Minimum Passing Score  MPS for each level established by CFA Institute Board of Governors  Multiple inputs (standard setting, candidate performance statistics, quality of candidate responses, etc.) used to set the MPS  Passing rate for each level is a residual determined by each level’s MPS CFA Institute
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set 51 35 14 00010 set 49 30 14 00010 set 47 32 13 00010 set 46 31 15 00010 set 50 36 14 00010 set 54 39 17 00100 set 46 34 14 00011 set 50 34 15 00010 set 44 29 14 00010 set 49 31 15 00001 set 54 37 15 00010 set 48 34 16 00010 set 48 30 14 00001 set 43 30 11 00001 set 58 40 12 00010 set 57 44 15 00100 set 54 39 13 00100 set 51 35 14 00011 set 57 38 17 00011 set 51 38 15 00011 set 54 34 17 00010 set 51 37 15 00100 set 46 36 10 00010 set 51 33 17 00101 set 48 34 19 00010 set 50 30 16 00010 set 50 34 16 00100 set 52 35 15 00010 set 52 34 14 00010 set 47 32 16 00010 set 48 31 16 00010 set 54 34 15 00100 set 52 41 15 00001 ver 56 42 30 14 45 set 55 001 011 01 ver 58 31 27 15 41 set 49 001 0010 ver 62 32 22 12 45 set 50 001 011 01 ver 56 35 25 13 39 set 55 001 00 11 01 ver 59 31 32 15 48 set 49 01 00010 ver 61 30 28 13 40 set 44 001 0101 ver 63 34 25 15 49 set 51 001 011 01 ver 61 35 28 13 47 set 50 001 010 10 ver 64 23 29 13 43 set 45 001 010 11 ver 66 32 30 13 44 set 44 001 011 00 ver 68 35 28 16 48 set 50 00111 00 ver 67 38 30 19 50 set 51 01 00 1001 ver 60 30 29 14 45 set 48 001 0111 57 38 35 ver 58 26 16 40 set 51 00001 010 111 0000 55 32 24 14 38 ver 50 23 33 set 46 00001 010 101 0110 55 37 24 15 37 ver 56 27 42 set 53 00001 010 111 0001 58 33 27 14 39 ver 57 30 42 set 50 ID PL PW SL DPP 2 0 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 1s1 1 151 0 35 0 14 2 60 0 1 1 1 100 2 0 1 1 0 0 0 1 0 1 1 1 1 0 0 0 0 1s2 1 149 0 30 0 14 2 59 0 1 1 1 011 2 0 1 0 1 1 1 1 1 0 0 0 0 0 0 0 0 1s3 1 047 1 32 0 13 2 60 0 1 1 1 100 2 0 1 0 1 1 1 0 0 1 1 1 1 1 0 0 0 1s4 1 146 1 31 0 15 2 58 0 1 1 1 010 2 0 1 1 0 0 1 0 1 0 0 1 0 0 0 0 0 1s5 1 150 0 36 0 14 2 60 0 1 1 1 100 4 0 1 1 0 1 1 0 1 0 0 1 1 1 0 0 1 0s6 0 054 1 39 0 17 4 58 0 1 1 1 010 3 0 1 0 1 1 1 0 1 0 0 0 1 0 0 0 0 1s7 1 146 0 34 0 14 3 60 0 1 1 1 100 2 0 1 1 0 0 1 0 1 0 0 0 1 0 0 0 0 1s8 1 150 1 34 0 15 2 59 0 1 1 1 011 2 0 1 0 1 1 0 0 0 1 1 1 0 1 0 0 0 1s9 1 144 0 29 0 14 2 59 0 1 1 1 011 1 0 1 1 0 0 0 1 0 1 1 1 1 1 0 0 0 1s10 1 149 1 31 0 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1 33 0 17 5 56 0 1 1 1 000 2 0 1 1 0 0 0 0 1 0 0 0 1 0 0 0 1 0s25 0 148 1 34 0 19 2 56 0 1 1 1 000 2 0 1 1 0 0 1 0 0 1 1 1 1 0 0 0 1 0s26 0 050 0 30 0 16 2 57 0 1 1 1 001 4 0 1 1 0 0 1 0 1 0 0 0 1 0 0 0 1 0s27 0 050 0 34 0 16 4 57 0 1 1 1 001 2 0 1 1 0 1 0 0 1 0 0 0 1 1 0 0 0 1s28 1 152 1 35 0 15 2 59 0 1 1 1 011 2 0 1 1 0 1 0 0 1 0 0 0 1 0 0 0 0 1s29 1 152 0 34 0 14 2 60 0 1 1 1 100 2 0 1 0 1 1 1 1 1 0 0 0 0 0 0 0 1 0s30 0 047 0 32 0 16 2 58 0 1 1 1 010 2 0 1 1 0 0 0 0 0 1 1 1 1 1 0 0 1 0s31 0 048 0 31 0 16 2 57 0 1 1 1 001 4 0 1 1 0 1 1 0 1 0 0 0 1 0 0 0 0 1s32 1 154 1 34 0 15 4 58 0 1 1 1 010 1 0 1 1 0 1 0 0 1 0 1 0 0 1 0 0 0 1s33 1 152 1 41 0 15 1 61 0 1 1 1 101 15 1111055 2 00111101101010 100111011100 0001001s34 01 42 0 14 2 62 0 1 1 1 110 10 1101049 1 00111101000110 001111101111 0001001s35 11 31 0 15 1 58 0 1 1 1 010 15 1110050 2 00111101011100 100100010100 0001001s36 01 32 0 12 2 61 0 1 1 1 101 11 0110155 2 00111101101010 100101001011 0001001s37 11 35 0 13 2 61 0 1 1 1 101 18 0101049 1 00111101000111 011010101010 0001011s38 10 31 0 15 1 58 0 1 1 1 e26 66 01 0 1 30 44 14 27 0 0 1 001 13 0 0 2 00110111110001 001111111000 00010011 s39 1 44 1 30 0 2 60 e27 28 13 48 14 230010111 11 01 068 1 34 15 0 0 2 00111101011111 100101001001 00010110 s40 1 1 51 1 0 15 2 59 e28 30 50 17 210010111 0 1 167 100 1 35 12 1 1 3 00111101011001 100101011010 00010010 s41 1 50 1 0 3 61 e29 29 13 45 15 260010111 1 0 160 13 1 23 3 01100010100010 001101111011 00010011 s42 100145 10 0 13 3 57 e30 57 26 35 10 360011101 00 10 100 14 1 2 01100010100100 100101010100 00010010 s43 1 44 1 32 0 13 2 60 e31 24 38 11 320011101 1 0 055 000 0 35 14 6 01101000011000 100101011010 00011100 s44 0 50 0 0 6 57 e32 24 16 37 10 330011101 0 0 155 17 151 0 38 4 01101000001111 100101111100 00011100 s45 0010 11 0 19 4 56 e33 58 27 39 12 320011101 00 00 0 0 15 1 1 1 3 00111101010000 001111111001 00010010 s46 1 1 48 0 30 0 14 3 58 e34 27 51 16 200010111 0 1 060 1 0 0 10 010 1 100101101100 00011000 1 1 12 1 0 2 001111010011 s47 0 0 51 0 38 0 2 59 e35 30 16 45 15 270010111 0 11 154 11 11100 1 100100 101 001 001 0 00010011 11046 0 32 10 010 2 0011011010 s48 01 0 14 2 59 e36 60 34 45 16 270010111 01 11 0 1 10 010 100 110 1 1001011001 011 0 00010011 0 1 0 13 0 2 00111101 s49 1 1 53 1 37 0 15 2 60 e37 31 47 15 240010111 1 00 067 101 0 10010101 00110 1 00010011 010 11150 1 33 12 2 001111010010 s50 00 0 14 2 60 0 1 1 1 IRIS(SL,SW,PL,PW)  DPPMinVec,MaxVEC vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 00 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 00 vir 00 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 01 vir 63 33 60 1001 58 27 51 0011 71 30 59 0101 63 29 56 0010 65 30 58 0110 76 30 66 0101 49 25 45 0001 73 29 63 0010 67 25 58 0010 72 36 61 1001 65 32 51 0100 64 27 53 0011 68 30 55 0101 57 25 50 0100 58 28 51 1000 64 32 53 0111 65 30 55 0010 77 38 67 0110 77 26 69 0111 60 22 50 1111 69 32 57 0111 56 28 49 0100 77 28 67 0100 63 27 49 0010 67 33 57 0101 72 32 60 0010 62 28 48 0010 61 30 49 0010 64 28 56 0101 72 30 58 0000 74 28 61 0011 79 38 64 0100 64 28 56 0110 63 28 51 1111 61 26 56 1110 77 30 61 0111 63 34 56 1000 64 31 55 0010 60 30 18 0010 69 31 54 0101 67 31 56 1000 69 31 51 0111 58 27 51 0011 68 32 59 25 19 21 18 22 21 17 18 18 25 20 19 21 20 24 23 18 22 23 15 23 20 20 18 21 18 18 18 21 16 19 20 22 15 14 23 24 18 18 21 24 23 19 23 0 0 1 0 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 1 0 1 0 1 1 0 0 1 1 1 1 1 0 0 1 0 1 0 1 1 1 0 1 1 1 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 0 0 1 1 0 0 0 0 0 1 1 0 1 0 1 0 0 0 1 0 1 1 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 0 0 1 1 0 0 0 0 0 1 1 0 1 0 1 0 0 0 1 0 1 1 0 1 0 1 0 1 0 1 0 0 0 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 0 0 0 1 0 1 0 1 1 0 1 0 0 0 0 0 0 1 0 0 0 0 1 1 1 1 0 1 1 0 0 1 1 0 0 0 1 0 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 1 1 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0 i6 0 076 10 30 66 21 5 0 0 0 0101 0 i7 1 149 01 25 45 17 24 0 0 1 1000 1 i8 1 173 11 29 63 18 8 0 0 0 1000 1 i9 1 067 10 25 58 18 12 0 0 0 1100 1 i10 1 172 0 136 61 25 10 0 0 01010 1 i11 0 065 1 132 51 20 19 0 0 10011 1 i12 0 164 0 127 53 19 16 0 0 10000 1 i13 0 168 1 130 55 21 15 0 0 01111 1 i14 0 057 1 025 50 20 19 0 0 10011 1 i15 0 058 1 128 51 24 17 0 0 10001 1 i16 0 164 0 132 53 23 17 0 0 10001 1 i17 0 165 1 130 55 18 16 0 0 10000 0 i18 0 077 1 138 67 22 6 0 0 0 0110 0 i19 0 177 0 126 69 23 0 0 0 0 0000 1 e50 001 57028 41 13 30 0 0 11110 1 i1 1 063 01 33 60 25 10 0 0 0 1010 1 i2 0 058 01 27 51 19 19 0 0 1 0011 0 i3 0 071 11 30 59 21 11 0 0 0 1011 1 i4 0 063 01 29 56 18 15 0 0 0 1111 1 i5 1 065 01 30 58 22 12 0 0 0 1100 1 i6 1 176 00 30 66 21 5 0 0 0 0101 1 i7 0 049 00 25 45 17 24 0 0 1 1000 1 i8 0 073 01 29 63 18 8 0 0 0 1000 1 i9 1 067 00 25 58 18 12 0 0 0 1100 1 i10 1 072 1 036 61 25 10 0 0 01010 1 i11 1 165 0 132 51 20 19 0 0 10011 0 i12 0 064 0 027 53 19 16 0 0 10000 1 i13 1 068 0 030 55 21 15 0 0 01111 1 i14 0 057 1 125 50 20 19 0 0 10011 1 i15 1 058 0 028 51 24 17 0 0 10001 1 i16 1 164 0 132 53 23 17 0 0 10001 1 i17 1 065 0 030 55 18 16 0 0 10000 1 i18 0 177 1 138 67 22 6 0 0 0 0110 1 i19 0 077 1 026 69 23 0 0 0 0 0000 1 i40 0 169 1 031 54 21 16 0 0 10000 1 i41 1 067 0 031 56 24 13 0 0 01101 1 i42 0 069 1 131 51 23 18 0 0 10010 1 i43 0 058 1 127 51 19 19 0 0 10011 1 i44 1 068 1 132 59 23 11 0 0
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5. Mean projections and mean student scores are calculated. Student Projection1 Student Score 1 Student Projection 2 Student Score 2 Student Projection 3 Student Score 3 Student Projection 4 Student Score 4 Student Projection 5 Your School Student Score 5 Student Projection 6 Student Score 6 Student Projection 7 Student Score 7 Student Projection 8 Student Score 8 Student Projection 9 Student Score 9 Student Projection 10 Student Score 10 Student Projection 11 Student Score 11 Student Projection 12 Student Score 12 Student Projection 13 Student Score 13 Student Projection 14 Student Score 14 Student Projection 15 Student Score 15 Student Projection 16 Student Score 16 Student Projection 17 Student Score 17 Student Projection 18 Student Score 18 Student Projection 19 Student Score 19 Student Projection 20 Student Score 20 Mean Projected Score Mean Student Score Copyright © 2003. Battelle for Kids
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Understanding the Equity Summary Score Methodology 2 3. Calculate – The normalized analysts’ recommendations and the accuracy weightings are combined to create a single score. For the largest 1,500 stocks by market capitalization, these scores are then forcibly ranked against all the other scores to create a standardized Equity Summary Score on a scale of 0.1 to 10.0 for the 1,500 stocks. This means that there will be a uniform distribution of scores provided by the model thereby assisting investors in evaluating the largest stocks (in terms of Understanding the Equity Summary Score Methodology Provided By 2 capitalization), which typically make up the majority of individual investors’ portfolios. Finally, smaller cap stocks are then slotted into this distribution without a force ranking, and may not exhibit the same balanced distribution. The Equity Summary Score and associated sentiment ratings by StarMine are: 0.1 to 1.0 ‐ very bearish 1.1 to 3.0 ‐ bearish 3.1 to 7.0 ‐ neutral 7.1 to 9.0 ‐ bullish 9.1 to 10.0 ‐ very bullish Other Important Model Factors:  An Equity Summary Score is only provided for stocks with ratings from four or more independent research providers.  New research providers are ramped in slowly by StarMine to avoid rapid fluctuations in Equity Summary Scores. Indep. research providers that are removed from Fidelity.com will similarly be ramped out slowly to avoid rapid fluctuations. Notes on Using the Equity Summary Score: The Equity Summary Score and sentiment ratings are ratings of relative, not absolute forecasted performance. The StarMine model anticipates that the highest rated stocks, those labeled “Very Bullish” as a group, may outperform lower rated groups of stocks. In a rising market, most stocks may experience price increases, and in a declining market, most stocks may experience price declines  Proper diversification within a portfolio is critical to the effective use of the Equity Summary Score. Individual company performance is subject to a broad range of factors that cannot be adequately captured in any rating system.  Larger differences in Equity Summary Scores may lead to differences in future performance. The sentiment rating labels should only be used for quick categorization. An 8.9 Bullish is closer to a 9.1 Very Bullish than a 7.1 Bullish.  For a customer holding a stock with a lower Equity Summary Score, there are many important considerations (for example, taxes) that may be much more important than the Score.  The Equity Summary Score by StarMine does not predict future performance of underlying stocks. The Equity Summary Score model has only been in production since August 2009 and therefore no assumptions should be made about how the model will perform in differing market conditions. Understanding the Equity Summary Score Methodology Provided By 3 How has the Equity Summary Score performed? Transparency is a core value at Fidelity, and that is why StarMine provides Fidelity with a view of the historical aggregate performance of the Equity Summary Score across all covered stocks each month. You can use this to obtain insight into the performance and composition of the Equity Summary Score. In addition, the individual stock price performance during each period of the Equity Summary
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set 0 set 0 set 0 set 0 set 0 set 0 set 1 set 0 set 0 set 1 set 0 set 0 set 1 set 1 set 0 set 0 set 0 set 1 set 1 set 1 set 0 set 0 set 0 set 1 set 0 set 0 set 0 set 0 set 0 set 0 set 0 set 0 set 1 set 0 set 1 set 0 set 0 set 1 set 0 set 0 set 1 set 1 set 0 set 0 set 0 set 1 SL 51 49 47 46 50 54 46 50 44 49 54 48 48 43 58 57 54 51 57 51 54 51 46 51 48 50 50 52 52 47 48 54 52 55 49 50 55 49 44 51 50 45 44 50 51 48 SW 35 30 32 31 36 39 34 34 29 31 37 34 30 30 40 44 39 35 38 38 34 37 36 33 34 30 34 35 34 32 31 34 41 42 31 32 35 31 30 34 35 23 32 35 38 30 PL PW 14 2 0 1 1 0 0 1 1 14 2 0 1 1 0 0 0 1 13 2 0 1 0 1 1 1 1 15 2 0 1 0 1 1 1 0 14 2 0 1 1 0 0 1 0 17 4 0 1 1 0 1 1 0 14 3 0 1 0 1 1 1 0 15 2 0 1 1 0 0 1 0 14 2 0 1 0 1 1 0 0 15 1 0 1 1 0 0 0 1 15 2 0 1 1 0 1 1 0 16 2 0 1 1 0 0 0 0 14 1 0 1 1 0 0 0 0 11 1 0 1 0 1 0 1 1 12 2 0 1 1 1 0 1 0 15 4 0 1 1 1 0 0 1 13 4 0 1 1 0 1 1 0 14 3 0 1 1 0 0 1 1 17 3 0 1 1 1 0 0 1 15 3 0 1 1 0 0 1 1 17 2 0 1 1 0 1 1 0 15 4 0 1 1 0 0 1 1 10 2 0 1 0 1 1 1 0 17 5 0 1 1 0 0 1 1 19 2 0 1 1 0 0 0 0 16 2 0 1 1 0 0 1 0 16 4 0 1 1 0 0 1 0 15 2 0 1 1 0 1 0 0 14 2 0 1 1 0 1 0 0 16 2 0 1 0 1 1 1 1 16 2 0 1 1 0 0 0 0 15 4 0 1 1 0 1 1 0 15 1 0 1 1 0 1 0 0 14 2 0 1 1 0 1 1 1 15 1 0 1 1 0 0 0 1 12 2 0 1 1 0 0 1 0 13 2 0 1 1 0 1 1 1 15 1 0 1 1 0 0 0 1 13 2 0 1 0 1 1 0 0 15 2 0 1 1 0 0 1 1 13 3 0 1 1 0 0 1 0 13 3 0 1 0 1 1 0 1 13 2 0 1 0 1 1 0 0 16 6 0 1 1 0 0 1 0 19 4 0 1 1 0 0 1 1 14 3 0 1 1 0 0 0 0 1 0 1 0 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 0 1 1 1 0 0 1 0 1 0 0 0 0 1 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 1 1 0 0 1 0 0 0 1 0 1 0 1 0 0 0 0 1 1 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 0 0 1 1 0 0 0 0 0 0 1 0 1 0 1 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 0 0 1 0 0 0 0 1 0 0 0 1 0 0 1 1 0 0 1 0 0 1 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 0 0 0 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 0 0 1 1 1 0 0 0 0 0 1 1 0 0 0 1 0 1 0 0 0 1 0 0 1 0 1 0 1 0 1 1 0 0 1 1 0 1 0 0 0 0 0 0 0 0 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1 1 1 1 1 0 1 1 1 0 1 1 0 0 1 0 0 1 1 1 1 0 1 0 1 1 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 1 1 1 0 1 ver 0 ver 0 ver 0 ver 1 ver 0 ver 1 ver 1 ver 1 ver 1 vir 1 vir 1 vir 1 vir 0 vir 0 vir 1 vir 1 vir 0 vir 0 vir 1 vir 0 vir 1 vir 1 vir 0 vir 0 vir 1 vir 0 vir 0 vir 1 vir 1 vir 1 vir 0 vir 0 vir 0 vir 1 vir 0 vir 0 vir 0 vir 1 vir 0 vir 1 vir 0 vir 0 vir 1 vir 0 vir 1 vir 0 SL 61 58 50 56 57 57 62 51 57 63 58 71 63 65 76 49 73 67 72 65 64 68 57 58 64 65 77 77 60 69 56 77 63 67 72 62 61 64 72 74 79 64 63 61 77 63 SW 30 26 23 27 30 29 29 25 28 33 27 30 29 30 30 25 29 25 36 32 27 30 25 28 32 30 38 26 22 32 28 28 27 33 32 28 30 28 30 28 38 28 28 26 30 34 PL 46 40 33 42 42 42 43 30 41 60 51 59 56 58 66 45 63 58 61 51 53 55 50 51 53 55 67 69 50 57 49 67 49 57 60 48 49 56 58 61 64 56 51 56 61 56 PW 14 12 10 13 12 13 13 11 13 25 19 21 18 22 21 17 18 18 25 20 19 21 20 24 23 18 22 23 15 23 20 20 18 21 18 18 18 21 16 19 20 22 15 14 23 24 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 1 0 1 0 1 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0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 0 1 1 1 1 0 1 0 0 1 0 1 1 0 0 0 0 1 0 1 1 0 1 0 1 1 1 1 1 1 0 1 0 0 0 1 0 0 1 1 1 1 1 0 1 0 1 0 0 0 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1 0 1 1 1 1 0
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Understanding the Equity Summary Score Methodology 3 Score sentiment can be viewed on the symbol ‐ specific Analyst Opinions History and Performance pages. 1. Equity Summary Scorecard Summary: A Total Return by Sentiment chart shows how a theoretical portfolio of stocks in each of the five sentiments performed within the selected time period. For example, the bright green bar represents the performance of all the Very Bullish stocks. Provided for comparison is the performance of First Call Consensus Recommendation of Strong Buy, the average of all stocks with an Equity Summary Score, and the S&P 500 Total Return Index. 2. Performance by Sector and Market Cap Fidelity customers have access to more in‐depth analysis of the Equity Summary Score universe and performance. The Total Return by Sector chart provides the historical performance of a theoretical portfolio of Very Bullish stocks in each sector over the time period selected. For comparison, the average performance of all stocks with an Equity Summary Score during the time period by sector is also provided. The Total Return by Market Cap shows the historical performance by market capitalization for stocks with an Equity Summary Score of Very Bullish as compared to typical market benchmarks as well the average for the largest 500 stocks, the next smaller 400 stocks, and the next 600 smaller stocks by market capitalization. The last table is the Equity Summary Score universe distribution for the reporting month by market capitalization and score. Understanding the Equity Summary Score Methodology Provided By 4 Important Information on Monthly Performance Calculations by StarMine  The set of covered stocks and ratings are established as of the second to last trading day of a given month. For a stock to be included in the scorecard calculations, it must have an Equity Summary Score as of the second to the last trading day of the month. The positions are assumed to be entered into on the last trading day of the month, and, if necessary, exited on the last trading day of the next month.  The Scorecard calculations use the closing price as of the last trading day of the month. The Scorecard calculations assume StarMine exits old positions and enters new ones at the same time at closing prices on the last trading day of a given month. The calculations assume 100% investment at all times.  The 1‐Year total return by Market Cap table breakpoints for the largest 500 stocks (large cap), the next 400 (mid cap), and the next 600 (small cap), are also established as of the end of trading on the second to the last trading day of a given month.  The calculation of performance assumes an equal dollar weighted portfolio of stocks ie theoretical investment allocated to each stock is the same  Performance in a given month for a given stock is calculated as [starting price (starting price meaning closing price as of the last day of trading of the prior month) less the ending price, divided by the starting price.] Prices incorporate any necessary adjustments for dividends and corporate actions (e.g. splits or spinoffs).  The performance of a given tier of rated stocks is calculated by adding up the performance of all stocks within that given tier, then dividing by the total number of stocks in a given tier.  The process for the next month begins again by looking at Equity Summary Scores as of the second‐to‐last trading day of the new month, placing stocks into their given tiers, and starting the process all over again.  It is important to note that the “theoretical” portfolio rebalancing process that StarMine performs between the end of one month and the beginning of the next month is, for the purposes of the scorecard, a cost‐free process. This means that no commissions or other transaction costs (e.g. bid/ask spreads) are included in the calculations.  If a customer attempted to track portfolios of stocks similar to those included in the scorecard, their returns would likely differ due to transaction costs as well as different purchase and sale prices received when buying or selling stocks.
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Which Connections Are Open on a Host? Apples-MacBook-Pro:~ rigrazia$ netstat Active Internet connections Proto Recv-Q Send-Q Local Address tcp4 0 0 10.0.0.108.54500 tcp4 0 0 10.0.0.108.54485 tcp6 0 0 2601:9:6800:1e6:.54455 tcp6 0 0 2601:9:6800:1e6:.54419 tcp6 0 0 2601:9:6800:1e6:.54400 tcp4 0 0 10.0.0.108.54385 tcp4 0 0 10.0.0.108.54368 tcp6 0 0 2601:9:6800:1e6:.54297 tcp4 0 0 10.0.0.108.53964 tcp4 0 0 10.0.0.108.53939 tcp4 0 0 10.0.0.108.53913 tcp4 0 0 10.0.0.108.53836 tcp4 0 0 localhost.49961 tcp4 0 0 localhost.53264 tcp4 0 0 localhost.49961 tcp4 0 0 localhost.53263 tcp4 0 0 10.0.0.108.52960 tcp4 0 0 10.0.0.108.50737 tcp4 0 0 10.0.0.108.62510 tcp4 0 0 10.0.0.108.62508 Foreign Address a184-51-102-51.d.http g1.v.fwmrm.net.http nuq05s01-in-x11..https edge-star6-shv-0.https 2001:559:0:54::6.https a184-51-102-42.d.http a184-84-222-181..macro nuq05s02-in-x01..https valiente.cabrill.ssh valiente.cabrill.ssh gw094.lphbs.com.http 68.71.212.186.http localhost.53264 localhost.49961 localhost.53263 localhost.49961 channelproxy-shv.https boris.cabrillo.e.imaps boris.cabrillo.e.imaps boris.cabrillo.e.imaps (state) ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED CLOSE_WAIT ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED ESTABLISHED  Sometimes it is necessary to know which active TCP connections are open and running on a networked host.  Netstat is a network utility that can be used to verify those connections.  It lists the protocol in use, the local address and port number, the foreign address and port number, and the state of the connection. 67
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NSU’s NSU’s 17 17 Academic Academic Institutes Institutes  Brief Therapy Institute  Lifelong Learning Institute  Community Resolution Services  National Coral Reef Institute  Criminal Justice Institute Brief Therapy Institute   The Eye Institute Community Resolution Services  Options National Coral Reef Institute  Guy Harvey Research Institute Criminal Justice Institute     Hudson The EyeInstitute Instituteof Entrepreneurship and Executive Education Guy Harvey Research Institute  Institute of Trauma and Victimization Hudson Institute of International Institute Franchise Entrepreneurship andfor Executive  Education Education  Southeast Rumbaugh-Goodwin Institute for Institute for Cross-  Institute of Trauma and Victimization   Tyler Institute Institute The Language  International Institute for Franchise Education   Women’s Tyler Institute Resource       National Lifelong Learning Institute Institute for Educational Rumbaugh-Goodwin Institute for National Institute for Educational Cancer Research Options CancerCounseling Research Cultural Southeast Institute for Cross South Florida Ocean Cultural Counseling Measurement Center  South Florida Ocean The LanguageCenter Institute Measurement Institute Women’s Resource Institute
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Organizational Chart of a Manufacturing Firm Board Board member member Board Board member member Board Board member member Board Board member member Chief Chief Executive Executive Officer Officer Legal Legal counsel counsel President President V.P V.PSales/ Sales/ Marketing Marketing Industrial Industrial Products Products DirectorDirectorSales Sales Western Western Region Region Industrial Industrial Products Products Sales Sales Manager Manager V.P V.PHuman Human Resources Resources Industrial Consumer Industrial Consumer Products Products Products Products DirectorDirectorDirectorDirectorHuman Sales Human Sales Resources Resources Eastern Eastern Region Region Industrial Industrial Products Products Sales Sales Manager Manager Consumer Consumer Products Products DirectorDirectorHuman Human Resources Resources V.P V.P Production Production Industrial Industrial Products Products DirectorDirectorProduction Production V.P V.PResearch Research and Development and Development Consumer Consumer Industrial Industrial Consumer Consumer Products Products Products Products Products Products DirectorDirectorDirectorDirectorDirectorDirectorProduction R&D Production R&D R&D R&D Western Western Eastern Eastern Region Region Region Region Consumer Consumer Consumer Consumer etc. Products Products etc. etc. etc. etc. etc. etc. etc. Products Products Sales Sales Sales Sales Manager Manager Manager Manager etc. etc. etc. etc. etc. etc. etc. etc. etc. etc. etc. etc.
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III. US Evaluation Forms The University of Tennessee at Martin Stude nt Teaching Performance Assessment Evaluation b y University Supervisor STUDENT TEACHER (Last, First, Middle) MAJOR/LICENSURE AREA DATE PREPARED Candidate Evaluation Observation Report # (Circle) HOST SCHOOL CITY, STATE PRINCIPAL GRADE LEVEL(S)/SUBJECT TAUGHT COOPERATING TEACHER UNIVERSITY SUPERVISOR 1 Copies: WHITE - University Supervisor YELLOW - Cooperating Teacher B. Demonstrates a deep understanding of the central concepts, assum ptions, structures, and p edagogy of thecontent area. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students. 5 6 PINK – Student Teacher Performance Level B Proficient Performance Level C Advanced ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N III: Assessment and Evalua tion Indicators Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions. B. Communicates student achievement and progress to students, their parents, and appropriate others C. Reflects on teaching practice through careful examination of classroom evaluation and assessments 4 Unsatisfactory DOMAI N II: Teaching Strategies Indicators A. 3 Performance Level A Developing DOMAI N I: Planning Indicators A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community C. Adapts instructional opportunities for diverse learners 2 A. Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAIN IV: Learning Environment Indicators A. Creates a classroom culture that develops student intellectual capacity in the content area. B. Manages classroom resources effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N V: Professional Growth Indicators A. Collaborates with colleagues and appropriate others B. Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment. C. Performs professional responsibilities efficiently and effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced ________ Required Area to Strengthen
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Exempt Human Subjects Research Decision Trees Educational Exemption (#1) Survey, Interview or Observation of Public Behavior (#2) Benign Behavioral Intervention (#3) Yes Children Established education setting No Comprehensive IRB review Surveys, interviews, tests, or observations No Children Yes No Comprehensive IRB review Yes Educational tests or observation w/o interaction No Yes Comprehensive IRB review No PHI Yes FERPA or PHI No Self-determined Yes No Yes No IRB Determined Self-determined IRB Determined No Comprehensive IRB review Yes Yes Deception Disclosed IRB Determined or IRB Limited Review if identifiable, sensitive data Yes Only PHI No Comprehensive IRB review No Identifiable data Yes Sensitive Data Yes IRB Determined IRB Determined Self-determined IRB Determined No Recorded w/o identifiers No Self-determined Yes IRB Determined Government collected data Yes IRB Determined No Sensitive Data PHI Yes No Yes IRB Limited Review Yes Publicly available No No Yes IRB Determined No PHI PHI Yes Not Regulated No Has deception No Identifiable data No Yes Comprehensive IRB review Yes Adverse impacts on students or teachers No Yes No Normal education practices Secondary Use, No Consent or Broad Consent (#4, 7 & 8) Identifiable data No Benign behavioral interventions Yes Yes Comprehensive IRB review Last Updated: 09/27/17 IRB Determined IRB Limited Review Self-determined Identifiable research data or nonresearch data Yes No Comprehensive IRB review Has broad consent Yes IRB Limited Review
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VI. Cooperating Teacher Evaluation Forms The University of Tennessee at Martin Final Student Teaching Performance Assessment Evaluation b y Cooperating Teacher STUDENT TEACHER (Last, First, Middle) MAJOR/LICENSURE AREA DATE PREPARED HOST SCHOOL CITY, STATE PRINCIPAL GRADE LEVEL(S)/SUBJECT TAUGHT COOPERATING TEACHER UNIVERSITY SUPERVISOR The cooperating teacher should complete this evaluation and ALL COPIES RETURNE D to the DIRECTOR OF FIELD EXPE RIENCES by Monday of the last week of the student teaching experience. Unsatisfactory Performance Level A Developing Performance Level B Proficient Performance Level C Advanced ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N I: Planning Indicators A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community C. Adapts instructional opportunities for diverse learners Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N II: Teaching Strategies Indicators A. B. Demonstrates a deep understanding of the central concepts, assum ptions, structures, and pedagogy of the content area. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students. ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N III: Assessment and Evalua tion Indicators Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions. B. Communicates student achievement and progress to students, their parents, and appropriate others C. Reflects on teaching practice through careful examination of classroom evaluation and assessments ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced A. Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAIN IV: Learning Environment Indicators A. Creates a classroom culture that develops student intellectual capacity in the content area. B. Manages classroom resources effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N V: Professional Growth Indicators A. Collaborates with colleagues and appropriate others B. Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment. C. Performs professional responsibilities efficiently and effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced ________ Required Area to Strengthen
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