Standard+I+-+Growth+as+an+Educator


 * Standard I: Growth as an educator in a Jewish day school. A JCDS teacher supports the mission and culture of JCDS and is committed to growth as a professional educator in a Jewish day school**.


 * || Emerging || Developing/Approaching || Applying/Enacting ||
 * 1. Embraces the school mission || Teacher has little or no knowledge of the school's mission.

Teacher pedagogical practice rarely reflects the school mission. || Teacher can identify and articulate aspects of the school mission.

Teacher occasionally includes these elements in his/her pedagogical practice. || Teacher identifies, articulates, and internalizes the school mission.

Teacher practice embodies the school's mission in all aspects of his/her pedagogical practice, impacting student growth academically, socially, spiritually and emotionally. ||
 * 2. Grows as an educator in a Jewish day school through workshops and school based professional development; || Teacher displays basic content knowledge in core subjects.

Teacher is aware of need to strengthen content knowledge but takes limited steps to do so.

Teacher attends school based professional development with limited participation and a lack of initiative to follow through. || Teacher understands central concepts in core subjects and their connections with content knowledge.

Teacher recognizes that content knowledge is constantly evolving takes appropriate steps to deepen and extend content knowledge.

Teacher participates in school based professional development and begins to incorporate new ideas into his/her pedagogical practice. || Teacher possesses deep content knowledge and is able to apply that knowledge to assess curricular materials and interpret student ideas

Teacher initiates opportunities for professional growth in diverse topics and integrates new learning into his/her pedagogical practice.

Teacher helps initiate or participates in school based professional development and incorporates new ideas into his/her pedagogical practice ||
 * 3. Reflects on his or her pedagogical practice; || Teacher rarely reflects on his/her practice and has limited tools to be a reflective practitioner.

Teacher has a Personal Growth Plan and is learning how to utilize it.

Teacher has limited awareness of how teaching is impacting his/her students. || Teacher reflects on some elements of his/her practice and is learning the tools necessary to be a self-reflective educator.

Teacher has a Professional Growth Plan and uses it to guide his/her reflective practice with support.

Teacher is learning how to use his/her reflections to strengthen his/her understanding of student learning. || Teacher consistently utilizes tools of reflective practice.

Teacher uses his/her Personal Growth Plan to drive his/her reflective practice.

Teacher integrates analysis into his/her daily practice. ||
 * 4. Promotes school events within the school community || Teacher's awareness of school events is limited and rarely promotes school events to students and parents. || Teacher is aware of school events and promotes school events and encourages student and/or parents participation when appropriate. || Teacher is aware of events, enthusiastically encourages participation and often plans opportunities to learn about the events with students. ||