Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
NOVICE
EXPERIENCED
LEADER
INNOVATOR
I. ACADEMICS
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
1. Educator creates and maintains an effective learning
environment.
3. *Educator initiates or
generates ideas that improve
the quality of student learning.
8. *Educator collaborates
with educators from other
departments to support
student learning.
Participates in a
learning
9. Educator initiates
implementation of a new
school learning initiative.
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
community.
Incorporates
feedback from
students on a
regular basis.
6. Educator serves as
department leader in updating
and evaluating curriculum.
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
Designs assessments
that are authentic, with
real-world application
as appropriate. [CD:1f4]
Provides opportunities
for students to
demonstrate mastery of
content through
student-designed
assessments, according
to educator-specified
learning objectives.
G. GUIDES INQUIRY INTO SUBJECT MATTER FOR AN AWARENESS AND A DEEPER UNDERSTANDING OF SIGNIFICANT ISSUES AND COMPLEX VALUES THAT IMPELS TO ACTION
1. Educator demonstrates competence in subject area(s).
Demonstrates
awareness of social
justice issues within
his/her discipline and
refers to them in class.
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
H.
3. *Educator serves as a
school technology leader.
Attends technology
professional growth
opportunities offcampus.
Promotes technology
advancement
internally.
Uses technology to
achieve previously
inconceivable tasks, and
guides others in this
work. (Redefinition
level in the SAMR
Model.)
3. *Educator collaborates
with colleagues on
implementation.
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
NOVICE
EXPERIENCED
LEADER
INNOVATOR
3. *Educator evaluates
effectiveness of change and shares
it with others, when appropriate.
B. COLLABORATES WITH JESUIT AND LAY EDUCATORS IN AND BEYOND THE SCHOOL COMMUNITY TO ENRICH TEACHING AND LEARNING AND TO MAINTAIN THE IGNATIAN IDENTITY
1. Educator establishes a constructive and collaborative
2. *Educator establishes and maintains constructive and 3. *Educator cultivates
4. Educator presents best
relationship with departmental colleagues on curriculum
collaborative relationships with other members of the
relationships with colleagues from practices at JSEA,
and other initiatives.
school community.
other schools to gather
Archdiocesan or other
information about best practices
conferences, and/or leads
Participates in an ongoing
requirement.
(where applicable).
continuing education
Engages colleagues by
sharing knowledge gained
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
NOVICE
EXPERIENCED
LEADER
A. DEMONSTRATES THE WILLINGNESS AND ABILITY TO LISTEN, DEVELOPING MUTUAL TRUST WITH STUDENTS AND COLLEAGUES
1. Educator communicates in a professional manner.
2. * Educator actively participates in leading
3. *Educator serves in a
honest and respectful dialogue that provides
leadership role, modeling and
Empowers others in
appropriate decisions.
conversations with others.
decision-making through
INNOVATOR
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
1. Educator understands and promotes the school mission through active
participation in school liturgies, Ignatian Value Days, and other school day
events.
F. ENSURES CONTINUAL RENEWAL OF THE INSTITUTION
1. Educator follows initiatives set by trustees.
4. Educator leads
initiatives where student
Ignatian leadership is
developed.
4. Educator takes
leadership in planning and
implementation of school
improvement initiatives.
Spring 2014
Direct language and ideas taken from Charlotte Danielson and JSEA documents.
NOVICE
EXPERIENCED
LEADER
INNOVATOR
IV. FORMATION/
RELIGIOUS
3. * Educator consistently
embeds the core principles of
the Spiritual Exercises and/or
Ignatian Pedagogical Paradigm
in curriculum planning for
individual courses.
C. VALUES HIS/HER WORK AS A VOCATION TO THE MINISTRY OF EDUCATION AND WORKS TO PROMOTE A FAITH THAT DOES JUSTICE
3. *Educator collaborates with
1. Educator models faith and justice in the classroom.
2. *Educator purposefully and appropriately
addresses justice and faith issues with students.
students and colleagues to