1. Identify hazards associated with the workplace and record and report in accordance with organizational procedure
2. Understand all workplace safety requirements at all times
3. Understand and maintain all organizational security arrangements and approved procedures
4. Understand and comply with all emergency procedures in accordance with organizational policy
5. Maintains a safe and clean work environment

1. Assists with creating and distributing any instruction and learning materials.
2. Completes clerical tasks on-time and prior to each instructional period.
3. Independently creates and copies all necessary printed materials and copies in a timely fashion.
4. Assists with grading student work.
5. Positively acknowledges and reinforces positive students’ behaviors.
6. Reports any student and behavioral concerns to the appropriate personnel.
7. Circulates among students to ensure on-task and safe behaviors
8. Explicitly states learning and behavioral expectations in a variety of settings.
9. Consistently maintains expectations aligned with school systems amongst all students.
10. Fosters engagement of students in a proactive manner.
11. Positively and effectively redirects student behavior when necessary.
12. Attentive during meetings.
13. Demonstrates values of school and school district.
14. Willingly takes on new tasks.
15. Professionally responds to constructive feedback and puts suggestions to practice.
16. Engages in open and honest dialogue.
17. Consistently displays a positive attitude towards challenging situations.
18. Actively seeks out feedback to improve overall performance.
19. Actively participates in significant or challenging conversations.

Demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.

1. Assists in checking for understanding with students.
2. Reviews lesson objectives with the teacher to ensure accurate instructions and explanations.
3. Supports the delivery of rigorous and culturally relevant content and learning objectives, with direction and guidance.
4. Reviews lesson objectives with the teacher and student to ensure accurate instructions and explanations.
5. Can articulate the critical components of a lesson.
6. Independently and effectively supports the teacher in lesson delivery.
7. Asks students thoughtful probing questions that align to lesson objectives.
8. Displays introductory knowledge of the structure/content of academic standards.
9. Demonstrates understanding of how lesson structure and design is tied to learning objectives.
10. Can identify and communicate the learning goal.
11. Understands prerequisite skills necessary for a student in the disciplines being taught.
12. Uses materials aligned to the student task
13. Encourages and provides opportunities for students to make connections to prior learning.
14. Can develop an understanding of how to distinguish instructional materials that are accurate and appropriate for the lessons from those that are not.

Teachers work collaboratively with the families and/or significant adults for the benefit of students.

1. Maintains safety and welfare of the students and the environment.
2. Supports clear expectations for student behavior.
3. Maintains procedures and routines to guide instruction and transitions.
4. Consistently reinforces student expectations.
5. Develops and demonstrates a caring and respectful relationship with students, staff, and families.
6. Facilitates student accountability to school and class procedures/routines.
7. Develops positive and appropriate rapport with students, staff, and families.
8. Maintains an environment based around acceptance and community.
9. Maintains an attitude centered on treating each student as an individual, and meeting students where they are.
10. Acknowledges the influence of race, ethnicity, gender, religion, socioeconomics, and other aspects of culture on student perspectives, community, and learning.
11. Interacts with students in ways that accept students’ cultural preferences and native languages that may be different than the educators’.
12. Through words and actions, demonstrates an understanding of how varying backgrounds and worldviews impact the learning environment, experience of students, and family engagement.
13. Recognizes that students have a variety of learning needs
14. Makes an effort to build a rapport with each student in the classroom
15. Encourages and ensures contributions of students across a range of ability levels
16. Can relate lesson material to students’ personal experiences
17. Implements a variety of inclusion, intervention, or enrichment practices to address unique learning needs and interests with guidance from teacher
18. Implements learning plan(s) to address student needs with guidance from teacher
19. Understands the importance of educator relationships with families
20. Seeks to develop respectful relationships with families and/or significant adults, as appropriate, with the students he/she is assigned
21. Through words and actions, demonstrates an understanding of how varying backgrounds and worldviews impact family engagement

Model and promote effective communication.

1. Makes an effort to alter typical communication style to be age-appropriate. For example, uses appropriate vocabulary with kindergarteners
2. Effectively alters communication style to be age-appropriate
3. Often provides directions to students that are clear and easy to understand
4. Reinforces good communication norms through modeling, such as active listening and doesn’t speak over classroom chatter.
5. Consistently provides clear directions to guide student learning and behavior

Teachers respond to a complex, dynamic environment.

1. Models ethical, reliable, and responsible behavior
2. Maintains confidentiality of student records and data as required by law
3. Maintains confidentiality of student, family, and fellow teacher interactions with colleagues
4. Maintains an appropriate appearance.
5. Is punctual to duties and classroom.
6. Engages in interactions that are respectful, consistent, and reasonable
7. Supports and promotes ethical behavior of students as individuals and as members of a community
8. Demonstrates personal accountability to school and district vision and mission.
9. Maintains a productive and respectful relationship with colleagues
10. Adapts to the changing demands of the classroom environment and school environment
11. Collaborates with colleagues to navigate change while maintaining focus on student learning
12. Implement change efforts in collaboration with colleagues

1. Demonstrate curiosity, imagination and eagerness to learn more
2. Build on personal experience to specify a challenging problem to investigate
3. Engage in novel approaches, moves, directions, ideas and/or perspectives
4. Recognize and describe cause-and-effect relationships and patterns in everyday experiences
5. Investigate to form hypotheses, make observations and draw conclusions
6. Test hypotheses/prototype with planned process for getting feedback

1. Accurately recognize one’s own emotions, thoughts and values and how they influence behavior
2. Appropriately express one’s own emotions, thoughts and values and identify how they influence behavior
3. Assess personal strengths and limitations, with a well-grounded sense of confidence, optimism and a ‘growth mindset’
4. Recognize personal characteristics, preferences, thoughts and strengths
5. Pursue opportunities to engage and learn interests
6. Apply knowledge to set goals, make informed decisions and transfer to new contexts
7. Recognize emotional response to ideas that differ from one’s own
8. Regulate reactions to differing perspectives
9. Look for and value in different perspectives expressed by others
10. Resist distractions, maintain attention, and continue the task at hand through frustration or challenges
11. Set goals and develop strategies to remain focused on learning goals
12. Focus on learning goals by employing motivation and familiar strategies for engagement and evaluate progress, making necessary changes to stay the course

1. Recognize how personal actions have had a positive or negative impact on others with feedback as needed
2. Recognize how members of a community rely on each other, considering personal contributions as applicable
3. Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respects consensus in decision making
4. Articulate personal strengths and challenges using different forms of communication to express oneself
5. Consider purpose, formality of context and audience, and distinct cultural norms when planning content, mode, delivery and expression
6. Establish goals for communication and plan out steps accordingly
7. Compare attitudes and beliefs as an individual to others
8. Identify and explain multiple perspectives (cultural, global) when exploring events, ideas and issues
9. Plan and evaluate complex solutions to global challenges that are appropriate to their contexts using multiple disciplinary perspectives (such as cultural, historical and scientific)
10. Takes great care with organizational data
11. Does not disclose any kind of personal or sensitive organizational information; understands that all data is confidential
12. Demonstrates honesty and integrity in all interactions. If an error is made, prioritizes minimal impact to the organization over their own reputation

1. Articulate task requirements and identify deadlines
2. Develop and utilize basic task and time-management strategies effectively
3. Demonstrate task-management attributes associated with producing high-quality products including the abilities to: 1) Work positively and ethically 2) Manage time and projects effectively 3) Multi-task 4) Clearly communicate with others
4. Appropriately express a range of emotions to communicate personal ideas/needs
5. Ask questions to develop further personal understanding
6. Demonstrate confidence in sharing ideas/feelings
7. Complete tasks with ongoing support
8. Seek clarity on tasks and needs occasional support
9. Demonstrate skill in assigned tasks and completes with little or no support

1. Begins to use math and literacy skills to inform work
2. Uses math and literacy skills to perform job tasks with frequent checks by supervisor
3. Independently and consistently use math and literacy skills to perform tasks (with occasional checks for quality)