ACADEMIC ADVISEMENT MANUAL - SUNY Cortland

Commitment toOngoingAssessment for StudentImprovementContinualReflectionon Self-Improvement,Receptivenessto Guidance, andProfessionalDevelopmentSensitivity to theParticularSchoolCulture,IncludingExpectationsof CandidatesAppropriateInitiativeEffectiveCommunicationwith AllStakeholders(e.g., Parents,Administrators,Community Partners)Demonstrates regular and intentionalevaluation of student progress througha variety of evaluative means. Plans andarticulates evaluation as displayed inlesson planning and implementation inthe classroom on an ongoing basis.Consistently expresses reflection onown progress with regard to SUNYCortland dispositions and furtherprofessional development withoutprompting. Displays this dispositionthrough asking for suggestions,evaluative activities, and lessonplanning for improved performance.Seeks professional developmentopportunities (e.g., in-service days,conferences).Exerts effort to understand theappropriate norms of the particularschool environment and adaptsbehavior accordingly. Demonstratesflexibility in adjusting to changingexpectations.Makes a positive contribution throughcreative ideas. Recognizes value ofexisting Programs/curriculum and seeksto improve them.Regularly and frequently communicateswith stakeholders. Identifies obstaclesto be overcome for greaterparticipation by families andcommunities.Demonstrates acceptable progress inevaluation of student progress through avariety of evaluative means. Plans frequentevaluation but not always consistent inregular lesson planning and/orimplementation in the classroom.Increasingly expresses reflection on ownprogress with regard to SUNY Cortlanddispositions and further professionaldevelopment with little prompting.Displays this disposition through frequentasking for suggestions, evaluative activities,and lesson planning for improvedperformance. Seeks professionaldevelopment opportunities (e.g., inservicedays, conferences).Seeks to understand the appropriatenorms of the particular schoolenvironment and to adapt behavioraccordingly. Demonstrates progress inadjusting to changing expectations.Occasionally seeks an opportunity torecognize and improve existingprograms/curriculum as well as to helpschool faculty and staff achieve goals.Regularly communicates with stakeholders.Promotes greater participation by familiesand communities.Demonstrates an absence of planningand does not evaluate student progressthrough a variety of means. Does notarticulate intentional design forongoing student assessment as seen inlesson planning and/or implementationin the classroom.Rarely expresses reflection on ownprogress with regard to SUNY Cortlanddispositions and further professionaldevelopment. Seldom asks forsuggestions for improvement.Responds inappropriately to requiredself-reflection activities.Fails to understand the norms of theparticular school environment and doesnot adapt behavior accordingly.Demonstrates indifference to thereasons why and how schools differ inculture.Expresses indifference toprogram/curriculum improvementand/or to the needs of faculty/staff.Resists communication withstakeholders. Displays indifference tothe concerns of others.42