FALL 2014 ART EDUCATION edPR LIVE TEXT ASSIGNMENT
(Educator Professional Responsibility)
Be creative and innovative when choosing work from both placements to best represent your ability to demonstrate the
six Educator Professional Responsibilities (edPR) listed below. Include a succinct description and rationale along with each piece of evidence. To make more than one entry for an indicator, copy the appropriate table and paste it below your first submission for that indicator then enter the information pertaining to your additional submission(s).
Evidence can include:
Communications with parents, notes to students, web pages created for classroom use, bulletin boards, discussion boards, presentation materials, worksheet with instructions for students, learning center materials, written feedback from CT/USupervisor / RUBRIC: Proficient (3) novice teacher:
Consistently communicates in ways that are effective, respectful of the audience, accurate, and meaningful and that contribute to a positive learning environment.
Evidence: aaa
(CT observation of the candidates consistent performance in effectively communicating accurate information in ways that shows understanding of the audience, shows respect for the individual student and the class as a whole and contributes to a healthy learning environment.)
edPR 3 / Seeks appropriate opportunities for professional development
Evidence can include:
membership materials from professional organizations, reflection on experience of attending a professional conference, plans/materials for delivering in-service opportunities for colleagues and reflection on experience, professional development in-service artifacts and reflection on experience, scholarly or professional writing/article developed and shared with colleagues/peers / RUBRIC: Satisfactory (2) novice teacher:
Participates in appropriate professional development activities, beyond those required by the school or district (more than internet research).
RUBRIC: Proficient (3) novice teacher: (in addition to the above –2) the candidate also:
Applies insights (knowledge, skills, etc.) gained from professional development to practice.
Evidence: aaa
(CT observation of the candidates involvement in professional development activities and application of what was gained from the experience in classroom practices)
edPR 4 / Appropriately integrates instructional resources, including technology, in the curriculum
Evidence can include:
SmartBoard materials used during instruction, interactive presentation materials used with students, WebQuests, web pages created for use in the classroom during student teaching, reflection about implementation of instructional/technology resources, well-developed and researched resource section of lesson/unit plan, written feedback from CT/USupervisor / RUBRIC: Proficient (3) novice teacher:
Uses a variety of instructional resources, including technology, on a regular basis, to enhance the delivery of the content and make the content accessible to all students.
RUBRIC: Exemplary (4) experienced teacher: (in addition to the above –2) the candidate also:
Uses a wide variety of instructional resources, including technology, consistently and effectively in designing, implementing, and assessing meaningful learning activities.
Evidence: aaa
(CT observation of the candidate’s consistent and appropriate use of a variety of instructional resources, including the effectiveness in terms of students’ motivation and engagement in meaningful learning).
edPR 5 / Develops positive working relationships with others involved in the educational setting
Evidence can include:
documentation of attendance at parent organization or school board meetings, reflection on interactions with building administrators and support staff, reflection about experience observing other teachers at your placements, reflection about interviewing substitute/beginning teachers, record of administrator observation, reflection about mock-interview with administrator, written feedback from CT/USupervisor / RUBRIC: Satisfactory (2) novice teacher:
Interacts and cooperates with other teachers courteously and respectfully to promote professional relationships.
RUBRIC: Proficient (3) novice teacher:
Cultivates positive interactions that extend to support staff, school volunteers, other specialists, and/or community professionals to serve students more effectively.
Evidence: aaa
(CT observation and account of peers’ observation of the respectful and positive interactions of the candidate with school administration, staff, and professionals. A 3 would need to be supported by collaboration that helps serve students more effectively which might include councilors, special education professionals, school nurse, and/or classroom teachers).
edPR 6 / Includes families in the education process
Evidence can include:
Letters to parents, reflections about attendance at and participation in parent/teacher conferences, documentation of and reflection about a parent phone call/email, lesson plan focusing on family connections and reflection about implementation, written feedback from CT / RUBRIC: Satisfactory (2) novice teacher:
Engages in some outreach attempts, (e.g., parent/teacher conferences, written communications, phone conversations).
RUBRIC: Proficient (3) novice teacher:
Implements a plan to include families in the educational process (e.g., web-based, schedule of conference opportunities, variety of activities). – This is rare, even for regular classroom teachers.
Evidence: aaa
CT observation and account of candidates attempt to reach out to families and engage families in the educational process.
CT can highlight the area with the “aaa” and begin typing to maintain formatting. Delete the instructions under “Evidence.”