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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Section:
Exceeds the Standard
Meets the Standard
Partially Meets the Standard
Does Not Meet the Standard

A. Professionalism
The teacher is a leader in implementing District and school policies and sets a strong example for others. Regular and punctual attendance and performance of duties are the norm. The teacher takes responsibility for meeting certification requirements.
The teacher consistently implements District and school policies and procedures in a manner that promotes a positive climate. Regular and punctual attendance and performance of duties are the norm. The teacher takes responsibility for meeting certification requirements.
The teacher sometimes fails to implement District and school policies and sometimes contributes to a negative climate. Regular and punctual attendance and performance of duties are occasional problems. The teacher exhibits difficulty in meeting all certification requirements.
The teacher fails to implement District and school policies and procedures and/or contributes to a negative climate. Regular and punctual attendance are not evident. The teacher fails to meet all certification requirements.
Evidence
  • School Activities
Co-leader of the technology PLC
Member of the STEM PLC
Active participant in staff and dept. meetings.
National Board Certification - 2003-2023
  • State Activities
On the state leadership team for the implemenation of the Next Generation Science Standards NGSS


  • National Activities
I am one of 10 members that serve as teacher advisors to the National Academy of Sciences. The NAS are the science advisors to the nation. This work allows me to have access to all the research in teaching and learning in science and help guide understanding in implementation.




Professional Growth
The teachers actively plans and participates in a wide variety of professional development activities and regularly implements acquired skills and knowledge in teaching.
The teacher actively plans and participates in a wide variety of professional development activities and at times implements acquired skills and knowledge in teaching.
The teacher participates in a few professional development activities and takes little responsibility for professional growth.
The teacher fails to participate in professional development activities and takes little or no responsibility for his/her own professional dev’t.
Evidence
  • Asst Principal coursework
I am one course shy of completing my assistant principal certification.
  • Summer academies and conferences (sci explanation, spatial reasoning, project based learning)
I have spent an average of 3 weeks each summer in professional development work. I also regularly participate in school year opportunities. An example was being part of the team that planned and hosted a multiple school district workshop with the Many Flags cohort.
  • PPE/NBPTS
I just received notice that I have been renewed until 2023 for my National Board Certification.

  • Teacher Advisory Council for the NAS




C. Relationships with Administrative and Supervisory Personnel
The teacher works actively to develop and maintain an open and positive relationship with administrative and supervisory personnel and consistently uses excellent communications skills in all relationships.
The teacher works cooperatively with administrative and supervisory personnel. S/he receives and generates requests and questions with an open mind and uses good communication & human relations skills when seeking clarification on or questioning policies and procedures.
The teacher attempts to work cooperatively with all administrative and supervisory personnel but shows weaknesses in keeping an open mind, asking for clarification, or making/receiving requests and questions appropriately.
The teacher often demonstrates lack of appropriate communications and human relations skills in relationships with administrative and supervisory personnel.
Evidence
  • Windplanners
Windplanners would not have been possible unless there was a strong and positive relationship between admin and myself. It was this relationship that provided the framework for the students to be successful.
  • School Garden
Similar to windplanners the garden project at school would not have been able to grow at the rate is has without the good working relationship I have with the administration





D. Relationships with Parents
The teacher works actively to initiate, develop, and maintain open, positive relationships with parents and consistently uses excellent communications skills in all relationships.
The teacher meets all district and school policies and procedures for parental contact using good communications and human relations skills. S/he makes appropriate contacts, conveys information clearly, responds in a timely manner to parental contacts, and works collaboratively to resolve problems with all parents.
The teacher attempts to communicate skillfully and appropriately with parents but shows weakness in initiating contact, clarity of communication, timeliness of contact, or human relations skills.
The teacher often fails to contact parents in a timely fashion or makes contact with lack or clarity or inappropriately.
Evidence
  • Emails
I keep all email exchanges with parents and students. A typical week is 20 - 30 email exchanges with parents and students.
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  • Parent information
I ask parents questions at the beginning of the year in order to get a sense of how they view their child and it gives me a window into the relationship they have with each other. I also know from those that do not fill it out that I might need to initiate contact if concerns arise.






E. Relationships with Co-Workers
The teacher works actively to initiate, develop, and maintain open, positive relationships with co-workers and consistently uses excellent communications skills in all relationships.
The teacher works cooperatively and respectfully with all staff members. S/he openly shares ideas and resources and willingly aids co-workers upon request.
The teacher attempts to work cooperatively and respectfully with staff members but fails to use good communication and human relations skills either some of the time or with some of the staff.
The teacher is often uncooperative or disrespectful of co-workers.

Evidence
  • PLC’s
I have co-led or been active in a number of PLC's.
  • TIS
The tech integration squad is teachers, IT and admin working together to best implement effective integration of technology. I work and collaborate closely with Chris Walker-Spencer and Bill O Brien.
  • John Novak
I have a strong relationship with John. He has been a huge supporter of the work students and I do in the orchard and garden.
  • Nature Trail
John Kerr and I have been working with our students to create a 1.5 mile trail that circumnavigates the school campus. This will include interpretive areas and will have a multi-use purpose.
  • Co-Teaching and Collaborative Teaching
Last year Eric Kormann and I co-taught the essentials global science course. It was a strong collaboration AND we didn't have common planning time. The year before, Sarah Mismash and I collaborated on global science. She and I planned every class together so that students had common experiences in our two classes.





Constributions to the School Community
The teacher is a leader and role model for others in adding value to students’ experiences outside of the classroom. Teacher visibly looks out for all students and supports school-wide initiatives. Goes beyond basic expectations of job description to contribute to a positive school climate.
The teacher contributes to building positive school culture by regularly supporting students both in academic and other areas. Supports school-wide initiatives and contributes to a positive school climate.
The teacher occasionally contributes to a positive school culture and demonstrates support for students and may on occasion act in way that detracts from a positive school culture. Shows support of some school-wide initiatives, but not all.
The teacher seldom contributes to building a positive school culture and often acts in a way that detracts from a positive school culture. Does not support most school-wide initiatives.

Evidence
  • Windplanners
A successful science, public relations, engineering and celebration of many years of work was realized in March 2012.
  • School Garden
Community members, staff and botany students have worked to create a significant school garden and orchard in just a few years. All food has been used for taste tests, cafeteria menu or FCS classes. This year we grew $1100 worth of food.
  • eMonitor/ Energy4ME
This program is giving us access to state of the art energy monitoring equipment and support to train students and staff on its use. We have saved many thousands of dollars since last Spring from this project.
  • State and national work
My work with state and national initiatives are brought back to our department. I am also working with Elaine Nutter and Russ Holden to create a k-12 science team for the fivetowns. It is through long term conversations about curriculum, instruction and assessment that will make the biggest impact on what each of us can do individually.











G. Promptness and Accuracy of Reports
The teacher meets the standards and works actively to improve record keeping systems or procedures at a personal, departmental/grade level, or school level.
The teacher prepares & submits all reports completely, accurately, and in a timely manner using appropriate technology. The teacher maintains all required records in an organized system, and handles problems promptly and efficiently.
The teacher attempts to prepare, submit, and maintain records/reports appropriately but shows weakness in timeliness, accuracy, completeness, use of technology or maintenance. This weakness may pervade all types of records or the teacher may excel at some recordkeeping (ex. attendance) and not another (ex. report cards).
The teacher’s reports and recordkeeping is often inaccurate, incomplete, late or poorly maintained.
Evidence
  • Student evaluation
In the anonymous evaluation I give to students includes feedback on whether they feel their work is passed back in a timely manner. The feedback has always indicated this to be a strength.
  • Lab Notebook
IN response to student feedback and the transition to standards based instruction students complete almost all class work in their notebook. I collect these every week or so to evaluate their progress.