I need this project in education I will post requirements.

Criterion

1 unsatisfactory

2 basic

3 proficient

4 advanced

score

Development, articulation, and implementation of student learning

No evidence of student learning and how it supported the vision of the school (Standard 7)

No evidence of communicating the vision of student learning (Standard 7)

No evidence of attributes that were needed to implement and promote student learning (Standard 7)

No explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 7)

Limited evidence of student learning and how it supported the vision of the school (Standard 7

Limited evidence of communicating the vision of student learning (Standard 7)

Limited evidence of attributes that were needed to implement and promote student learning (Standard 7)

Limited explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 7)

Sufficient evidence of student learning and how it supported the vision of the school (Standard 7)

Sufficient evidence of communicating the vision of student learning (Standard 7)

Sufficient evidence of attributes that were needed to implement and promote student learning (Standard 7)

Sufficient explanation of how attributes were used to facilitate planning , collaboration, and implementation (Standard 7)

Clear and exceptional evidence of student learning and how it supported the vision of the school (Standard 7)

Clear and exceptional evidence of communicating the vision of student learning (Standard 7)

Clear and exceptional evidence of attributes that were needed to implement and student learning (Standard 7)

Clear and exceptional explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 10)

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Planning , collaboration, and implementation

No evidence of stakeholders involved in the process and their roles (Standard 10)

No evidence of collaboration among various groups (Standard 10)

No explanation of how stakeholders were included to support the process (Standard 10)

No evidence of planning steps taken prior to implementation or organization and development of plan using technology applications (Standard 8)

No discussion of issues of school climate or culture during planning nor who was included in the discussions of findings (Standard 8)

No evidence of how internal and external resources were used to implement plan (Standard 3)

Limited evidence of stakeholders involved in the process and their roles (Standard 10)

Limited evidence of collaboration among various groups (Standard 10)

Limited explanation of how stakeholders were included to support the process (Standard 10)

Limited evidence of planning steps taken prior to implementation or organization and development of plan using technology applications (Standard 8)

Limited discussion of issues of school climate or culture during planning and who was included in the discussions of findings (Standard 8)

Limited evidence of how internal and external resources were used to implement plan (Standard 3)

Sufficient evidence of stakeholders involved in the process and their roles (Standard 10)

Sufficient evidence of collaboration among various groups (Standard 10)

Sufficient explanation of how stakeholders were included to support the process (Standard 10)

Sufficient evidence of planning steps taken prior to implementation or organization and development of plan using technology applications (Standard 8)

Sufficient discussion of issues of school climate or culture during planning and who was included in the discussions of findings (Standard 8)

Sufficient evidence of how internal and external resources were used to implement plan (Standard 3)

Clear and exceptional evidence of stakeholders involved in the process and their roles (Standard 10)

Clear and exceptional evidence of collaboration among various groups (Standard 10)

Clear and exceptional explanation of how stakeholders were included to support the process (Standard 10)

Clear and exceptional evidence of planning steps taken prior to implementation or organization and development of plan using technology applications (Standard 8)

Clear and exceptional discussion of issues of school climate or culture during planning and who was included in the discussions of findings (Standard 8)

Clear and exceptional evidence of how internal and external resources were used to implement plan (Standard 3)

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Goals and topic(s) of the session

No evidence of goals and topics for the session and their alignment with the school’s improvement goals (Standard 8)

No evidence of relationship between goals and topic(s) to curricular, instructional, and/or assessment issues (Standard 8)

No evidence of use of student demographic data and other school/community contextual data in preparing the session (Standard 7)

Limited evidence of goals and topics for the session and their alignment with the school’s improvement goals (Standard 8)

Limited evidence of relationship between goals and topic(s) to curricular, instructional, and/or assessment issues (Standard 8)

Limited evidence of use of student demographic data and other school/community contextual data in preparing the session (Standard 7)

Sufficient evidence of goals and topics for the session and their alignment with the school’s improvement goals (Standard 8)

Sufficient evidence of relationship between goals and topic(s) to curricular, instructional, and/or assessment issues (Standard 8)

Sufficient evidence of use of student demographic data and other school/community contextual data in preparing the session (Standard 7)

Clear and exceptional evidence of goals and topics for the session and their alignment with the school’s improvement goals (Standard 8)

Clear and exceptional evidence of relationship between goals and topic(s) to curricular, instructional, and/or assessment issues (Standard 8)

Clear and exceptional evidence of use of student demographic data and other school/community contextual data in preparing the session (Standard 7)

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Presentation

No evidence of arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data (Standard 10)

No evidence of detailed information about the activities used in the session and why they were chosen. No information on the sequence of delivery and timeframe for activities (Standard 8)

No evidence of best practices or resources (Standard 8)

No application of social and educational opportunities for the school and community (Standard 2)

Limited evidence of arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data (Standard 10)

Limited evidence of detailed information about the activities used in the session and why they were chosen. Limited information on the sequence of delivery and timeframe for activities (Standard 8)

Limited use of best practices and resources (Standard 8)

Limited ability to apply social and educational opportunities for the school and community (Standard 2)

Sufficient evidence of arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data (Standard 10)

Sufficient evidence of detailed information about the activities used in the session and why they were chosen. Sufficient information on the sequence of delivery and timeframe for activities (Standard 8)

Sufficient use of best practices and resources (Standard 8)

Sufficient ability to apply social and educational opportunities for the school and community (Standard 2)

Clear and exceptional evidence of arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data (Standard 10)

Clear and exceptional evidence of detailed information about the activities used in the session and why they were chosen. Sufficient information on the sequence of delivery and timeframe for activities (Standard 8)

Clear and exceptional use of best practices and resources (Standard 8)

Clear and exceptional ability to apply social and educational opportunities for the school and community (Standard 2)

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Session assessment and plans for ongoing evaluation

No assessment completed by participants during/after the session (Standard 8)

No report and analysis of assessment results. (Standard 8)

No information or plan for gathering data, monitoring and evaluating the plan at the school level (Standard 7)

Inadequate assessment completed by participants during/after the session (Standard 8)

Limited report and analysis of assessment results. (Standard 8)

Limited information or plan for gathering data, monitoring and evaluating the plan at the school level (Standard 7)

Assessment completed by participants during/after the session (Standard 8)

Sufficient report and analysis of assessment results (Standard 8)

Sufficient information or plan for gathering data, monitoring and evaluating the plan at the school level (Standard 7)

Assessment completed by participants during/after the session (Standard 8)

Clear and exceptional report and analysis of assessment results (Standard 8)

Clear and exceptional information or plan for gathering data, monitoring and evaluating the plan at the school level (Standard 7)

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.