Levels and Categories

Characteristics

Evidence

Point Awards

Knowledge

“What do I know that I didn’t know before?”

• Has expanded knowledge of the indicated goal and can describe, discuss or explain what it is
• Has attended a workshop or conference or read or heard about new knowledge/skills
• Has knowledge but hasn’t yet applied or practices the knowledge/skills

Participation in activities that increase participants’ knowledge/skill about content and/or professional practices

1 hour = 1 point

• Attendance with reflection of workshops or conferences, visits to other schools – 1 point = 1 contact hour of learning time
• Study groups – 1 point = 1 contact hour of discussion time
• Reading professional journals or books – 1 point/hour of reading time plus reflection
•  

Application

“What am I doing that I didn’t do before?”

• Has developed a sense of expertise and confidence with the strategy and is able to apply appropriate strategies with ease and automatically
• Engages in dialogue with peers about how to improve or enhance use of skill or behavior

Evidence and/or artifacts that illustrate application of the strategy

2 x the knowledge level points awarded for specific strategy

Evidence should include such items as:  feedback from a peer coach or supervisor, notes or videotapes from feedback sessions, lesson plans, video tapes, logs, team meetings, management plans, artifacts representative of project.

Evidence should be documented over time and should not reflect only one time use.

Impact

“What results am I getting?”

• Able to correlate the goal to student learning and school improvement
• Uses student achievement results to guide use and adaptation of strategy
• Trains or coaches others in use of the strategy

Evidence and/or artifacts that demonstrates impact from the strategy

3 x the knowledge level points awarded for specific strategy

Evidence could include:

• Improved student academic performance
• Positive changes in student behaviors
• District or school policy change
• Application activities by others
• Revision of district, grade level, or content area
• curriculum

Evidence should be documented over time and reflect a change in practice.

Service to the Profession

(Knowledge Level – 1 point/hr)

“How have I served others in the profession?”

• Able to perform activities that assist others in acquiring proficiency in professional practices or content
• Able to perform activities that directly relate to licensure of educators, accreditation processes, or professional organizations

Participation in activities that help others in the profession expand their expertise

• Mentoring student teachers – 1 point/hr of mentoring time
• Service on accreditation teams – 1 point/hr served
• State and consortium committees, offices or committees in professional organizations, local committee work – 1 point/hour served
• Workshop presentation – 1 point/hour of presentation including preparation time