Classroom Above Expectations Meeting Expectations Below Expectations Community For Level 3-All evidence supporting Level 2 is The following best describes what is observed: The following best describes what is observed: Build a respectful, two present, as well as of the following: learning-focused Teacher builds a respectful, learning focused Teacher attempts builds a respectful, learning classroom Teacher builds a respectful, learning focused environment by: focused environment by: community environment by: demonstrating positive rapport with all demonstrating positive rapport with creating learning opportunities where most or by students. some students, but not others, students can experience success. reinforcing positive behavior and strong demonstrating little rapport with seeking out and being receptive to the academic effort. students. interests and opinions of all students. setting high and demanding academic rarely reinforcing positive behavior creating a positive learning environment for every student. doing so for expectations and good academic work, that promotes respectful student–to-student promoting an environment where students some students, but not for others. interaction. work hard, remain focused, and occasionally promoting an environment persevere through challenges. where students work hard, remain focused, and persevere through challenges Students feel safe to take on challenges and but really succeed. risk failure. doesn’t Very few students are willing to take academic risks, and risk failure. CLE 2 3 2 1 Classroom Above Expectations Meeting Expectations Below Expectations Procedures For Level 3- All evidence supporting Level 2 is The following best describes what is observed: The following best describes what is observed: Develop classroom present, as well as two of the following: procedures and Teacher develops routines and procedures Teacher develops routines and procedures that: routines Teacher develops routines and procedures that: that: are in place, but require significant run smoothly without prompting. run smoothly with minimal prompting teacher prompting and direction; include transitions that are orderly, from the teacher; students generally know students may be unclear about what efficient, systematic, and require little their responsibilities. they should be doing and ask questions teacher direction. include transitions that are generally frequently. smooth with little, yet appropriate teacher include transitions that are not orderly Students know their responsibilities and ask direction. and inefficient. few questions about what to do. support the effective use of instructional are ineffective, causing a significant loss of Students share responsibility for the operations time. instructional time. and routines in the classroom. CLE 3 3 2 1
Classroom Community Build a respectful, learning-focused classroom community Above Expectations Meeting Expectations Below Expectations For Level 3-All evidence supporting Level 2 is present, as well as two of the following: Teacher builds a respectful, learning focused environment by: creating learning opportunities where most students can experience success. seeking out and being receptive to the interests and opinions of all students. creating a positive learning environment that promotes respectful student–to-student interaction. The following best describes what is observed: Teacher builds a respectful, learning focused environment by: demonstrating positive rapport with all students. reinforcing positive behavior and strong academic effort. setting high and demanding academic expectations for every student. promoting an environment where students work hard, remain focused, and persevere through challenges. Students feel safe to take on challenges and risk failure. The following best describes what is observed: Teacher attempts builds a respectful, learning focused environment by: demonstrating positive rapport with some students, but not others, or by demonstrating little rapport with students. rarely reinforcing positive behavior and good academic work, doing so for some students, but not for others. occasionally promoting an environment where students work hard, remain focused, and persevere through challenges but doesn’t really succeed. Very few students are willing to take academic risks, and risk failure. CLE 2 Classroom Procedures Develop classroom procedures and routines 3 Above Expectations 2 Meeting Expectations 1 Below Expectations For Level 3- All evidence supporting Level 2 is present, as well as two of the following: Teacher develops routines and procedures that: run smoothly without prompting. include transitions that are orderly, efficient, systematic, and require little teacher direction. Students know their responsibilities and ask few questions about what to do. Students share responsibility for the operations and routines in the classroom. The following best describes what is observed: Teacher develops routines and procedures that: run smoothly with minimal prompting from the teacher; students generally know their responsibilities. include transitions that are generally smooth with little, yet appropriate teacher direction. support the effective use of instructional time. The following best describes what is observed: Teacher develops routines and procedures that: are in place, but require significant teacher prompting and direction; students may be unclear about what they should be doing and ask questions frequently. include transitions that are not orderly and inefficient. are ineffective, causing a significant loss of instructional time. CLE 3 3 2 1
exhibit_3.4.f.4_ready2teach_residency_ii_handbook.docx