Domain IV: Fulfilling Professional Roles and Responsibilities

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Domain IVFulfilling Professional Roles and
Responsibilities
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Competency 012

• The teacher enhances knowledge and skills by
  effectively interacting with other members of the
  educational community and participating in
  various types of professional activities.

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ObjectivesThe beginner teacher

• Interacts appropriately with other professionals
  in the school community.
• Maintains supportive, cooperative relationships
  with professional colleagues and collaborates to
  support students learning and to achieve campus
  and district goals.
• Knows the roles and responsibilities of
  specialists and other professionals at the
  building and district levels.
• Understands the value of participating in school
  activities and contributes to school and
  district.
• Uses resources and support systems effectively to
  address professional development needs.

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Objectives, continued

• Recognizes characteristics, goals, and procedures
  associated with teacher appraisal and uses
  appraisal results to improve teaching skills.
• Works productively with supervisors, mentors, and
  other colleagues to address issues and to enhance
  professional knowledge and skills.
• Understands and uses professional development
  resources to enhance knowledge, pedagogical
  skills, and technological expertise.
• Engages in reflection and self-assessment.

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Additional Objectives

• Establishes strong and positive ties between
  school and community resources that can enhance
  student learning and incorporate these into daily
  lessons.
• Becomes aware of social problems present in the
  community and how these impact the lives and
  learning of students.
• Models positive beliefs and attitudes
  understanding that these have a profound impact
  on the environment of the school and its learners.

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Interacts appropriately with other professionals
in the school community

• Vertical teaming
• Horizontal teaming
• Team teaching
• Mentoring

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Maintains supportive, cooperative relationships
with professional colleagues and collaborates to
support students learning and to achieve campus
and district goals.

• Principal
• Department chairperson
• Mentor
• Team members
• Curriculum coordinator
• Technology coordinator
• Special Education personnel

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Knows the roles and responsibilities of
specialists and other professionals at the
building and district levels

• Board of Trustees
• Principal
• Department chairperson
• Curriculum coordinator
• Technology coordinator
• Special Education professionals
• Handout 1 - Vocabulary

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Understands the value of participating in school
activities and contributes to school and district

• Participating in decision making and problem
  solving
• Sharing ideas and expertise
• Serving on committees
• Volunteering to participate in events and projects

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Uses resources and support systems effectively to
address professional development needs

• Mentors
• Service Centers
• State Initiatives
• Universities
• Region One web site www.escl.net

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Recognizes characteristics, goals, and procedures
associated with teacher appraisal (PDAS)

• Teacher uses appraisal results to improve
  teaching
• Handout 2 - PDAS Domain IV Professional
  Development

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Understands and uses professional development
resources to enhance knowledge, pedagogical
skills, and technological expertise

• Mentors
• Service Centers
• Conferences
• Online resources
• Workshops
• Journals
• Professional associations
• Coursework
• Handout 3 - 5 Models of Professional Development

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Engages in reflection and self-assessment

• Identify
• strengths
• challenges
• potential problems
• Improve teaching performance and achieve
  professional goals
• Consulting with peers or mentor to gain new ideas
  about teaching lessons more effectively
• Reading articles in professional journals or on
  the Internet pertaining to an area in which they
  are trying to improve
• Attending workshops or conferences that are
  designed to help improve teaching strategies
• Joining and being active members in professional
  organizations (professional education
  organizations and organizations for teaching
  specialty)
• Setting goals in critical areas and deciding what
  evidence is needed to determine if that goal has
  been reached.

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Engages in Reflection and Self-Assessment
(continued)

• Setting benchmarks needed to reach personal
  goals.
• Forming a study group with fellow teachers
  focusing on a specific topic.
• Partnering with a colleague to attend workshops,
  share new ideas, and implement new practices.
• Conducting action research in regard to a new
  strategy to determine its effectiveness.
• Consulting with the school counselor if dealing
  with a student who has emotional or home
  problems.
• Consulting with the special education
  diagnostician if they feel a child having
  continual problems with achievement needs
  testing.
• Consulting with the special education resource
  teacher if a child is having trouble with his/her
  IEP.

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Establishes strong and positive ties between
school and community resources that can enhance
student learning and incorporates these into
daily lessons.

• Joins community organizations/associations and
  contributes services to them.
• Invites organizations of the community to give
  presentations to students that explain their
  goals and contributions to the community.
• Encourages students to interview members of the
  community to complete reports or projects for
  class.
• Encourages students to spend time doing community
  service work as a part of their class projects
  and awards credit for such time.
• Plans field trips to community establishments.
• Has students write reports or conduct projects
  using services provided by community
  establishments.
• Encourages students to investigate the many
  resources available in the community and explain
  how they relate to concepts being studied in
  class.

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Becomes aware of social problems present in the
community and how these impact the lives and
learning of students.

• Provides time for students to accomplish homework
  assignments in class.
• Offers tutoring sessions before and after school.
• Loans resource materials to students to assist
  them in learning.
• Pairs students with a learning buddy to study
  with after school.
• Is a willing listener to students with a problem.
• Suggests resource persons on campus that might
  help with the problem.

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Models positive beliefs and attitudes,
understanding that these have a profound impact
on the environment of the school and its
learners.

• Supports and enforces policies of the district
  and campus
• Shows respect to the leaders of the school,
  fellow teachers, and students
• Writes a personal vision statement that helps
  analyze attitudes and beliefs about teaching
• Keeps a portfolio of effective lessons.
• Has a positive self-concept.
• Respects the diversity of students and treats
  them equally.
• Believes that all students can learn regardless
  of gender, ethnicity, socioeconomic status,
  handicapping conditions, etc.

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(continued)

• Communicates high expectations to all students.
• Communicates clear goals and learning objectives
  to the students for each unit studied.
• Conducts guided practice sessions during class
  when students are given additional instruction as
  needed.
• Aligns assessment procedures with the content
  taught.

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Reflective and Self-Evaluation Questions

• What is it that I want to see happen in my
  classroom?
• Is what I want to see happening (Am I getting
  what I want?)?
• What does the research tell me that I need to do
  differently to get what I want?
• Teachers need to always look for ways to become
  better teachers.
• Handout 4 Professional Dev. IQ Test