| A | B | C | D | |
|---|---|---|---|---|
1 | ||||
2 |  | : All Competencies and Skills | ||
3 | ||||
4 | Code | Skill Descriptor | Statement or Guiding Question | Danielson Crosswalk |
5 | TC.1 | Building Relationships | I can build trusting relationships with students, families, and colleagues and consistently implement trauma-informed and restorative practices and culturally responsive teaching. | |
6 | TC.1.1 | Implement trauma-informed and restorative practices | I can interact with students in a fair and equitable manner and consistently implement trauma-informed and restorative practices to support my students. | Danielson 2a, 2d, 4f |
7 | TC.1.2 | Create opportunities for relationship building | I can create opportunities for students to build relationships with me and with each other and to consider multiple perspectives and manage conflict. | Danielson 2a |
8 | TC.1.3 | Value and practice culturally responsive teaching | I value students’ cultural and linguistic backgrounds and experiences and view this knowledge as capital upon which I can build. | Danielson 1b, 2a, 4f |
9 | TC.1.4 | Engage families and the community | I engage families and community members to support students' learning and to grow students' personal and professional networks. | Danielson 4c |
10 | TC.1.5 | Collaborate with and support colleagues | I can collaborate with, support, and seek help from my colleagues while adhering to norms and managing conflict as it arises. | Danielson 4d, 4f |
11 | TC.2 | Personal and Professional Growth and Development | I can self-assess, set goals, collect data, and implement a continuous improvement process to work on my personal and professional growth and development. | |
12 | TC.2.1 | Seek and embrace challenges and take risks | I can overcome personal barriers to be able to seek academic challenges and take risks to pursue learning and improved outcomes for students. | |
13 | TC.2.2 | Persevere through setbacks | I can persevere through significant academic and non-academic setbacks or failures and I use mistakes and failures as opportunities for learning and growth. | |
14 | TC.2.3 | Adopt an innovative mindset | I strongly believe in the mission and vision of my school and I understand that adopting an innovative mindset requires patience, time, perseverance through failure, and consistently challenging my traditional beliefs about the purpose of school. | Danielson 4f |
15 | TC.2.4 | Seek feedback, support, and resources | I consistently seek out feedback and am comfortable asking for help when I need it. | Danielson 1d, 4f |
16 | TC.2.5 | Set goals and reflect on personal and professional growth | I set measurable goals for my personal and professional development and use a continuous improvement process to gather data, reflect on my progress, and apply my learning. | Danielson 4a |
17 | TC.2.6 | Practice self-care and build emotional intelligence | I practice self-care and continue to work on my emotional capacity to care for students who are high need. | |
18 | TC.2.7 | Commitment to professional learning and leadership | I seek opportunities to deepen my professional practice and to take on a leadership role. | Danielson 1d, 4d, 4e, 4f |
19 | TC.2.8 | Effective use of technology | I am comfortable using and supporting others in using a variety of technology and I seek new types of technology to learn and introduce to my students. | |
20 | TC.3 | Mentoring Through Advisory | I can create a safe space for me and my students to build trusting and meaningful relationships with each other, where every student is known and feels cared for, and where I challenge and support students in their academic, personal, and social-emotional growth and development. | |
21 | TC.3.1 | Nurture trusting and meaningful relationships with students | I can nurture trusting and meaningful relationships with and among the students in my advisory. | Danielson 2a, 4f |
22 | TC.3.2 | Nurture trusting relationships with families | I can nurture trusting relationships with the families of each student in my advisory and proactively engage families in a team effort to support their child's social, emotional, and academic growth and progress. | Danielson 4c |
23 | TC.3.3 | Build community and ownership | I can design, adapt, and/or facilitate activities that allow students to build community, engage in meaningful conversations, and take ownership of their school experience. | Danielson 2a |
24 | TC.3.4 | Monitor data and appropriately intervene | I can regularly and consistently monitor the academic, attendance, and behavior data for the students in my advisory and provide interventions when necessary | Danielson 3d, 4b, 4d, 4f |
25 | TC.3.5 | Hold regular one-to-one conferences | I can facilitate one-to-one conferences with students to support their academic and personal progress and growth. | Danielson 4b |
26 | TC.3.6 | Provide opportunities for growth in Personal Development and Habits of Success competencies | I provide students with ample opportunities to monitor and reflect on their Personal Development goals and to evidence the Habits of Success competencies at the highest levels. | |
27 | TC.3.7 | Support post-secondary planning | I can support students in developing an actionable and realistic post-secondary plan and provide support, feedback, and resources to help students successfully implement their plans. | |
28 | TC.4 | Designing for Engagement and Impact | I can design meaningful and relevant learning opportunities that address authentic, real-world problems or complex questions and allow students to apply their learning to impact an authentic audience. | |
29 | TC.4.1 | Authentic problem frame or question | I can design studios that challenge students to wrestle with a complex and authentic problem or question. | Danielson 2b, 3c, 3e |
30 | TC.4.2 | Culminating performance tasks aligned to competencies | I can design culminating performance tasks in alignment with target competencies that address the problem frame of my studio. | Danielson 1f |
31 | TC.4.3 | Engaging launch | I can design an engaging launch for my studio that clearly communicates the "why" and gives a compelling reason for students to engage in the content and learning while also creating a shared experience and building a shared understanding. | Danielson 2b, 3c |
32 | TC.4.4 | Investigate the problem | I can use the backwards design process to deconstruct my culminating task and to design learning experiences that allow my students to investigate the problem from a variety of perspectives in an authentic way. | Danielson 1b, 1c, 1e, 1f, 2b, 3c |
33 | TC.4.5 | Impact on authentic audience | I can support my students in applying their learning to make a real impact on an authentic audience. | |
34 | TC.4.6 | Designing for daily facilitation | I can use multiple forms of data to inform my daily facilitation plan and to design activities and mini-lessons that meet the individual needs of my students. | Danielson 1b, 1c, 1e, 1f, 3a, 3c, 3d, 3e, 4b |
35 | TC.5 | Facilitating Personalized Learning | I can create a personalized learning environment where students are accountable for their own learning and I regularly use data, systems, and technology to differentiate, adapt, and provide access as I support each student in developing their personalized pathway. | |
36 | TC.5.1 | Safe, structured, and flexible learning environment | I can establish a safe, structured, and flexible learning environment for a diverse population of students. | Danielson 2a, 2c, 2d, 2e |
37 | TC.5.2 | Performance-based and formative assessment aligned to the competencies and continua | I can communicate clear and measurable learning targets and outcomes and design performance-based and formative assessments aligned to the competencies and continua. | Danielson 1f, 3a, 3d |
38 | TC.5.3 | Higher level thinking and high quality content | I can engage students in higher level thinking, questioning, and synthesis through high quality, meaningful, and relevant content presented from multiple perspectives. | Danielson 1a, 1e, 2b, 3a, 3b, 3c, 3d |
39 | TC.5.4 | Scaffolding and differentiation | I can set rigorous expectations for students while providing scaffolds and supports so that students across all differences can access the learning. | Danielson 1b, 1c, 1e, 3e, 4d |
40 | TC.5.5 | Personalization | I can personalize learning for students by tailoring tasks to students' levels, needs, and interests, by providing cognitive choice, and by encouraging students to take ownership of their learning. | Danielson 1c, 1e, 3c, 3e |
41 | TC.5.6 | High quality work through feedback and revision | I can set expectations for high quality work products through the use of self-assessment, goal-setting, feedback, and revision cycles. | Danielson 2b, 3d |
42 | TC.5.7 | Use systems to organize, manage, and analyze data to inform instruction | I can manage, incorporate, collect, and analyze a variety of data to improve my practice and to improve engagement and outcomes for all students. | Danielson 1b, 3d, 3e, 4a, 4b |
43 | TC.5.8 | Enhance learning with digital tools | I can use technology to enhance teaching and learning, build digital fluency, and create new products. | |