2.1b Student Educator is inconsistent in Educator models and/or Educator models and/or encourages modeling and/or encourages appropriate student interactions that demonstrate Interactions encouraging appropriate interactions, particularly respect for one another. Students interactions, particularly when students’ interactions monitor each other’s treatment of peers, RIPTS 5, 6 when students’ interactions are impolite or correcting classmates respectfully when INTASC: 8,3One are impolite or disrespectful. OR needed. disrespectful. OR Student interactions are Student interactions are polite and respectful generally polite and whether directly monitored respectful. by an educator or not. Component 2.2: Establishing a Culture for Learning Developing Effective Highly Effective Observations Component Educator communicates Educator communicates Educator AND students communicate 2.2a Importance importance of the content. importance of the content importance of the content using of the Content using real-world connections. RIPTS 3, 4, 5, 6, 8, connections. 9 INTASC: 4,5 2.2b Expectation Educator conveys modest Educator conveys high Educator conveys high expectations for expectations for student expectations for student student learning and achievement. for Learning and learning and achievement. learning and achievement. Students verbalize and/or demonstrate Achievement their understanding of the expectations. RIPTS 3, 4, 5, 6, 8, 9 INTASC: 4,5 Component 2.3: Managing Classroom Procedures Developing Effective Highly Effective Observations Component 2.3a Educator’s management of Educator’s management of Educator’s management of instructional instructional groups ensures instructional groups groups ensures that all students actively Management of that some students actively ensures that all students participate and support each other in Instructional participate. actively participate. achieving the outcomes of the lesson. Groups RIPTS 6 INTASC: 3 2.3b Transitions are uneven Transitions are efficient, Transitions are seamless, with students resulting in some loss of with minimal loss of assuming some responsibility in ensuring Management of instructional time. instructional time. their efficient operation. Transitions RIPTS 6, INTASC 3 Management of materials and Management of materials Management of materials and supplies is 2.3c supplies is uneven resulting in and supplies is efficient with efficient with little loss of instructional Management of some loss of instructional time. little loss of instructional time with students assuming some Materials and time. responsibility. Supplies RIPTS 6 INTASC: 3 Component 2.4: Managing Student Behavior Developing Effective Highly Effective Observations Component
2.1b Student Interactions RIPTS 5, 6 INTASC: 8,3One Educator is inconsistent in modeling and/or encouraging appropriate interactions, particularly when students’ interactions are impolite or disrespectful. OR Student interactions are generally polite and respectful. Educator models and/or encourages appropriate interactions, particularly when students’ interactions are impolite or disrespectful. OR Student interactions are polite and respectful whether directly monitored by an educator or not. Educator models and/or encourages student interactions that demonstrate respect for one another. Students monitor each other’s treatment of peers, correcting classmates respectfully when needed. Component 2.2: Establishing a Culture for Learning Component Developing Effective Highly Effective Observations 2.2a Importance of the Content RIPTS 3, 4, 5, 6, 8, 9 INTASC: 4,5 Educator communicates importance of the content. Educator communicates importance of the content using real-world connections. Educator AND students communicate importance of the content using connections. 2.2b Expectation for Learning and Achievement RIPTS 3, 4, 5, 6, 8, 9 INTASC: 4,5 Educator conveys modest expectations for student learning and achievement. Educator conveys high expectations for student learning and achievement. Educator conveys high expectations for student learning and achievement. Students verbalize and/or demonstrate their understanding of the expectations. Component 2.3: Managing Classroom Procedures Component Developing Effective Highly Effective Observations 2.3a Management of Instructional Groups RIPTS 6 INTASC: 3 Educator’s management of instructional groups ensures that some students actively participate. Educator’s management of instructional groups ensures that all students actively participate. Educator’s management of instructional groups ensures that all students actively participate and support each other in achieving the outcomes of the lesson. 2.3b Management of Transitions RIPTS 6, INTASC 3 Transitions are uneven resulting in some loss of instructional time. Transitions are efficient, with minimal loss of instructional time. Transitions are seamless, with students assuming some responsibility in ensuring their efficient operation. 2.3c Management of Materials and Supplies RIPTS 6 INTASC: 3 Management of materials and supplies is uneven resulting in some loss of instructional time. Management of materials and supplies is efficient with little loss of instructional time. Management of materials and supplies is efficient with little loss of instructional time with students assuming some responsibility. Component 2.4: Managing Student Behavior Component Developing Effective Highly Effective Observations
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