Listed below are the criteria from the EXPERIENCED column in The Saint Ignatius Profile of an Ignatian
Educator Evaluation Grid. It is expected that the faculty member shows a preponderance of evidence for
the majority of the criteria listed in this column. This evidence should be provided through a variety of
documentation methods, chosen by the applicant. Some examples of evidence/documentation might
include:
Observation reports
Teaching artifacts: unit/lesson plans, assignments, assessments, rubrics, or other course materials
Samples of student work
PDP plan and verifications
Professional development work (transcripts of coursework, certificates, licensure, presentations)
Video of class instruction
Student course evaluation data
Teacher reflection on, and revision of, instructional strategies and student work
Analysis of student data
Record of participation in co-curricular activities or school programming
Student/parent communications
Letters or notes from colleagues, department chairs, and/or supervisors
For each criteria you choose to give evidence for, please state that evidence/documentation in the
appropriate box, along with the page number in your portfolio where that evidence can be found.
Criteria for ACADEMICS section of Experienced column
Demonstrates knowledge about and care for individual students lives beyond the
class.
B. HOLDS STUDENTS, OTHERS, AND ONESELF ACCOUNTABLE TO REASONABLE ACADEMIC AND BEHAVIORAL EXPECTATIONS
3. Educator demonstrates superior classroom management and maintains an effective
learning environment.
Serves in a leadership role in department (i.e. sharing course materials with another
educator, leading a level or course group, mentoring a colleague.)
Uses rich language, offering brief vocabulary lessons where appropriate, both for
general vocabulary and for the discipline. [CD:3a4]
Students indicate through their questions and comments a desire to understand the
content. [CD:2b4]
With minimal prompting by the educator, students ensure their time is used
productively. [CD:2c4]
If asked, students are able to explain what they are learning and where it fits into
the larger context. [CD:3a4]
Students invite comments from their classmates during a discussion and challenge
one anothers thinking. [CD:3b4]
Uses ongoing methods to assess students skill levels and designs instruction
accordingly. [CD:1b4]
5. Educator uses various assessments that evaluate different skills and knowledge.
Designs and implements lesson activities that require higher-order thinking skills.
Provides students with an opportunity for reflection and closure on the lesson in
order to check for understanding.
A. DEMONSTRATES THE WILLINGNESS AND ABILITY TO LISTEN, DEVELOPING MUTUAL TRUST WITH STUDENTS AND COLLEAGUES
2. Educator actively participates in leading honest and respectful dialogue that provides
feedback to colleagues and students.
Models and encourages the presumption of good will in conversations with others.
Updated 8.14