| Indicator |
Beginning (1) |
Progressing (2) |
Proficient (3) |
Advanced (4) |
| Participates in school activities outside the classroom |
Does not attend any activities outside the classroom |
Attends one or two extra-curricular activities when asked |
Volunteers to attends extra curricular activities that relate to the students in the classroom |
Attends extra curricular activities that relate to the children in the classroom as well as those activities that relate to the school (PTE meetings, school board meetings, etc.); takes on a leadership role |
| Works with the teacher to communicate with parents about child's progress |
Inattentive to parents' needs; does not make an effort to get involved with parents |
Participates in parent-teacher conferences when asked |
Regularly teams with the teacher to communicate with parents about their child's progress and engages parents in the learning process |
Demonstrates initiative in establishing new ways for building relationships and communicating with families. |
| Shows concern for all aspects of a child's well-being (social, emotional, intellectual, physical) |
Is unaware of or insensitive to the importance of showing concern for all aspects of a child's well-being |
Demonstrates some concern for student's well-being but does not act on those concerns |
Shows concern for aspects of a student's well-being, is alert to signs of difficulty and teams with the teacher to better meet student needs |
Shows concern for all aspects of a student's well-being, is alert to signs of difficulty and teams with the teacher to meet student needs; seeks to end discriminatory activities in the classroom |
| Demonstrates knowledge of and sensitivity to various family structures and reflects this by modifying instruction and communication |
Shows little or no knowledge of or sensitivity to various family structures |
Demonstrates a beginning knowledge of or sensitivity to various family structures; but isn't yet reflected in instruction or communication |
Demonstrates a solid knowledge of and sensitivity to various family structures and reflects this by modifying instruction for and communication with children |
Demonstrates a solid knowledge of and sensitivity to various family structures and reflects this by modifying instruction with children, and communication with families and other professionals |
| Recognizes and accepts aspects of a diverse society by modifying instruction and communication |
Does not seem to recognize or value diversity in society; |
Working to improve insufficient knowledge of diversity issues |
Recognizes and values diversity; shows respect to all students regardless of race, ethnic background, gender, age, class, religion, languages or exceptionality |
Recognizes and values diversity; shows respect to all students regardless of race, ethnic background, gender, age, class, religion, languages or exceptionality; actively seeks out opportunities to celebrate diversity in our society |
| Exhibits a desire to work with other professionals |
Usually avoids working with other colleagues |
Shows some interest in collaboration with other professionals in the school |
Seeks opportunities to collaborate with other professionals in the school |
Consistently seeks opportunities to collaborate or build relationships with other professionals in the school; routinely shares resources and materials with others |