PROFESSIONAL RESPONSIBILITIES

Potential Artifacts
Please aim to upload 2 pieces of evidence from each category into EPSS that exemplify the highest level of attainment.
Please remember that characteristics of a 3 include evidence of school wide initiative/leadership.
REVIEW OF THE RUBRIC PRIOR TO UPLOADING ARTIFACTS IS HIGHLY RECOMMENDED
PF1 Understands and participates in school/district based
initiatives and activities

PF2: Solicits, maintains records of, and communicates
appropriate information about students behavior,
learning needs, and academic progress

PD binder and meeting notes
CPT minutes
Work products or notes from PLCs or Book Clubs
Documents produced from committee work
Student assessments, rubrics, criteria sheets
Model Classroom structure in place
Evidence of Interactive Notebook implementation
RTI referrals/data collection
PBIS-related artifacts
Artifacts demonstrating Common Core
implementation
Data team related work/products
NEASC related materials
Student work / Instructional artifacts
Evaluation system materials
PD evidence (giving/taking) as it relates to
school/district-based initiatives

e-mails w/parents, guidance, colleagues, etc.
seating charts are maintained
Welcome letter
Returns calls and emails within 24 hours
Newsletters
Running records
Website
Utilization of Aspen to maintain grades
Maintains accurate attendance records
behavior management plan
appropriately utilizes the discipline referral process
IEP/RtI/ET/referrals/504
log of conversations/conference meeting minutes
journals
Plan book
Parent and/or student surveys
interest inventories
multiple intelligence surveys
log/journal of calls home
progress monitoring tools
assessments/data charts (SLOs, etc.)

PF3: Acts on the belief that all students can learn and
advocates for students best interests
PF4: Works toward a safe, supportive, collaborative
culture by demonstrating respect for everyone, including
other educators, students, parents, and other community
members in all actions and interactions

calls to parents (phone log samples)
stay after for extra help (tutoring log)
conversations with colleagues (professional
log/email)
behavior management plans/expectations
Offers multiple opportunities to make up work
referrals for student services (RTI, 504, IEP, mental
health)
written records of communication (parents, other
teachers, counselors, administrators)
team meeting minutes (TLC/CPT)
behavior management plans for class or student
evidence of differentiation for students


appropriate information is left for substitutes
behavior management plans are used
behavior expectations are created and taught
PBIS involvement/activities
cooperative learning jobs grid
student surveys
Works collaboratively with co-teacher
Utilizes various models of co-teaching
records of communication w/colleagues
parent feedback is solicited
Chaperoning events such as dances, movie nights,
game nights, Trivia Night, Geography/Spelling B.
orientations
Evidence of collaborative efforts (committee
products, etc)

PF5: Acts ethically and with integrity while following
school, district, and state policies
PF6: Engages meaningfully in professional development
process and enhances professional learning by giving and
seeking assistance from other educators

IEPs
504s
PBIS
Referrals (discipline)
student grades
Utilizes I when appropriate
Grading policies are adhered to
data reports (spec education, other)
RTI related information
student assessments, rubrics, criteria sheets
behavior management plans
records of communication with parents/colleagues


Records of participation in PD opportunities
Records of implementation of PD (may include
sign in sheets, participation/completion
certificates, personal notes from PD session,
info. etc.)
Team/department meeting minutes
Analyzes student work
PBIS related activities
PGG
Visits classrooms of colleagues
Participates in iWalkthrough
products from professional learning communities
Reflects on evaluation feedback
Records of speakers
Communication records with colleagues

PF7: Plans effectively based on accurate knowledge of
how children learn and develop

PF8: Uses data appropriately to plan instruction for a
diverse group of learners


lesson plans (show accommodations
/modifications/differences/etc)
Student Surveys
Multiple Intelligence inventory
Structures environment for consistency
Routines are in place
instructional artifacts student models,
primary sources, resources, cue cards, etc.
student work, pretests
IEP/504/RTI as they apply to planning lessons
data charts/analysis
evidence of differentiation
cooperative learning jobs grid

student assessments (SLO, informal,
standardized, etc.)
rubrics (holistic/analytical)
tests & quizzes
exit cards
formative assessments
teacher reflections
data reports as they relate to planning
instruction (NECAP, NEWA, etc.)
progress reports
student grades
pretests
RTI data/reports
lesson plans