MO EDU-SAIL Learning Packages Teacher-Student Relationships | Page 35

Professional Development to Practice
Practice Profile
Teacher-Student Relationships
Practice Profile
Essential Function
1
Teacher develops effective
elements for building strong
relationships with students into
classroom practice to develop
students’ socially appropriate
behaviors.
Teacher is a reflective
practitioner and continually
2
assesses the effects of choices
and actions on students.
Teacher develops effective
methods for promoting strong
relationships with students into
3
classroom practice to improve
students’ academic
achievement.
Exemplary Implementation
Proficient
Close to Proficient
(Skill is emerging, but not
yet to proficiency.
Coaching is
recommended.)
2/4 criteria are met Far from Proficient
(Follow-up
professional
development and
coaching are critical.)
Fewer than 2/4
criteria occur
All of the following criteria are met:
●
Teacher demonstrates knowledge about each student’s
interests and emotional strengths.
●
Teacher shows pleasure and enjoyment in every student.
●
Teacher interacts in a responsive and respectful manner
towards all students.
●
Teacher does not show irritability or aggravation toward
students. 3/4
criteria
are met All of the following criteria are met:
●
Teacher actively seeks opportunities to grow professionally in
order to improve learning for all students.
●
Teacher uses various forms of self-reflection to monitor and
build on opportunities to increase teacher-student
relationships.
●
Teacher always acts as a responsible professional in building
teacher-student relationships. 2/3
criteria
are met 1/3 criteria is met None of the criteria
occur
All of the following criteria are met:
●
Teacher demonstrates knowledge about each student’s
background, strengths and academic levels.
●
Teacher offers each student help (e.g., answering questions
in timely manner, offering support that matches the children's
needs) in achieving academic and social objectives.
●
Teacher helps all students reflect on their thinking and
learning skills on a frequent basis. 2/3
criteria
are met 1/3 criteria is met. None of the criteria
occur