II-C-2. Minimizes or ignores conflicts and/or Anticipates and responds Anticipates and responds Anticipates and responds responds in inappropriate ways. appropriately to some conflicts or appropriately to conflicts or appropriately to conflicts or Maintains misunderstandings but ignores and/or misunderstandings arising from misunderstandings arising from Respectful minimizes others. differences in backgrounds, differences in backgrounds, Environment languages, and identities. languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students. Unsatisfactory Needs Improvement Exemplary II-D. Elements Proficient II-D-1. Does not make specific academic and May announce and post classroom Clearly communicates and Clearly communicates and behavior expectations clear to academic and behavior rules and consistently enforces specific consistently enforces specific Clear students. consequences, but inconsistently or standards for student work, effort, standards for student work, effort, and Expectations ineffectively enforces them. and behavior. behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. Effectively models and reinforces II-D-2. Gives up on some students or May tell students that the subject or Effectively models and reinforces ways that students can master communicates that some cannot assignment is challenging and that ways that students can consistently High master challenging material. challenging material through they need to work hard but does little master challenging material through Expectations effective effort, rather than having to counteract student misconceptions effective effort. Successfully about innate ability. to depend on innate ability. challenges misconceptions students’ about innate ability. Is able to model this element. II-D-3. Rarely adapts instruction, materials, Occasionally adapts instruction, Consistently adapts instruction, Individually and with colleagues, and assessments to make materials, and assessments to make materials, and assessments to consistently adapts instruction, Access to challenging material accessible to all challenging material accessible to all make challenging material materials, and assessments to make Knowledge students. students. accessible to all students, challenging material accessible to all including English learners and students, including English learners students with disabilities. and students with disabilities. Is able to model this element.
II-C-2. Maintains Respectful Environment Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice. Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students. II-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-D-1. Clear Expectations Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element. II-D-2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. II-D-3. Access to Knowledge Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.