Unsatisfactory Improvement Exemplary Proficient Maintains a physical May create and maintain Uses rituals, routines, Uses rituals, routines, environment that is a safe physical and appropriate and proactive responses unsafe or does not environment but responses that create that create and maintain support student inconsistently maintains and maintain a safe a safe physical and learning. Uses rituals, routines, and physical and intellectual intellectual environment II-B-1. inappropriate or responses needed to environment where where students take Safe Learning ineffective rituals, prevent and/or stop students take academic academic risks and play Environment routines, and/or behaviors that interfere risks and most behaviors an active responses to reinforce with all students’ that interfere with individually and positive behavior or learning. learning are prevented. collectively—in respond to behaviors preventing behaviors that interfere with that interfere with students’ learning. learning. Is able to model this element. Formative Assessment Quality * Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence: II.D.2: High Expectations
II-B-1. Safe Learning Environment Unsatisfactory 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. Formative Assessment Quality * Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence: II.D.2: High Expectations individually
revised_student_teaching_handbook_2016.docx