Professional Responsibilities
Standards
(PRS)

The five 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 five standards are:

1. Commitment to the School Community

2. Reflection on Professional Growth and Practice

3. Professional Obligations

4. Family Engagement

5. Student Perception

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.

While the performance levels are explained on the rubric itself, educators should only be scored after multiple observations have been conducted and all evidence has been reviewed. 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 and evaluators can often differentiate between the levels by noting key descriptor words for each level (common language).  A performance level of 4 is the high bar for which educators should strive, but it is not that easy to attain. The rubric states that to receive a Performance Level 4, a teacher needs to take a visibly active role, often serving as an instructional leader, and model those professional behaviors for others (lead/model). To receive a Performance Level 3, a teacher needs to consistently demonstrate professional behaviors (consistent/adequate). This score denotes effective practice. A teacher receives a Performance Level of 2 if the teacher attempts to demonstrate the professional behavior, but does so inconsistently and/or needs additional support and/or redirection (inconsistent/minimal). This score denotes developing practice (minimally effective). A teacher receives a Performance Level 1 when there is NO, or almost no, evidence that the teacher met the professional expectations (rarely/little to no attempt) and may have needed continuous ongoing support, redirection, and/or corrective action. This score denotes ineffective instructional practice. 

Professional Responsibilities Standards: Examples in Action  

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