Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. II-A. Unsatisfactory Needs Improvement Exemplary Proficient Elements Consistently defines high II-A-1. Establishes no or low expectations May states high expectations for Consistently defines high around quality of work and effort quality and effort, but provides few expectations for the quality of expectations for quality work and Quality of Effort student work and the and/or offers few supports for exemplars and rubrics, limited guided effort and effectively supports and Work perseverance and effort required students to produce quality work or practice, and/or few other supports to students to set high expectations for effort. to produce it; often provides help students know what is expected each other to persevere and produce exemplars, rubrics, and guided of them; may establish high-quality work. Is able to model inappropriately low expectations for practice. this element. quality and effort. II-A-2. Uses instructional practices that Uses instructional practices that Consistently uses instructional Consistently uses instructional leave most students uninvolved motivate and engage some students practices that are likely to practices that typically motivate and Student and/or passive participants. but leave others uninvolved and/or motivate and engage most engage most students both during Engagement passive participants. students during the lesson. the lesson and during independent work and home work. Is able to model this element. II-A-3. Uses limited and/or inappropriate May use some appropriate practices Uses appropriate practices, Uses a varied repertoire of practices practices to accommodate to accommodate differences, but fails including tiered instruction and to create structured opportunities for Meeting Diverse scaffolds, to accommodate differences. to address an adequate range of each student to meet or exceed state Needs differences. differences in learning styles, standards/local curriculum and needs, interests, and levels of behavioral expectations. Is able to readiness, including those of model this element. students with disabilities and English learners. Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. II-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary II-A-1. Quality of Effort and Work Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort. May states high expectations for quality and effort, but provides few exemplars and rubrics, limited guided practice, and/or few other supports to help students know what is expected of them; may establish inappropriately low expectations for quality and effort. Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice. Consistently defines high expectations for quality work and effort and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element. II-A-2. Student Engagement Uses instructional practices that leave most students uninvolved and/or passive participants. Uses instructional practices that motivate and engage some students but leave others uninvolved and/or passive participants. Consistently uses instructional practices that are likely to motivate and engage most students during the lesson. Consistently uses instructional practices that typically motivate and engage most students both during the lesson and during independent work and home work. Is able to model this element. II-A-3. Meeting Diverse Needs Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.