* Assessed using Dispositions Rating Scale in addition to statements appearing below:
The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow. Also, the teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Appraisal Scale: 1—Does not meet expectations 2—Meets minimum expectations 3—Meets expectations 4—Exceeds expectations
2. Accepts constructive criticism in a positive manner 1 2 3 4 3. Shares and seeks professional materials and ideas 1 2 3 4
4. Engages in self-evaluation 1 2 3 4
5. Reflects on decisions made concerning students, teaching
methods, and subject matter 1 2 3 4
6. Follows school policies and procedures 1 2 3 4 7. Knows safety measures and how to handle emergency
situations 1 2 3 4
8. Maintains confidentiality 1 2 3 4
9. Exhibits understanding of how to work with parents/guardians 1 2 3 4 10. Develops cooperative home-to-school partnerships in support
of student learning and well being 1 2 3 4
11. Participates in professional activities (staff development,
parent-teacher conferences, etc.) 1 2 3 4
12. Knows how to work with community and social service
(STAI)
Evaluation Questionnaire
1. Organizes instruction to take into account differences among learners in their capabilities.
1a. Provide an example from this unit where you based instruction on an assessment of your student’s past performance:
1b. Provide an example from this unit of how you have determined which students need enrichment and remedial assignments/lessons.
1c. List an example from this unit where you have planned an enrichment and remedial objective which matches your terminal objective:
1d. Provide an example from this unit where enrichment and remedial activities/materials in addition to regular instruction are available for specific students:
Note: Use one or more examples (see 1b.)
2. Organizes instruction to take into account the differences among learners in their learning styles.
2a. List an example from this unit where different resources are utilized to accommodate more than one learning style to achieve the same objective: 2b. List an example from this unit where you provide different presentation methods to accommodate more than one learning style for the same objective: 2c. Give an example from this unit where an assignment has two or more options to accommodate more that one learning style:
2d. Provide an example from this unit where you have matched resources or procedures with a specific learning style:
3. Organizes instruction to take into account differences among learners in their rates of learning.
3a. Provide an example from this unit where you will allow students to work at their own rate (pace) toward some of the objectives, (two or more) some of the time.
3b. List an example from this unit where special provisions are available for learners who work more slowly than others:
3c. Give an example from this unit where students who finish early are provided content-related enrichment activities:
3d. List from this unit different objectives (two or more) considered to be enrichment and not for the entire class:
4. Uses teacher-made or teacher selected evaluation materials or procedures to obtain information about learner progress.
4a. List the pre-assessment procedure planned for this specific unit:
4b. Provide an example from this unit on how the learners will be evaluated throughout the unit (formative evaluation):
4c. Describe how you will conduct a summative evaluation:
4d. State how you will keep a record of individual progress on each objective of this unit:
5. Communicates with individual learners about their needs and progress. 5a. Give a specific example from previous lessons where you have used classroom questioning to help learners identify their own learning problems: 5b. List how you will provide the learners feedback on their progress during this unit:
5c. List how you will provide the learners information on their summative test scores:
5d. Provide an example of a conference held with a student to discuss a specific learning or motivational problem:
6. Obtains information on the effectiveness of instruction.
6a. Provide a specific example of determining your effectiveness by examining written records:
6b. List how your learners are given formal opportunities to inform you of their perceptions of your effectiveness:
6c. List a specific example of how you received information on your effectiveness from peers or administrators:
6d. List the method(s) by which you determine the effectiveness of your instruction:
7. Revises instruction, as needed using results and observational data. 7a. Provide a specific example if you ever made changes in your instructions during a class period and list the basis for making the change:
7b. Provide a specific example of making revisions in your instructions from day- to-day and the basis of making this change:
7c. After teaching a unit, list specific changes you made in a later unit and the basis for those changes:
7d. Based upon any of this year’s units, list possible changes for the unit next year and the basis for the changes:
8. Provides instruction concerning investigative methodology in science (also see related question 12 below).
8a. Provide an example from this unit of where you instructed students in how to formulate a question for scientific investigation.
8b. Provide an example from this unit of where you instructed students in how to develop a hypothesis that could be tested through experimentation.
8c. Provide an example from this unit of where you instructed students about the different types of variables that must be considered when developing an
experimental design.
8d. Provide an example from this unit where students organized and collected data from an experiment and then graphed and analyzed the data.
9a. Describe how you used guided inquiry to teach one of the lessons from this unit.
9b. Describe any difficulties that you had managing the guided inquiry lesson. 10.Understands the importance of safety as a major concern in science teaching
10a. Identify two examples from this unit where you provided instruction about potential safety issues.
10b. Based on your experiences in teaching this unit, identify any major problems that you had with students practicing laboratory safety.
11.Utilizes state and national standards in designing science instruction. 11a. Provide an example from this unit where one or more objective(s) were correlated with competencies and objectives in the Mississippi Science
Curriculum Framework.
11b. Provide an example from this unit where one or more objective(s) were correlated with the National Science Education Standards (content standards) or the Benchmarks for Science Literacy.
12.Explores the nature of science in the classroom (also see related question #8 above).
12a. Explain how you incorporated the nature of science into this portfolio unit. 12b. Based on your experiences teaching this unit how will you address the nature of science in future units?