Some examples of behaviors that satisfy the criteria.
lV.
lolptlnoNs
BASIC IDENIIF¡CATION
A.
@ disÞlays 4w
wheel in class md
intuduces u¡¡it b clâss
DESIGNS
coHE¡tvE AcfrvrTy
TIOW wlTHIN
ude$hnd
studenß
so
A
flow
CONCEPTUAL
-mcets
FRAMEIIORI(
paEnt and explaire
dt dwelopment
dth mncemd
BAstc lDENTrFrcATtoN
INSTRUCfION,
4W
dth
@ -shares
B. ALIGNS
packågè ties
to
stmdårds
PRACTICE,
BAsrc lDENTtFtcATroN
@ -notes on lesson
C. USES RENECTIVE
pìm
suggestioN
PRACÍICE FOR
fo¡
PROFESSIONÂI
disdsses vntlì mentor teachq successes
GROWÍH
nqt
use
md challenges of
unit
last
BASIC IDENÎIFICAÎION
@ -sks Dept Head
for heþ with fin&
ing resources
D. PARTICIPATES IN
TEAG}IER
ægulùly
with teachi¡gbuddy
to shùe irutructioÊ
COII.ABORATION FOR
speal<s
INSTruCl|ONAL
IMPROVEMENT
teclniques
aÌ
ruit
mhtup
adidües, wil¡ æncept
inmbÌmd@m*
tlE
AccoMl'.toDATroN
bulletin boad b shtr
Irye$ and reladonshps of Þrcjed sHtrs
Ðd helps them
-dispÌars
'tmbuger"
frmughout projed
ACCOI¡,rODAllON
to
a
of semester pÉsenüng
advities, prcjeó,
-âttends
PROCESS
€nffiuBedqltu
AHeddbbbm
lælretDCs fo¡
hþgEdlddìm
conbibutes to 4MAT
coadring sessions
-il¡fomally meets
witÌì "lucll bunch"
tobninstom
Accor,it{oDATtoN
RECOGNF|O¡|
withaf(]mall@ing
@ offen dæs¡oom
space to collect
@ sewes as nentø
to novice teaclre$
æd æsists t].em in
simal dqrelopmmt
uits for
disûibution
ssists with sdredulingleiming pùtlrer-
a.tivitiB fd 4Eluatim
s'obsmtioN
pilbrq
d@Ðßprofæ
4MAT
wheel
-reflects on successes
md challenges in
hsÀis
B. IS AVARE OF
lHE
DIVERSIry IN
O
lrM
styìe
with
students
$peâks to studÐts
âbdt the legitimaqr'
of their different
LEANNING ryPES
apploadres to
@
IIARNERS CAN
other
cy.l.
EUCCESSFUL
reseæh prcject in
plaß
on
tìe
-remùrds students
all æ NæssfuÌ
buildi¡g
when moving
rycle
that
ætd
BAstc IDENfl¡tcATtoN
A¡PLICAIIoN
@ sewes æ
building Live'fext
@o¡'dinator
roordinates oNite
coadring activities
ACTTVE RECOGNfTIOÑ
ø
+ras added
mùlti-
modal activitís
(d¡wi¡g, muiq etc.)
-indudes ol)tioN in
wâys students
pracüce nw
cm
D. APPRECIATES
O -refe$ to pGitjve
æpect of divdsity in
STUDENT
p¡oblem$olving
DIFTERENCES
$hæs hN diffelent students'
insights help in dæs
-p¡esents ir¡for-
mation in more
than wð/, e.g. guest
speakers, tdt, peer
teactrerc, disovery
method, etc.and
pnctiæ
AcffvE REcoGNrtoN
@ €sks students to
shæ hN thel¡
developed solution
-sk6 for mùltiple
úMers to prcblems
<Þts
c@tûs to
add6s fow
quatÞants
{rcûps d6ks md
tabls to meet diffæ
ingne€ds forindiviè
orgNpwqk
ual
ACCO^.IÀ.{OD
llON
@ develops a multi-
lingual rcrd wall for
uit
concepts
€mphæizeê home
dperiences in 1R
âctivities
Acco¡ilr.roD¡noN
@ -inaeæes use of
foosed gloup work
-indudæ collab@tire leming strate
gies
o¡
studies
4
ACCOI¡lÀ,tODATION
@
ACÍIVE RECOGNfIION
ø
ft-
cncou.ges
dmts to be who tl€5¡
æ while stretdrihg to
BE
p$itiæ
feedback on
wheeled uDits frcm
student behavio¡
i¡lomation
BASIC IDENTIÍICAI|ON
C. BELIEVES ALL
-receiwes
FI.UENT APPLICAIION
@ scales penonal
wheel md hæ a
nting of I or better
md work
-hæ shùed his
/her
ACCorlA.toD¡rþN
@ {hues pe¡sonal
wheel with peÐ or
4MAI coad¡
using 4MAI
leùning
(D+eroesæadis
trict 4MAT traind
direct¡ m acûon
FLUENT
m
E,SIC IDENÏTrcATþN
stlategies
@ -mæts regula¡fy
AcftvE REcoGNrroN
@ shæes personaì
students
IIUENT APPLICATION
md
on-
to âU
styles to
work as a model
ACCOÀ{À{ODAIIoN
O
LEARNING
@ øpresses
aboutteadìing
foù q¡radlÐts
-s.plains ìeæi¡g
4t'rlr relcurHs/
NriNlum plmning,usi¡gM
stmdùds b be
AcltvE REcoGNrroN
II{E
UNDERSIANDS
TLUINT APPLICAÏION
letur home
paÉnb at begiming
@ -sends
@ -Ieeps aleaming
log md revies
ùecdotes b better
om pmchce
-applies to attend a
workshop forusing
on specilic
tuchniques
AOfvE
the
prccesses they used
AcflvE tlEcoGNnþN
@ -presenß mitplil
to waluato¡ md
e4Ìairu ünks mong
see
À
(Mæalürgmqiû
(lrepßdffifGtu
adiüties
disflsses bigpitue
ideas with studenb
BAsrc lDENTrFrcÀrloN
FTUENT APPL|CATIoN
@dd@â'tuh"
búehMtus'm
@ {hares uitdú
peer coach md üiks
ûom made b topi6
md skils
foü elemenb
-ws oloEd highlighbsbwiff(rm
wo¡k for ongfenæ
pmdice
based on
llANDARDS
ACftvE llEcoGNfTroN
@ -hetps studenß
atr
æab
pelformmce bsß
-has studenß
ASSESSMENÍ AND
l. vArues cRrrERrA
cRtrERtA
sudr æ jigsaws
fishbml
A'PLTAToN
FLUENT
@ d;spÌays wheeb for
Grent urút in class
-includes disession of
upæming wheeÌs in
parent newsleftr
leads Þarent taining
ILUENÌ APPL¡CAIION
@ disosses
differences in student moti@tion ùd
pùticipation after
quadlût
1
activities
ftuÊNl APP|-|CAÏoI{
@ desigs student
bam with aU fou
6'l)es induded
-poinb outwðÆ in
which different studenb shine or lead
amss poinb in rycle
1
3 2
lll. srcls:
EASIC IDENÎIFICAIION
A. PROVIDE¡
INFORMATION
AND
@
dælops gÞphic
orgÐizeß for stu-
GUIDÊD PRACIICE
MODALITIES
d@t uaÌJÆis of tqt
*uggests informatíon be represented
æ posters, skits, or
nMspaper page
B. OFFERS IUDENT
@ dwelops mætery
USING MULTIPI.E
INTEI.IIGENCES AND
PERCEPfUAL
BAslc lDENrFrcAnoN
test
CHOICE AND
including
reqùired md option-
IÑDEPENDENT
aì
æroses
IEO{NOLOGY IN
stmdùds on lesson
SIANDARDS BASEI)
plm
INSTruCIION
-places stÐdùds for
eâdh unit on boæd
for student or
pùent reviff
BAsIc IDENrlFTAfloN
O -supÞlemenb tadi-
ÍARIEÍY OF
tional test based Slade
FORMATIVE AND
vdth
a
as a debate
;UII¡IATIVE
sch
sËl
ASSESSMENTS
-includes resulß f¡om
perfommce
gloupprcjd
or
a
ingade
Bastc lDENrFtcÀÏoN
@uses a checklist to
PRÉSENTS
æsess
A
BA!áNCED SCORING
PACKAGE FOR UNITS
gtoup's ongc
ing participation
specific feedback on qualitj¡ of a
{ffeß
line d¡åwing in
p¡ogless
o
C. WORIG wlTH
sÍuDENr's
10
CRËATE RUERICS
BASIC IDENIIFICATION
O - ÌwiMs
teacher-
rubrics ior
created
debate on capital
pwishment
{hæs
læt yeù's
clæs prcjects to
model how rubrics
BASIC IDENÍIFICATION
D. COMMUNICATES
ASSESSMENÍ DATA
tristories
ACCOMI{ODATION
onesponds via
email b intemadonal
gbup studying
æncept
*hadow cæerbæd
@ - uses electronic
portfolio for self Ðd
supports student
exploration of
advmæd softwùe
applications
students
- mâintains
electronic data
lecords for Ðalyôis
softræe
AccofiÀ.toDATtoN
multidisciplinary
stÐdùds to dpmd
unit adivities
frme
@ncelfual
wolk on unit plñ
themahc
instruction to
integÞte o6seridlù skiìls
-
-pesonâlizes
standædsòased cüli@lum to include
lelated concepts
theory
Accoill,loDAnoN
simulation
md disc@erybæed
@-rwiws
stùduds to
siål
develoÞs a
commurútj¡ based
reseùch Þrcjed
@ - uses
uses
CONTENT
TO
field
-models corect
content rc@bulary
-models @rect
content skills
BE
TAUGHf
ÈASIC IDENTIFICAÍION
FLUENT APPLICAÍION
@ creates role of
prcminent soentrst
md palticipates in a
debate on contwer-
menbr lor a day ùd
presnts re{lections
ACTTVE RECOGN|Í|ON
-relates
FOUNDATION IN
intæsts
to
-
-famüaùes tudents
with Inteñet basics
- develoÞs and shæs
udt plùs using
student demonsùation to teach pee¡s
O chæÞaining
or expeúmæs in
A. STRONG
FLUEÑT
CURR¡CULUM SCOPE
plan
AND SEQUENCÊ
-shdes unit standùds witl. students
eithe¡ orally orby
witing
sme*
ter ol yeù-longbæis
to dweìop integÞted sequence of con-
æpts,topi6, and
alss conte¡t
disciplines
boùd
CONTENT TAUGHT IN
O {Ìuste6 discipline concepts into
meaningfrrl sections
when plaming
disdsses t¡ow @n-
tN$rucfþNÂt-
æpts
C. DESIGNS A
CONCEPnJAL
FRAMEIIORI( FOR
omect
to stu-
de¡ts'ìives
UNITS
BASIC IDENIIFICAÎION
FLUENÎ APPTICATION
@ -works on
on
BASIC IDEÑI¡FICAÎION
APPLICAIIoN
md comunication
skills
@ -wites local or
state standùds in
B. UNDERSÍANDS
4[{AT
disosses where
ìnstructional activi@
D. APPUES THE
rmtoo ro
ties fâIl acrcss quad-
ACTÍVE ItECOGñfflON
@ -indudes webbæed resouces for
student use
-indudes audio md
visual media to plee
Ðt additional pe¡-
dards in lessons
€xtends discipÌine
study beyond minimum standards
FLUENÌ
APPLTATq{
@ -hæ autt.r€d at
leæt one int*disci-
Þlinary 4MAf unit
md sresstullyfielè
tested
it
spectves
Acfflc
REcoGNrroN
@ -lwiwsNûi@la issues with peeE
aocs gÞde lwels
-pùticipates in
instructioral teÐs
fodsed on sh¡dent
Accot¡,þDAnoì{
O -references
FI.UENI A9PLICAIION
or-
rent rderstandings frcm national
content org:anizæ
@ -has authored at
Ìeast one i¡terdisci-
tions
and measred stu-
plinary4MAIunit
grcupings
-includes local and
national standards
in unit plans
relwant statdards
ACTÍVE RECOGNIÍION
.ACCOf¡lt'Ð/ülql
FLUENT
ø
$hares Þìanning
malñ orlists deli*
eating ænæpts and
topiG
disesses wlÌy 1R
activities linkto onæpt and 2L to topic
ACTfVE RECOGNIÍION
@ assigns rellective
tasks sctr as journal, nowerbal re1>
resentâtioN
PERSONAI-
rmts
€ssigB active tasks
PI.ANNING AND
-links 2L ir¡Jormation witlì 5L practiæ
activities
tery
TEACHING
Accol'{i{oDAÏoN
@ Ìefelenæs stan-
such as oeating 3
dimeNional modeìs
or skits to sh@ mas
@ -indudes onæp
tual umbrellas for
uits
-pârticipates in peer
æachìng sessiom
and shares hry
umbrella
s
relate
aooss multiple
units
ACCO}iI¡þDAI¡oÌ{
@ expìairu scope
md sequen@ of con-
nected 4MATuits at
pMt confæ¡ce
displays a bulletin
boald i[ustrating
major relatio$Ììips
Ðongmit concepts
Ðd activiti6
dent growtl. agâinst
APPUCAÏoN
@*hars pereonal
semester
@iola
in Livellst
oacl.es olleagpes
and starts with hñingthem desoibe
rrmbrellas
TI.UENI APPLICAIION
@
?articipates in
-grâdes math
worksheets with
O
AcTflG
"ECOGNfIION
-prcvides
â step b5¡
sbp outline for a
hajor report and
ø
grades prccess
assigns a daily
doment
joumaÌ to
prcgress in
findi¡gs
undestúding
AcflvE tlEcoGNfTroN
@ -begins
a
Mitinguitwith
home on Monday
ACIIVE RECOGNfTION
with stu-
@ -wolks
denß to
wib
rubrics
for oml history
pmjd
dwelops temÞlab for
sdenß
to
6e in
cEatng rubrics b
flåluaG peer 6Hb
ACTÍVE RECOGNIÍION
ø
-posts
monthly
æsessments on
school website
student
md mers
a
model leftr showing
parts to be included
lisß facts to be
included in diorma
at start of project
-keeps records
student jounals
wery Wednesday
¡{CCOI#'toDATlON
final
exm ouüne md athletic pedomame
eryedations at *art of
cardiovaselar uit
-seûds weeHy home
wo* mdÞrcjd guide
@ -hmds out
letter-
@mentson
-reads
Accol'ü.roDAÏoN
@ æates a særing
package that includes
a mindmap, chapter
oudine, quiz, field
wor\ and orâl presentatron of prcjed
4MAT Nridla
{eryes on professional development teâm
Ðd offen 4MAT
ûåining
uÞte
date md sends
home acruate midpoint glade wiws
ffi
@
AccoMl'{oDAÏoN
rotre6 superior
models of "gudrcp
abms" to shüe with
nú semester's gloup
{reabs a model porüù
lio of fashion desiSn
slctches dth class
FIUENT APPIICAIIoN
@ desiCns a student
portfoüo
whidr
Equires refldion on
fhe prccess a$d mâlysis of the final prcjed
-uses studenß' rubrics
FLUENT
APPLtcÀlloN
@ dwelops a nine
wæk score cå¡d for
assigmenß and major
prcjeß aDd indudes
ex@Ìes ol superioe
average, and incomplete student wo¡k
FTUENT APPLrcATION
@ sends home a quaF
terly newsleftr dth
explilåüon of assese
ment of up@ming
prcjed
-shæs lib¡ary of
fair
prcjed duìngpaÉnt
model science
help
AccoilÀ.toDÄTtoN
@ +ebüshesæry
Þidryas¿tuetodG
l¿b dft fidenb üêù
rdû'.llÐce onpænd
potrolios to he
student ùd}% ùeir
-ùses
FLUENI
APPLtcAïo¡t
OpariciÞaþs in
schæÌ fair set in local
fiÞhouse or other æm
seting May
frcm school
-aranges for m interpreter at ænfeÉnæs
when teacher camot
speak the parenß'
l¡nguage
mriv
@(Btloo3 About Learning, lnc. 1951 N. Old Rand Road, Wauconda,
lL
dr-
ridlum develophehl
tem and shares
ASSESSMENT cRtrERtA
A. PROVIDES A
B.
qpmd
of music to
ø
@-indicates
srcus:
mal]æs teo pieces
A. HAS
tlìei¡ peNonal
Nigmdts
EASIC IDENÍIF¡CAÎION
FLUENT APPLICAÎION
@ +ncæmges
ssig¡s comunity
intNiws ol oral
adapt
fiveTe*
EASIC IDENIIFICATION
lll.
dl@
sbrdents to
@
ACff\E RECOGN]ÍION
ø - pEvides student
púducdon sofMre to
hclude hågery ùd
ontent
@ detrmines why
concept is reÌmt
to students' lives
REcoGNrfloN
ompilesud
EASIC IDENÎRCATION
of
D. INTEGRATES
AcfnE
@
i¡dividual ebriß
-p¡oqdes acæss to
softwde fo¡ inûe
duction or pÞctiæ
RELRr'ANT MANNER
sho¡t
video clips to topic
{eatea collage of
images repres@ting
theme
Drojects
mong
@ -tead¡es systematically word
processing skills
,APPUES
ø {omects
pelfomm@ based
cl¡oiæ
Accor¡¡.{oDAlloN
AcrrvE REcoGNFtoN
concelf disossion
{e¿tes gloup æd
dfeß
PRACTICE
C.
ll. ¡<xow¡-EDGE cRrrERrA
rNsrRucfroN cRtrERtA
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