3.D2e Organizes physical The classroom The classroom is safe, and The classroom is safe, and The classroom 4 4 space. environment is unsafe, or essential learning is students have equal environment is safe, and 3 3 (Danielson 2e) learning is not accessible accessible to most access to learning learning is accessible to 2 2 to many. There is poor students. The teacher activities; the teacher all students, including 1 1 alignment between the makes modest use of ensures that the furniture those with special needs. arrangement of furniture physical resources, arrangement is The teacher makes No basis No basis and resources, including including technology. The appropriate to the effective use of physical for judgment for judgment technology, and the teacher attempts to learning activities and resources, including lesson activities. adjust the classroom uses physical resources, technology. The teacher furniture for a lesson or, if including technology, ensures that the physical necessary, to adjust the effectively. arrangement is lesson to the furniture, appropriate to the but with limited learning activities. effectiveness. Students contribute to the use or adaptation of the physical environment to advance learning. Comments: CONTENT KNOWLEDGE. The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The applicant creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score Uses one representation Inconsistent use of Consistent use of multiple Consistent use of multiple 4 4 4a Effectively uses or explanation to teach appropriate multiple 3 3 multiple representations content standard with representations/ that capture key that capture key 2 2 and explanations that key ideas missing. explanations. ideas. ideas and advances 1 1 capture key ideas in the learner’s achievement of discipline and promote content standards. No basis No basis each learner’s for judgment for judgment achievement of content standards. 4b Encourages learners Considers only one Considers only one Elicits multiple Elicits questions, ideas, 4 4 to understand, question, perspective. Does not perspective. Probes perspectives from multiple perspectives, 3 3 and analyze ideas from probe student responses. some student responses. students and actively and analysis from 2 2 multiple perspectives so probes students to students, allowing them 1 1 that they master the extend understanding of to extend and apply content. the content. understanding of the No basis No basis content. for judgment for judgment
3.D2e Organizes physical space. (Danielson 2e) The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment between the arrangement of furniture and resources, including technology, and the lesson activities. The classroom is safe, and essential learning is accessible to most students. The teacher makes modest use of physical resources, including technology. The teacher attempts to adjust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness. The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including technology, effectively. The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes effective use of physical resources, including technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment Comments: CONTENT KNOWLEDGE. The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The applicant creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 4a Effectively uses multiple representations and explanations that capture key ideas in the discipline and promote each learner’s achievement of content standards. Uses one representation or explanation to teach content standard with key ideas missing. Inconsistent use of appropriate multiple representations/ explanations. Consistent use of multiple that capture key ideas. Consistent use of multiple that capture key ideas and advances learner’s achievement of content standards. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 4b Encourages learners to understand, question, and analyze ideas from multiple perspectives so that they master the content. Considers only one perspective. Does not probe student responses. Considers only one perspective. Probes some student responses. Elicits multiple perspectives from students and actively probes students to extend understanding of the content. Elicits questions, ideas, multiple perspectives, and analysis from students, allowing them to extend and apply understanding of the content. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment