Professional Responsibilities
Standards
(PRS)

The four Professional Responsibilities Standards were chosen to focus on the importance of collaboration between educators to create a learning-centered positive work environment, professional growth and reflection, professional behavior, family engagement, and developing positive relationships with students to foster student success. The four standards are:

• Manages Human Capital

• Self-Reflection and Professional Growth

• Professional Obligations

• Family and Community Engagement

Professional Responsibilities Standards Rubric

The Professional Responsibilities Standards Rubric outlines the Standards and Indicators, identifies mandatory and confirmatory pieces of evidence that can be used by educators and evaluators to demonstrate proof of practice, and a breakdown of the performance levels for each Standard and Indicator. 

NEPF Administrator Descriptor Key Words

The previous module also included the NEPF Administrator Descriptor Key Words. While the performance levels are explained on the rubric itself, this resource was provided to help educators and evaluators more easily differentiate between the levels by noting key descriptor words for each level (common language). The performance levels are not intended to be used during the observation cycle, but rather at the end of the evaluation cycle to assess practice on the Summative Evaluation. Educators should only be scored after multiple observations have been conducted and all evidence has been reviewed. 

Professional Responsibilities Standards: Examples in Action

Another resource included in this module is the Professional Responsibilities Standards: Examples in Action document. The PRS Rubric does provide some additional guidance for educators in the Description/Notes column; however, this resource provides specific practices that can be used/may be observed as evidence for each of the aligned Standards and Indicators. This resource is merely a guide to help administrators identify some actions they can take and help evaluators identify some practices they may observe when they supervise administrators. It is, by no means, an exhaustive list.