little effort to teach Teaches some relationship and Develops students’ relationship Develops and reinforces relationship and communication communication skills by and communication skills by students’ relationship and skills or facilitate student work providing some opportunities providing opportunities for communication skills by in groups, or such attempts are for students to work in groups students to learn in groups with providing opportunities for II-B-2. ineffective. and facilitating meaningful diverse peers and facilitating students to learn in groups with Collaborative discourse. meaningful academic diverse peers and facilitating Learning discourse. meaningful academic Environment discourse, such that students regularly seek out their peers as resources. Models this practice for others. Directs all learning Creates some learning Regularly creates learning Consistently supports all experiences, providing few, if experiences that students experiences that guide students to identify strengths, any, opportunities for students to identify needs, ask for students to identify their interests, and needs; set and to take academic or support, problem-solve, and strengths, interests, and needs; pursue learning goals; ask for II-B-3. challenge themselves to learn. challenge themselves to take problem-solve; ask for support support when appropriate; take Student Motivation academic risks. when appropriate; take academic risks; problem-solve; academic risks; and challenge challenge themselves; and themselves to learn. monitor their own progress. Models this practice for others. Indicator II-C. Student Learning Demonstrates expected impact on student learning based on multiple measures of student learning, growth, and achievement. For teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures.
II-B-2. Collaborative Learning Environment little effort to teach relationship and communication skills or facilitate student work in groups, or such attempts are ineffective. Teaches some relationship and communication skills by providing some opportunities for students to work in groups and facilitating meaningful discourse. Develops students’ relationship and communication skills by providing opportunities for students to learn in groups with diverse peers and facilitating meaningful academic discourse. Develops and reinforces students’ relationship and communication skills by providing opportunities for students to learn in groups with diverse peers and facilitating meaningful academic discourse, such that students regularly seek out their peers as resources. Models this practice for others. II-B-3. Student Motivation Directs all learning experiences, providing few, if any, opportunities for students to take academic or challenge themselves to learn. Creates some learning experiences that students to identify needs, ask for support, problem-solve, and challenge themselves to take academic risks. Regularly creates learning experiences that guide students to identify their strengths, interests, and needs; problem-solve; ask for support when appropriate; take academic risks; and challenge themselves to learn. Consistently supports all students to identify strengths, interests, and needs; set and pursue learning goals; ask for support when appropriate; take academic risks; problem-solve; challenge themselves; and monitor their own progress. Models this practice for others. Indicator II-C. Student Learning Demonstrates expected impact on student learning based on multiple measures of student learning, growth, and achievement. For teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures.