DOMAIN 3: ENVIRONMENT Below Expectations Meets Expectations Exceeds Expectations 3.1 TC creates and maintains a safe TC does not follow safety procedures, TC follows safety procedures and TC develops and implements safety educational environment that is which results or could result in lack of adjustments to the physical environment procedures to promote learning, avoid conducive to learning. learning and/or student harm. to promote learning, avoid distractions, distractions, and ensure safe use of and ensure safe use of materials. materials. SCTS 4.0 Instruction (Lesson – Structure and Pacing); Environment (Environment) 3.2 TC maintains a caring, fair, and Responds with bias toward learners who TC responds positively to learner TC responds positively to learner inclusive educational differ by gender, ethnicity, exceptionality, difficulties, concerns, and questions difficulties, concerns, and questions environment. sexual orientation, or without bias towards gender, ethnicity, without bias towards gender, ethnicity, status. TC tolerates bullying and/or exceptionality, sexual orientation, or exceptionality, sexual orientation, or InTASC 2 disrespectful peer interactions. status. TC works to establish a socio-economic status. The TC SCTS 4.0 Environment bully-free environment. implements proactive measures to hold – (Respectful Culture) students accountable for respecting peer diversity and maintaining a bully-free environment. 3.3 TC creates environments that TC solely focuses on learners working TC structures instructional and TC structures instructional and promote positive social independently of one another. Attempts routines and activities routines and activities to interaction and collaboration in to use cooperative learning are ineffective (partner and group work, procedures, support positive social interactions, the learning environment. and lack structure. project-based learning, etc.) to support productive teamwork, and collaborative positive social interactions, productive learning. TC deliberately structures group InTASC 3 teamwork, and collaborative learning. composition, assigns specific roles, and SCTS 4.0 Instruction (Lesson promotes group autonomy. – Structure and Pacing; Activities and Materials; Grouping Students); Environment (Environment; Respectful Culture)
DOMAIN 3: ENVIRONMENT Below Expectations Meets Expectations Exceeds Expectations 3.1 TC creates and maintains a safe educational environment that is conducive to learning. SCTS 4.0 – Instruction (Lesson Structure and Pacing); Environment (Environment) TC does not follow safety procedures, which results or could result in lack of learning and/or student harm. TC follows safety procedures and adjustments to the physical environment to promote learning, avoid distractions, and ensure safe use of materials. TC develops and implements safety procedures to promote learning, avoid distractions, and ensure safe use of materials. 3.2 TC maintains a caring, fair, and inclusive educational environment. InTASC 2 SCTS 4.0 – Environment (Respectful Culture) Responds with bias toward learners who differ by gender, ethnicity, exceptionality, sexual orientation, or status. TC tolerates bullying and/or disrespectful peer interactions. TC responds positively to learner difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or status. TC works to establish a bully-free environment. TC responds positively to learner difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or socio-economic status. The TC implements proactive measures to hold students accountable for respecting peer diversity and maintaining a bully-free environment. 3.3 TC creates environments that promote positive social interaction and collaboration in the learning environment. InTASC 3 SCTS 4.0 – Instruction (Lesson Structure and Pacing; Activities and Materials; Grouping Students); Environment (Environment; Respectful Culture) TC solely focuses on learners working independently of one another. Attempts to use cooperative learning are ineffective and lack structure. TC structures instructional and routines and activities (partner and group work, procedures, project-based learning, etc.) to support positive social interactions, productive teamwork, and collaborative learning. TC structures instructional and routines and activities to support positive social interactions, productive teamwork, and collaborative learning. TC deliberately structures group composition, assigns specific roles, and promotes group autonomy.