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Mindful Teaching Self Assessment Rubrics

Chapter 1: What does our current level of organizational competence tell us about promising areas for growth
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Chapter 2: How can we use change knowledge to cultivate and model innovativeness- the capacity to develop leadership behaviors in others?
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Chapter 3: How can teachers use standardized test data to (1) provide students with relevant academic support, (2) monitor student progress, and (3) determine the extent to which students have the knowledge and skills expected of their age group?
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Chapter 4: What can we do to guarantee that not one student misses the message that we are all here to support and affirm their growth and development?
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Chapter 5: What can we do to expand or refine our schoolwide academic support programs so as to reduce unnecessary barriers to learning success?
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Chapter 6: How can we guarantee that teachers search out, experiment with, guarantee and share ideas and resources for improving classroom teaching?
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Chapter 7: What can classroom teachers do, prior to formal instruction, to (1) communicate interest and enthusiasm for subject matter and (2) guarantee that students are prepared for learning success?
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Chapter 8: What can classroom teachers do to enliven the exchange of ideas and draw student attention to relevant, meaningful content?
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Chapter 9:  What can classroom teachers do to guide students to use information learned in the Delivery Phase of instruction to solve relevant problems, grapple with challenging questions, and demonstrate deeper levels of understanding?
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Chapter 10: What can classroom teachers do to affirm and validate student learning?
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Chapter 11: How can we orchestrate student and teacher learning simultaneously?
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Chapter 12: What am I going to do right now to use what I have learned about Learning Places?
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