optimize
levels of challenge and
support, meet the needs
of all learners, and
increase access to the
grade-level curriculum.
Score and Rationale:
(Teacher types here)
5
Element 1-E. Designing Coherent Instruction
The teacher develops meaningful sequenced lessons and activities that are also differentiated
to support the learning of “all students.”
Not
Demonstrating
Developing
Applying
● Learning activities are
not suitable and/or are
not research-based.
● Lessons lack a variety of
learning strategies and
do not provide individual
student supports.
● Time allocations for
learning activities are
unrealistic and/or not
grade-level appropriate.
● Learning activities are
minimally suitable and/or
are minimally research-
based.
● Some variety of learning
strategies and minimal
individual student
support.
● Time allocations for
learning activities that
are relatively reasonable
and/or somewhat grade-
level appropriate.
● Learning activities are
suitable and/or are
research-based.
● A variety of learning
strategies and individual
student supports.
● Time allocations for
learning activities that
are reasonable and/or
grade-level appropriate.
● Learning activities are
differentiated by
scaffolding content and
academic language for
all learners.
● Learning activities
create explicit
connections between
previous learning and
new concepts and
develop skills for all
learners.
● Opportunities for all
students to participate in
flexible grouping.
● Challenging research-
based learning tasks that
are structured to
progressively develop
students’ cognitive
abilities and academic
language.
● Explicit use of students’
backgrounds to teach
relationships among
topics, concepts, and
language.
include flexible grouping
and differentiated
instruction, based on
student level and IEP
goals, as applicable.
● Questions to reinforce
and extend student
learning and engagement
to include real-world and
application-based
experiences, while
including purposeful
scaffolding of questions
based on students’ level
of academic language.
● Learning activities that,
when possible,
incorporate students’ use
of their first and second
languages to make
connections to real-world
applications and include
learning activities that
progress coherently, are
research-based, and are
relevant to students and
the instructional/IEP
goals, as applicable.
● Opportunities to
incorporate student-
centered learning as an
instructional tool.
● Research-based
practices, including
sheltered and
differentiated
instructional strategies,
with a variety of specially
designed instructional
materials.
Score and Rationale:
(Teacher types here)
6
Element 2-A. Creating an Environment of Respect and Rapport
An essential skill of teaching is that of managing relationships with students and ensuring that
relationships among students are positive and supportive. Teachers create an environment of
respect and rapport in their classrooms by the ways they interact with students and by the
interactions they encourage and cultivate among students. An important aspect of respect and
rapport relates to how the teacher responds to students and how students are permitted to treat
one another.
Not
Demonstrating
Developing Applying Innovating
● Classroom interactions
between the teacher
and students, and
among students are
inappropriate and/or
insensitive to students’
diverse backgrounds,
languages, identities,
and culture.
● Minimal display of politeness
respect.
● Minimal support of
students in managing
disagreements.
● Minimal maintenance of
an environment in which
students’ diverse
backgrounds, languages,
identities, strengths, and
challenges are respected.
● Minimal display of respect
and value for the
languages and cultures of
the school’s diverse
community through
classroom artifacts and
interactions.
● Exhibits politeness and
respect.
● Supports students in
managing disagreements.
● Creates and maintains an
environment in which
students’ diverse
backgrounds, languages,
identities, strengths, and
challenges are respected.
● Displays respect and
value for the languages
and cultures of the
school’s diverse
community through
classroom artifacts and
interactions.
● Exhibits a high degree of
respect.
● Reflects warmth and
caring.
● Reflects a high degree of
sensitivity to students’
cultures that may include
purposeful teacher-student
or student-student dialogue
in multiple languages.
● Reflects a high degree of
sensitivity to students’
levels of development.
Score and Rationale:
(Teacher types here)
7
Element 2-B. Creating a Safe Learning Environment with Routines and Procedures
Creates and maintains a safe and collaborative learning environment that motivates all
students to take academic risks, challenge themselves, and claim ownership of their learning.
Access is provided to learning materials and resources.
Not
Demonstrating
Developing
Applying
● Learning environment is
unsafe or does not support
student learning.
● Uses inappropriate or
ineffective routines and
inefficient transitions.
● Uses inappropriate or
ineffective responses to
reinforce positive behavior
or respond to behaviors
that interfere with students’
learning.
● Students do not have
access to learning
resources and/or inefficient
use of supplies and
materials.
● Learning environment is
safe.
● Routines and responses
needed to prevent and/or
stop behaviors that interfere
with all students’ learning
are used inconsistently and
may not be
developmentally
appropriate.
● Partially effective routines
for the transitions are
utilized.
● Learning resources are
accessible to most
students.
● Uses routines, and
appropriate responses that
create and maintain a safe
physical and intellectual
environment where
students take academic
risks and most behaviors
that interfere with learning
are prevented.
● Ensures learning resources
are accessible to all
students.
● The physical arrangement
encourages teacher-
student and student-
student interaction in a
variety of settings and
student groupings.
● Learning goals, such as
content and language
objectives, are posted and
easily accessible during the
lesson for the teacher and
all students to reference.
● Visuals, graphics, anchor
charts, and technology are
readily accessible to
enhance learning
opportunities.
● Provides techniques to
enhance learning
opportunities, such as
preferential seating, study
carrels, quiet areas, etc.
● Uses routines, and
proactive responses that
create and maintain a safe
physical and intellectual
environment where
students take academic
risks and play an active
role—individually and
collectively—in preventing
behaviors that interfere with
learning. Models this
practice and shares thinking
with students.
● Learning resources are
accessible to use and adapt
to advance learning and
engage students at varying
levels of academic content
including English language
proficiency and supports for
students with disabilities.
● Students internalize daily
routines.
● Students taking the
initiative and contributing to
the seamless operation of
the classroom, well-
organized transitions, and
classroom procedures,
including those that pertain
to developmentally
appropriate cooperative
learning activities.
Score and Rationale:
(Teacher types here)
8
Element 2-C. Establishing a Culture for Learning
Uses instructional practices that reflect high expectations regarding content and quality of effort
and work; engage all students; and are personalized to accommodate diverse learning styles,
needs, interests, and levels of readiness.
Not
Demonstrating
Developing
Applying
Innovating
● Low expectations for
student achievement
and engagement.
● Uses limited and/or
inappropriate
practices to
accommodate
differences.
● Makes little effort to
teach relationship and
communication skills
or facilitate student
work in groups, or
such attempts are
ineffective.
● Directs all learning
experiences, providing
few, if any,
opportunities for
students to engage
with the content.
● Modest expectations for
student achievement.
● Students and teacher
only “going through the
motions.”
● Teaches some
relationship and
communication skills by
providing some
opportunities for students
to work in groups.
● Creates some learning
experiences that guide
students to identify
needs, ask for support,
problem-solve, and
challenge themselves to
take academic risks.
● Some student
commitment to the
subject and
demonstration of pride in
their efforts.
● High expectations for all students.
● Norms and participant structures
that are established with significant
interaction by, and among, all
peers, such as flexible student
groups, student presentations, and
structured student dialogue.
● Supports all students to hold
themselves to high standards of
performance through instruction,
including addressing foundational
skills, as per the IEP goals.
● Authentic and relevant use of
research-based strategies to
enhance the understanding of
content and increase student
engagement with the related
academic vocabulary.
● Student commitment to the subject
and demonstration of pride in their
efforts.
● Provides opportunities for students
to learn in groups with diverse
peers and facilitates meaningful
academic discourse by developing
individual student’s relationship
and communication skills.
● Often creates learning
experiences that guide students to
identify their strengths, interests,
and needs; problem-solve; ask for
support when appropriate; take
academic risks, and challenge
themselves to learn.
● The tone is inclusive of cultural
and linguistic differences.
● High levels of
enthusiasm for the
subject by teacher and
students is evidenced
by student
engagement.
● Students seek out
support and initiate
improvements to their
efforts (may vary
depending on the
student group
population, e.g., ID,
ED).
● Students being
encouraged to reflect
on their personal
learning and growth.
● Students regularly
seek out their peers as
resources.
● Routinely supports all
students to identify
strengths, interests,
and needs; set and
pursue learning and
language goals; ask for
support when
appropriate; take
academic risks;
problem-solve;
challenge themselves,
and monitor their own
progress.
● The tone is set by the
students and is
inclusive of cultural
and linguistic
differences.
Score and Rationale:
(Teacher types here)
9
Element 2-D. Managing Student Behavior
The teacher utilizes a skill-building approach that strengthens the foundation of social skills for
all students. Teaches behavioral expectations and acknowledges students for following them.
Not
Demonstrating
Developing Applying Innovating
● Lack of a plan for student
behavior or classroom
management.
● Little or no teacher
monitoring of student
behavior.
● Responses to student
misbehavior lack respect
for student cultural and/or
language differences.
● Lack of awareness, or no
implementation of the
student functional
behavioral assessment
(FBA) or behavior
intervention plan (BIP)
when applicable.
● Some evidence of a student
behavior management plan
but not consistently
implemented.
● Inconsistent response to
student behavior (positive or
negative).
● Unsuccessful
implementation of the
student’s FBA/BIP strategies,
when applicable.
● Evidence of a student
behavior management plan
with students’ knowledge of
their roles.
● An atmosphere conducive
to learning with a focus on
student self-discipline,
respect for the rights of
others, and cooperation.
● Communication and
modeling of said
expectations for all students.
● Responses to student
behavior are consistent,
respect student’s dignity,
sensitive to cultural and
linguistic differences, and
are in accordance with the
student’s FBA/BIP
strategies, when applicable.
● Allowing student
ownership and creating
opportunities for students
to lead the
implementation of the
student behavior
management plan.
● Evidence of students’
participation in setting
conduct standards and
monitoring their own
behavior.
● Responds with sensitivity
to the individual needs of
all students including
those with diverse
linguistic and cultural
backgrounds and
identities while ensuring
the FBA/BIP are being
followed, when applicable.
Score and Rationale:
(Teacher types here)
10
Element 3-A. Communicating with Students in a Manner that is Appropriate to their Culture,
Language, and Level of Development
The teacher uses systems that evoke responses from all students and are appropriate to students’
developmental, cognitive, and academic language proficiency. The teacher consistently engages
students in high levels of thinking within instruction and content.
Not
Demonstrating
Developing
Innovating
● The teacher does not
communicate in a manner
that allows all students to
access specific academic
and behavior expectations.
● The teacher does not
model or illustrate a growth
mindset for students.
● Lessons do not access
students’ prior knowledge
or build off of their
backgrounds.
● At no time during the
lesson does the teacher
convey to the student what
they will be learning.
● The teacher’s vocabulary is
inappropriate to the age
and/or culture of the
students.
● Students indicate through
their questions that they
are confused about the
learning tasks.
● Occasionally
communicates expectations
for student work, effort, and
behavior in the classroom,
but inconsistently enforces
the expectations or does
little to counteract student
misconceptions about
innate ability.
● Teacher provides little
elaboration or explanation
about what the students will
be learning.
● Teacher’s explanation of
content consists of a
monologue, with little
student engagement.
● The teacher sometimes
accesses the student's prior
knowledge.
● Teacher’s explanations for
content are purely
procedural, with no
indication of how students
can think strategically.
● Teacher’s attempts to
explain academic
vocabulary but is only
partially successful.
such as content and
language objectives, are
posted, stated, and referred
to during the lesson cycle.
● Use of clear
communication and a range
of vocabulary with scaffolds
to ensure learning goals are
understandable, including
the solicitation of feedback
and allowing for clarification
from all students by using
multiple strategies such as
wait time, visuals,
methodical systems, and
physical cues.
● Instructions and
procedures are consistent.
● Teacher begins lessons by
accessing students’ prior
knowledge.
● Student misconceptions
are anticipated, planned for
and addressed.
● Content is delivered and
differentiated by language
proficiency levels and/or
IEP goals, as applicable.
● Use of opportunities to
connect to students’ cultural
and linguistic background
knowledge.
● Strategies for students to
interact with each other
and offer feedback to
peers.
● Grade-level appropriate
scaffolds that support
students’ language and
academic proficiency levels
and IEP goals for content
and explanation of
academic tasks.
● Ensuring understanding of
idioms and figurative
language by clarifying and
rephrasing when
necessary.
● Opportunities for students
to lead and direct lesson
components.
● Intentionally creating
connections to students’
cultural and linguistic
background knowledge.
Score and Rationale:
(Teacher types here)
11
Element 3-B. Using Questioning and Discussion Techniques to Support Classroom
Discourse
Teacher models and utilizes questioning techniques that allow all students to engage and
participate in classroom discussions.
Not
Demonstrating
Developing
Applying
Innovating
● Do not allow for interaction
between teacher and
student or student-to-
student.
● Do not use scaffolds as
appropriate for the
developmental, cognitive,
and/or linguistic needs of
the students.
● Lacks alignment with the
content and provides no
opportunity for student
engagement.
● Uses low-level or
inappropriate questions.
● Elicits limited student
participation and recitation
rather than discussion.
● Provides minimal
opportunities for interaction
between teacher and
student and student-to-
student.
● Limited use of scaffolds for
the developmental,
cognitive, and linguistic
needs of the students.
● Uses low-level questions
that evoke minimal student
responses and
engagement.
● Utilizes some questions
that elicit a thoughtful
response, but are posed in
rapid succession with no
wait-time, and may be
answered by the teacher.
● Does not include an
approach that allows all
students to respond.
● Provides frequent
opportunities for interaction
between teacher and
student and student-to-
student
● Uses scaffolds as
appropriate for the
developmental, cognitive
and linguistic needs of the
students.
● Uses pre-planned
questions or tasks
throughout the lesson.
● Employs systems that
evoke responses from all
students and are
appropriate to students’
developmental, cognitive
and academic language
proficiency, including the
use of wait-time.
● Consistently engages
students in high levels of
thinking within the
instruction and content.
● Allows students to respond
in a variety of ways,
including kinesthetic or
visual representation,
depending on their
developmental, cognitive,
and academic language
proficiency.
● Models questioning and
discussion approaches that
lead students to access
knowledge on their own.
● Allows consistent,
analytical, and collaborative
approaches to
understanding.
● Scaffolds for a deep
understanding of concepts
using academic language.
● Create opportunities for
student-led discussion and
debate on key concepts.
● Encourages students to
take ownership or to lead,
ensuring that all voices are
heard in classroom and
group discussions.
● Incorporates student-
generated, high-level
questions that are within
the instruction and are
content-specific.
● Integrates the use of
discourse prompts to
support students’ when
engaging in the classroom
and/or small group
discussions and/or debate.
Score and Rationale:
(Teacher types here)
12
Element 3C – Engaging Students in Learning
Effective teachers understand engaging students in learning is vital in order for students to
acquire knowledge. Student engagement does not happen by accident, it is the result of careful
planning and implementation.
Not
Demonstrating
Developing
Applying
Innovating
• The teacher does
not connect the
lesson to prior
understanding.
● Uses instructional
practices that leave
most students
uninvolved and/or
passive participants
in the content of the
lesson.
● The lesson
activities do not
align with the
learning outcome.
● The pacing and
grouping are not
appropriate for all
learners to be able
to access the
content.
● No lesson
structure.
● The teacher attempts
to connect the lesson
to prior
understanding.
● Uses instructional
practices that
motivate and engage
some students in the
content of the lesson,
but leave others
uninvolved and/or
passive participants.
● The lesson activities
are inconsistently
aligned with the
desired learning
outcomes.
● Pacing is somewhat
appropriate for some
learners.
● The lesson structure
is not fully
maintained.
● The teacher explicitly connects the
lesson to prior understanding by
integrating students’ cultural and
linguistic background experience.
● Consistently uses instructional
practices that are likely to motivate
and engage most students in the
content of the lesson.
● The lesson supports the active
engagement of all students and
maintains an awareness of the
effective amount of student talk vs.
teacher talk.
● The teacher delivers lessons
coherently with attention to
scaffolding, pacing, sequencing,
flexible grouping, student
reflection, and closure.
● The teacher incorporates
cognitive, developmental,
linguistic, and cultural experiences
to support learning.
● The teacher assesses student
engagement and understanding
and adapts methods for improved
learning when needed.
● Students are strategically grouped
to provide opportunities to practice
speaking, reading, writing, and
listening.
● The teacher provides
opportunities for students to
lead reading, writing, speaking,
and listening activities
throughout the lesson.
● Consistently uses instructional
practices that motivate and
engage all students in the
content for the lesson and
independent work.
● Students incorporate cognitive,
developmental, linguistic, and
cultural experiences to support
learning.
● The lesson incorporates
multiple means of
representation, expression,
and engagement.
● The teacher encourages
students to negotiate meaning
and clarify understanding with
their peers, which may be
supported using a language
other than English, as
appropriate.
● The teacher consistently
assesses student engagement
and understanding while
adapting instruction for
improved learning when
needed.
Score and Rationale:
(Teacher types here)
13
Element 3-D. Assessment in Instruction (Refers to both Formative and Summative
Assessment)
The teacher monitors student learning and provides feedback to support student growth.
Not
Demonstrating
Developing
Applying
Innovating
● Students do not appear
to be aware of the
assessment criteria.
● Little or no monitoring of
student learning.
● Feedback is absent or of
poor quality.
● Students do not engage
in self or peer
assessment.
● Students appear to be only
partially aware of the
assessment criteria, and the
teacher monitors student
learning for the class as a
whole.
● Questions and assessments
are rarely used to diagnose
evidence of learning.
● Feedback to students is
general and not actionable, a
few students assess their own
work.
.
● Students understand the
performance criteria.
● The teacher systematically
gathers and uses
assessment data to inform
and guide instruction.
● Aligns assessment with the
learning goals.
● Contains differentiated
assessment
strategies/instructions.
● Teacher checks for
understanding throughout
the lesson and uses
techniques that are based
on students’ academic
language needs and
developmental level of
readiness.
● The teacher provides
descriptive and actionable
feedback in a timely
manner.
● Students approach
assessment as an
integral part of learning
and comprehend how
assessment is aligned to
their development and
growth by helping to
establish assessment
criteria.
● Students engage in
setting and monitoring
goals for learning and
academic language
development related to
the content.
● Students can articulate
their level of performance
using the criteria and
scoring guidelines
provided.
● The teacher provides
feedback that can be
used by students in their
learning.
● Supports students in
monitoring their progress
towards mastery of
content standards and/or
specialized instruction,
using informal and formal
classroom assessments
including strategies that
include a combination of
self and peer
assessment.
Score and Rationale:
(Teacher types here)
14
Element 3-E. Demonstrating Flexibility and Responsiveness
The teacher demonstrates the ability to make both minor and major adjustments to the lesson
in order to maintain maximum student engagement and/or help students when they encounter
difficulty in their learning.
Not
Demonstrating
Developing
Applying
Innovating
● Makes no attempt to
adjust the lesson in
response to student
confusion.
● Does not accept
responsibility for the lack
of student success.
● Does not attempt to
clarify information for
students and does not
successfully answer
student questions.
● Does not use strategies
to support diverse
learners.
● Attempts to modify the lesson,
responds to student questions
with moderate success, but
has a limited repertoire of
strategies to draw upon.
● Accepts minimal responsibility
for student success.
● Occasionally uses strategies
to support diverse learners.
● Modifies instruction
according to applicable
IEPs.
● Adjusts instructional plans
and makes
accommodations for
student questions, needs,
and interests, while taking
into account the language
demands and grade-level
appropriateness of the
content and instruction.
● Adapts instructional plans
by employing a variety of
strategies and techniques
that are responsive to
students’ needs,
proficiency, culture, and
linguistic background.
● Revises the lesson based
on periodic checks for
understanding and/or
formative assessments of
all students.
● Seizes opportunities to
enhance learning by
building on a spontaneous
event or student interests.
● Creates opportunities for
student-led instruction,
discussion, and/or
questioning.
● Appeals to student
interests and makes
cultural and linguistic
connections to learning
goals.
● Ensures the success of all
students by using an
extensive repertoire of
instructional strategies in
order to anchor instruction
and help students make
sense of content.
Score and Rationale:
(Teacher types here)
15
Element 4-A. Communicating with Families
Teachers establish relationships with families by communicating with them about the
instructional program, conferring with them about their individual student(s), and inviting them to
be part of the educational process itself on a regular basis throughout the academic school
year.
Not
Demonstrating
Developing
Applying
Innovating
● Rarely adheres, or does
not adhere, to the
district’s/school’s
requirements for
communicating with
families.
● Provides little or no
information to families
about the instructional
program, the IEP goals
(academic and/or
behavioral) as
applicable, and/or
progress toward goals
for all students.
● Communicates with or
responds to families only
through report cards or
at conference time.
● Communicates with
families inappropriately
or disrespectfully; makes
no effort to understand
different home
languages, cultures, and
values.
● Minimally adheres to the
district’s/school’s
requirements for
communicating with families.
● Does not clearly communicate
to families the instructional
program, the IEP goals
(academic and/or behavioral)
as applicable.
● Relies primarily on
newsletters and other one-
way media to communicate
with families.
● Usually responds promptly
and respectfully to
communications from families,
but demonstrates inconsistent
or little understanding of
different home languages,
cultures, and values.
● Fully adheres to the
district’s/school’s
requirements for
communicating with
families.
● Conducts effective
communications from
school-to-home about
appropriate school
programs and student
progress, including the
ACCESS for ELs Parent
Report and IEP goals, as
applicable, and effectively
responds to home-to-school
communications.
● Consistently provides
families with clear, user-
friendly expectations for
student learning and
behavior.
● Regularly communicates
with families in an affirming
manner about student
learning and performance,
invites and responds
promptly to
communications from
families while
demonstrating an
understanding of and
respect for different home
languages, cultures, and
values.
● Goes beyond the
district’s/school’s
requirements for
communicating with
families, and provides
frequent information to
families about ways to
support children as
learners, student progress,
instruction, and
assessment— including the
ACCESS for ELs Parent
Report, as applicable.
● Communicates with
families on student
progress, learning goals
and/or IEP goals (academic
and/or behavioral) and
progress towards goals
when supporting SWD as
well as EL students, using
specific examples of
student progress based on
data in parent-friendly
language, as applicable.
● Regularly uses a reciprocal
system that supports
frequent, proactive, and
personalized
communication with
families about student
learning and performance,
while demonstrating an
understanding of and
appreciation for different
families’ home language,
culture, and values.
Score and Rationale:
(Teacher types here)
16
Element 4-B: Participating in a Professional Learning Community
Teachers collaborate with their colleagues in order to share strategies, plan joint efforts, and
plan for the success of individual students.
Not
Demonstrating
Developing
Applying
Innovating
● Does not participate in a
professional learning
community.
● Does not participate in
required school/district
activities.
● Demonstrates relationships
with colleagues which are
negative and/or
unprofessional.
● Participates minimally in a
professional learning
community.
● Inconsistently attends
required school/district
activities.
● Maintains relationships
with colleagues that are
cordial, but these
relationships do not lead to
productive work that
benefits students.
● Interacts minimally with
appropriate personnel
about instructional,
environmental, and
behavioral modifications for
SWD and/or about
instructional strategies for
culturally and linguistically
diverse students.
● Participates actively in a
professional learning
community.
● Participates in school and
district required activities.
● Maintains positive and
productive relationships
with colleagues that
benefits students.
● Provides appropriate
information on SWD and
ELs to appropriate
personnel as applicable
(e.g., strengths,
weaknesses, preferred
modalities, environmental
modifications, IEP goals,
etc.).
● Consults with appropriate
personnel about
instructional,
environmental, and
behavioral modifications for
SWD and about
instructional strategies for
culturally and linguistically
diverse students, as
applicable.
● Participates in interactions
with colleagues that are
characterized by a
willingness to listen and
consider multiple points of
view.
● Makes a substantial
contribution to the
professional learning
community.
● Actively and consistently
participates in
school/district activities.
● Shares knowledge of, and
proactively seeks,
opportunities to learn more
about techniques and
strategies to work with all
students, which may
include cultural
perspectives.
● Proactively seeks
opportunities to learn about
researched-based
techniques and strategies
for sheltering academic
language and that address
student learning.
● Collaborates with other
teachers to monitor IEP
objectives addressed in the
regular classroom.
Score and Rationale:
(Teacher types here)
17
Element 4-C. Reflecting on Teaching
Demonstrates the capacity to reflect on and improve the educator’s own practice, using
informal means as well as meetings with teams and workgroups to gather information, analyze
data, examine issues, set meaningful goals and develop new approaches in order to improve
teaching and learning.
Not
Demonstrating
Developing
Applying
Innovating
● Rarely or never accurately
assesses the effectiveness
of their instructional
practices.
● Lacks awareness of how
instructional practices can
be improved.
● Rarely or never uses data
to reflect on their
instructional practices.
● Provides a partially
accurate and objective
description of instructional
practices with some
evidence.
● Makes general, non-
specific suggestions as to
how instructional practices
might be improved.
● Occasionally uses data to
inform and modify
instructional practices.
● Provides an accurate and
objective description of
instructional practices with
specific evidence.
● Uses progress monitoring
to reflect on the
effectiveness of
instructional practices.
● Provides specific
suggestions as to how
instructional practices might
be improved, based on
students’ progress and use
of assessment data.
● Consistently reflects on
instructional practices
thoughtfully and accurately
with specific evidence.
● Consistently uses progress
monitoring to reflect on the
effectiveness of
instructional practices.
● Exhibits skills and
knowledge that reflect
current research and best
practices in the field.
● Suggests alternative
instructional practices and
predicts the likely success
of each.
● Uses assessment data as a
primary driver to inform the
quality and effectiveness of
instructional practices.
Score and Rationale:
(Teacher types here)
18
Element 4D – Demonstrating Professionalism
The teacher demonstrates professionalism by acting with integrity and honesty. The teacher is
ethical and reliable and meets routine responsibilities consistently while putting student needs at
the forefront of their decision-making.
Not
Demonstrating
Applying
Innovating
● Contributes to practices
that are negative and/or
harmful to students,
colleagues or school
climate.
● Rarely complies, or fails to
comply, with district/school
regulations and timelines.
● Does not comply with
school regulations,
timelines, assigned duties,
or attend regularly
scheduled meetings.
professionalism by making
decisions and
recommendations based on
the needs of some
students.
● On occasion condones or
supports practices that are
negative and/or harmful to
students, colleagues or
school climate.
● Minimally complies with
district/school regulations
and timelines.
● Inconsistently follows
district/school regulations,
timelines, and fails to
maintain accurate
documentation.
● Displays a high level of
professionalism by making
decisions and
recommendations based on
the needs of all students.
● Promotes a positive
working/learning
environment for students,
colleagues, and community
members.
● Demonstrates knowledge of
applicable laws, policies,
regulations, and procedures
related to all students.
● Consistently follows
district/school regulations
and timelines and maintains
accurate documentation.
● Promotes a safe
environment when
monitoring students and
activities.
● Works to achieve equitable
learning and achievement
outcomes for all students.
● Seeks leadership
opportunities to ensure the
highest level of
professional practice by all
members of the learning
community.
● Works with colleagues to
create activities promoting
a positive school
environment.
● Assists in designing school
practices that honor all
students and the goals and
mission of the learning
community.
● Models advocacy for, and
instructs, all students in
self-advocacy skills,
making particular effort to
challenge negative
attitudes and to ensure that
all students are honored
and valued.
Score and Rationale:
(Teacher types here)
19
Element 4E – Growing and Developing Professionally
Actively pursues professional development and learning opportunities to improve the quality of
practice and build the expertise and experience to assume different instructional and leadership
roles.
Not Demonstrating Developing Applying Innovating
● Rarely participates, or does
not participate, in
professional development
activities.
● Makes no effort to share
knowledge with colleagues.
● Demonstrates resistance to
feedback from supervisors
and/or colleagues.
● Participates minimally in
professional development
activities that are
convenient and/or required.
● Makes limited attempts to
share knowledge with
colleagues.
● Attempts to integrate
feedback from supervisors
and colleagues.
● Accepts opportunities for
professional growth, based
on identified areas in need
of improvement.
● Implements evidence-
based strategies learned in
professional development
sessions.
● Actively reads and applies
current research in areas of
greatest impact for all
students.
● Implements feedback from
supervisors and colleagues
regarding evidence-based
instruction.
● Actively pursues
professional development
opportunities.
● Initiates activities to share
expertise with others,
including evidence-based
instruction.
● Seeks out feedback and
best practices from
supervisors and
colleagues/specialists in
areas such as Indian
Education, ELs, special
education, and bilingual
education, in order to make
instruction accessible and
understandable for all
students.
● Expands on feedback from
supervisors/colleagues and
uses it to directly improve
instruction.
Score and Rationale:
(Teacher types here)
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Elevate NM Offline Teacher BOY Self-Reflection (New Mexico Department of Workforce Solutions)

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Completed 18 October 2021

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