Classroom Culture Sense of Purpose (TEI Alignment 3.3) Beginning Developing Practicing Achieving Students may have positive, Students believe they belong Students believe they belong Students’ sense of belonging respectful relationships with in the learning community. in the learning community and allows them to explore and peers but do not feel a sense actively contribute to define their purpose with of belonging to or ownership nurturing a sense of support from the community of of the larger learning belonging among their peers. learners. community. Observation Notes Equity Access to Materials (TEI Alignment 3.1) Beginning Developing Practicing Achieving Students rely on teacher to Students are sometimes able Students are able to access Students are supported in access most materials, or do to access course materials all course materials, at all developing their own not seek out materials unless based on their needs. times, regardless of student mechanisms for accessing instructed to do so by teacher group. resources, in designing directly. physical spaces that meet their learning needs, and in identifying or creating routines or practices. which empower them both inside and outside of school. Observation Notes Praise Wondering Polish Personalized Learning
Classroom Culture Sense of Purpose (TEI Alignment 3.3) Beginning Developing Practicing Achieving Students may have positive, respectful relationships with peers but do not feel a sense of belonging to or ownership of the larger learning community. Students believe they belong in the learning community. Students believe they belong in the learning community and actively contribute to nurturing a sense of belonging among their peers. Students’ sense of belonging allows them to explore and define their purpose with support from the community of learners. Observation Notes Equity Access to Materials (TEI Alignment 3.1) Beginning Developing Practicing Achieving Students rely on teacher to access most materials, or do not seek out materials unless instructed to do so by teacher directly. Students are sometimes able to access course materials based on their needs. Students are able to access all course materials, at all times, regardless of student group. Students are supported in developing their own mechanisms for accessing resources, in designing physical spaces that meet their learning needs, and in identifying or creating routines or practices. which empower them both inside and outside of school. Observation Notes Praise Wondering Polish Personalized Learning
phase_4_coaching___development_tool_3.0_rubric.docx