Eugene School District 4J

Standard 4-A: Reflection and Continuous Growth

The teacher demonstrates the capacity to reflect deeply and accurately on his or her own practice and to build on that experience by establishing and pursuing professional goals within a continuous cycle of self-improvement.

Components of Standard IV-A	DESCRIPTORS OF EACH PERFORMANCE LEVEL
Components of Standard IV-A	Ineffective	Developing	Effective	Model
IV-A-1: Depth and Accuracy of Reflection	Never or infrequently reflects on his/her practices. Does not know whether a lesson was effective and achieved its instructional outcomes, or profoundly misjudges the success of a lesson.	Occasionally reflects on his/her practice and is aware of opportunities for improvement. Has a rudimentary awareness as to the effectiveness of a lesson and the extent to which instructional outcomes were met.	Frequently reflects on his/her practice—including lessons, units, and interactions with students and families—and seeks opportunities for improvement. Accurately assesses a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, and can cite general evidence to support the assessment. Conducts reflective activities both alone and with colleagues.	Consistently reflects on his/her practice—including lessons, units, and interactions with students, families, and colleagues—and actively seeks opportunities for improvement. Routinely makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes. Can cite specific examples from a lesson and weigh the relative strengths of each. Conducts reflective activities both alone and with colleagues, often using team meetings and work groups to examine issues. Is able to model this component.
IV-A-2: Goal Setting	Is generally a passive participant in the process of setting goals for professional self-improvement. Proposes goals that are vague or easy to achieve.	Proposes goals for professional self-improvement, but some are vague or easy to achieve. Rarely uses insights gleaned from reflection to establish goals. Bases goals on a superficial self-assessment and a limited analysis of student learning data.	Proposes professional improvement goals that are challenging and measurable. Frequently uses insights gained from reflection to establish goals for improving practice and student learning. Bases goals on a thorough self-assessment and detailed analysis of student data. Reviews the goals throughout the year to maintain focus on priority areas.	Consistently uses the insights gained from reflection to establish goals for improving practice and student learning; shares these insights with colleagues. Builds capacity to propose and monitor challenging, measurable goals based on thorough self-assessment and analysis of student learning data and products. Is able to model this component.