Domain II LEARNING ENVIRONMENT (LE) - Quality Instruction Rubric Draft – – The teacher develops a rich learning culture as evidenced by clearly-articulated high expectations for all students to achieve rigorous academic goals and standards. Unsatisfactory Beginning Developing Proficient Exemplary Teacher demonstrates little or Teacher attempts to The teacher frequently The teacher consistently The teacher consistently communicates the no communication of the communicate the communicates the communicates the expectation expectation that all students will achieve expectation that all students expectation that all students expectation that all students that all students will achieve the the goals and standards of the lesson and can achieve the goals and will achieve the goals and will achieve the goals and goals and standards of the lesson uses a variety of strategies to encourage standards of the lesson. standards of the lesson. standards of the lesson. and uses a variety of strategies effort and mastery from most students. encourage student effort and mastery. Teacher demonstrates little or Teacher attempts to establish Teacher frequently establishes Teacher consistently establishes and Teacher consistently establishes and no capacity to establish and maintain high and maintains high maintains high expectations for expands high expectations for all high academic expectations expectations for all expectations for all all students. students (Differentiation, modeling, for all students. students. students. scaffolding). Teacher demonstrates little or Teacher attempts to establish a Teacher frequently establishes Teacher consistently establishes a Teacher consistently establishes a trusting no capacity to establish a trusting learning a trusting environment that trusting environment that fosters environment that encourages risk-taking, trusting environment that environment that fosters fosters risk-taking among risk -taking for all students and independent thinking and learning that fosters risk-taking among risk- taking among students. encourages independent reaches beyond the classroom. students. students. thinking. Teacher demonstrates little or Teacher attempts to encourage Teacher frequently encourages Teacher consistently encourages Teacher consistently encourages students to no capacity to encourage students to ask questions, students to ask questions, students to ask questions, take ask questions, take risks, think students to ask questions, think independently or to take risks and assume risks, think independently and independently and assume responsibility think independently or take take risks. responsibility for their assume responsibility for their for their own learning. Teacher’s risks. learning. own learning. classroom serves as a model for mutual trust and collaboration. Domain II Comments/Evidence (Teacher and Administrator): Summative Teacher Evaluation Comments/Recommendations:
Domain II – LEARNING ENVIRONMENT (LE) - Quality Instruction Rubric – Draft The teacher develops a rich learning culture as evidenced by clearly-articulated high expectations for all students to achieve rigorous academic goals and standards. Unsatisfactory Beginning Developing Proficient Exemplary Teacher demonstrates little or no communication of the expectation that all students can achieve the goals and standards of the lesson. Teacher attempts to communicate the expectation that all students will achieve the goals and standards of the lesson. The teacher frequently communicates the expectation that all students will achieve the goals and standards of the lesson. The teacher consistently communicates the expectation that all students will achieve the goals and standards of the lesson and uses a variety of strategies encourage student effort and mastery. The teacher consistently communicates the expectation that all students will achieve the goals and standards of the lesson and uses a variety of strategies to encourage effort and mastery from most students. Teacher demonstrates little or no capacity to establish high academic expectations for all students. Teacher attempts to establish and maintain high expectations for all students. Teacher frequently establishes and maintains high expectations for all students. Teacher consistently establishes and maintains high expectations for all students. Teacher consistently establishes and expands high expectations for all students (Differentiation, modeling, scaffolding). Teacher demonstrates little or no capacity to establish a trusting environment that fosters risk-taking among students. Teacher attempts to establish a trusting learning environment that fosters risk- taking among students. Teacher frequently establishes a trusting environment that fosters risk-taking among students. Teacher consistently establishes a trusting environment that fosters risk -taking for all students and encourages independent thinking. Teacher consistently establishes a trusting environment that encourages risk-taking, independent thinking and learning that reaches beyond the classroom. Teacher demonstrates little or no capacity to encourage students to ask questions, think independently or take risks. Teacher attempts to encourage students to ask questions, think independently or to take risks. Teacher frequently encourages students to ask questions, take risks and assume responsibility for their learning. Teacher consistently encourages students to ask questions, take risks, think independently and assume responsibility for their own learning. Teacher consistently encourages students to ask questions, take risks, think independently and assume responsibility for their own learning. Teacher’s classroom serves as a model for mutual trust and collaboration. Domain II Comments/Evidence (Teacher and Administrator): Summative Teacher Evaluation Comments/Recommendations:
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