JFK Teaching Profile

1. SET HIGH EXPECTATIONS FOR STUDENT LEARNING

Performance Descriptors

∙ Students understand the objectives of units and lessons, why they study particular topics, and how to be successful.

∙ Students are asked and respond to questions that require higher order critical thinking.

∙ Learners take risks in learning without fear of negative feedback.

∙ The teacher shows enthusiasm for teaching and sets challenging goals for all students.

2. FACILITATES STUDENT LEARNING THROUGH EFFECTIVE PLANNING THAT INVOLVES STUDENTS IN A SIGNIFICANT WAY

Performance Descriptors

∙ The teacher demonstrates an understanding of the curriculum, content, and developmental needs of students.

∙ Students engage in inquiry-based learning through relevant questions from the school's written curriculum, which requires them to prepare, research, create, and

reflect.

∙ Students are actively involved in real world problem solving experiences based on the school's written curriculum.

∙ The teacher builds learning experiences over time to prepare students to respond in higher order critical thinking.

∙ The teacher designs daily instruction using clear, research-based methods appropriate to student development.

∙ The teacher offers students opportunities to talk about themselves and their own experiences in relation to the course content.

3. EFFECTIVELY MONITORS STUDENT PROGRESS THROUGH ASSESSMENT, TO IMPROVE STUDENT LEARNING AND TEACHING PRACTICE

Performance Descriptors

∙ The teacher communicates assessment instructions clearly and discusses the success criteria in rubrics with students so that they understand how their work is assessed.

∙ Students complete a range of challenging summative assessment tasks based on the appropriate syllabus using rubrics to guide success criteria.

∙ Students complete a variety of quality summative assessment tasks related to summative assessment criteria using rubrics to guide success criteria.

∙ Students use high-quality work samples for formative and summative assessment tasks to make corrections and improve performance.

∙ The teacher provides timely and meaningful feedback on formative and summative assessment tasks and clearly indicates how students can improve performance.

∙ The teacher collects and reports a variety of assessment data to make adjustments to planning and teaching.

∙ Students show improved learning and a high level of achievement in a variety of ways through portfolios, standardized tests, beginning and end of year exams, and homework assignments.

summative evaluation.

4. EFFECTIVELY APPLIES CURRENT RESEARCH-BASED STRATEGIES TO ADDRESS THE NEEDS OF DIFFERENT LEARNERS

Performance Descriptors

∙ Students process and interact with new knowledge through inquiry-based strategies (Examples: metaphors, analogies, classification, comparing and contrasting,

predictions, concept maps, mental images, active reading 3-2-1/1-2-3, etc.

∙ Students record and represent knowledge visually through different graphic organizers (Examples: Venn diagram, lookup tables, mind maps or webbing, cause and effect, argument ladder, models, etc.)

∙ Students have ongoing opportunities to collaborate and engage in discussions with teachers and peers regarding course content (Examples: Think-pair-share and their

variations, literature circles, World Cafés, carousel, puzzle, role playing, fishbowl, four

corners, MUN, round tables, game of chairs, simulations).

∙ The teacher models and verbalizes subject-appropriate thought processes to solve problems.

∙ The teacher explains the content in multiple ways to differentiate instruction for different students.

Students understand how knowledge in the topic is constructed and expressed.

5. CREATE A HEALTHY, SAFE AND INNOVATIVE LEARNING ENVIRONMENT

Performance Descriptors

∙ The teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes classroom disruptions.

∙ Students understand and follow classroom rules, routines, behavior expectations, and consequences set by the teacher.

∙ The teacher recognizes adherence or non-adherence to rules and procedures and applies logical consequences.

∙ The teacher effectively uses language to give specific acknowledgment or corrective feedback to enhance behavioral self-observation skill.

∙ The teacher maintains positive relationships with students to create a friendly, healthy, and safe environment.

∙ The teacher observes movement and verbal and non-verbal actions to provide feedback to students.

∙ The teacher moves smoothly and effectively during the activities.

Students use digital tools or technology to gather and evaluate information or to solve problems.

6. FULFILLS PROFESSIONAL OBLIGATIONS AND CONTRIBUTES POSITIVELY TO A COLLABORATIVE SCHOOL CULTURE

Performance Descriptors

∙ The teacher positively contributes and collaborates with others in professional conversations to enhance student teaching and learning at section meetings.

∙ The teacher engages in genuine reflection and study of teaching in order to grow professionally.

∙ The teacher uses Schoology effectively as a platform to inform parents and students about assessment, academic progress, and important resources.

∙ The teacher satisfactorily completes all the tutorials, duties and responsibilities of his section.

Model the characteristics of the IB Community Profile at all times to the community.

Effective Teaching Reflection

Todat I discovered that many of the characteristics of an effective teacher are aligned with the teaching profile that JFK seeks and under wich we are evaluated each year. I highlight the establishment of high expectations in learning, effective planning that significantly engages students, as well as the continous monitoring of the progress of each student.

Daily Action

Ending classes with a powerful closure that allows me to quickly assess the learning of my students. 

Exit Tickets