Peer Feedback on Your Teaching

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Evaluate feedback received from professional colleagues. 33%

Does not evaluate feedback received from professional colleagues.

Lists but does not evaluate feedback received from professional colleagues.

Evaluates feedback received from professional colleagues.

Evaluates feedback received from professional colleagues aligned with current research related to best practices in instructional improvement.

Integrate feedback received from professional colleagues into the development of actions steps for improving instructional skills. 33%

Does not integrate feedback received from professional colleagues into the development of actions steps for improving instructional skills.

Describes feedback received from professional colleagues but does not integrate feedback into any actions steps for improving instructional skills.

Integrates feedback received from professional colleagues into the development of actions steps for improving instructional skills.

Integrates feedback received from professional colleagues and aligns actions steps for improving instructional skills with current research related to best practices in instructional improvement.

Reflect on the advantages and disadvantages of peer observation as a tool to collaborate with other professionals to improve instruction. 34%

Does not reflect on the advantages and disadvantages of peer observation as a tool to collaborate with other professionals to improve instruction.

Reflects on either the advantages or disadvantages of peer observation as a tool to collaborate with other professionals to improve instruction, but does not address both perspectives.

Reflects on the advantages and disadvantages of peer observation as a tool to collaborate with other professionals to improve instruction.

Reflects on the advantages and disadvantages of peer observation as a tool to collaborate with other professionals to improve instruction supported with personal examples.