II.B.1: Safe Learning Environment Unsatisfactory Needs Improvement Exemplary Proficient Maintains a May create and Uses rituals, Uses rituals, routines, physical maintain a safe routines, and and proactive environment that is physical appropriate responses that create unsafe or does not environment but responses that and maintain a safe support student inconsistently create and physical and learning. Uses maintains rituals, maintain a safe intellectual II-B-1. inappropriate or routines, and physical and environment where Safe Learning ineffective rituals, responses needed intellectual students take Environment routines, and/or to prevent and/or environment where academic risks and responses to stop behaviors that students take play an active reinforce positive interfere with all academic risks and individually and behavior or learning. most behaviors that collectively—in students’ respond to interfere with preventing behaviors behaviors that learning are that interfere with interfere with prevented. learning. Is able to learning. model this element. students’ Quality * Scope * Consistency * Evidence [insert evidence to support the ratings here]: II.D.2: High Expectations Needs Unsatisfactory Exemplary Proficient Improvement Gives up on some May tell students Effectively models Effectively models students or that the subject or and reinforces and reinforces communicates that assignment is ways that students ways that students some cannot challenging and can master can consistently II-D-2. master challenging that they need to challenging master challenging material. work hard but does material through material through High little to counteract effective effort, effective effort. Expectations student rather than having Successfully misconceptions to depend on challenges about innate ability. innate ability. students’ misconceptions about innate ability. Is able to model this element. Quality * Scope * Consistency *
II.B.1: Safe Learning Environment II-B-1. Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Is able to model this element. Quality * Scope * Consistency * Evidence [insert evidence to support the ratings here]: II.D.2: High Expectations II-D-2. High Expectations Unsatisfactory Needs Improvement Proficient Exemplary 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. Quality * Scope * Consistency * individually
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