Developing Towards Does Not Meet Standard Meets Standard/Proficient Exceeds Standard Standard 2.a. Creating an Patterns of classroom Patterns of classroom Teacher-student interactions are Classroom interactions between Environment of Respect interactions, both between the interactions, both between the friendly and demonstrate general the teacher and individual teacher and students and among teacher and students and among caring and respect. Such students are highly respectful, and Rapport students, are mostly negative, students, are generally interactions are appropriate to reflecting genuine warmth, and inappropriate, or insensitive to appropriate but may reflect the ages of the students. Students caring and sensitivity to students students' ages, cultural occasional inconsistencies, exhibit respect for the teacher. as individuals. backgrounds, and developmental favoritism, and disregard for levels. students' ages, cultures, and developmental levels. Interactions are characterized by Students rarely demonstrate Interactions among students are Students exhibit respect for the sarcasm, put-downs, or conflict. disrespect for one another. generally polite and respectful. teacher and contribute to high levels of interaction between all members of the class. Teacher does not deal with Teacher attempts to respond to Teacher responds successfully to The net result of interactions is disrespectful behavior. disrespectful behavior, with disrespectful behavior among that of connections with students uneven results. The net result of students. The net result of the as individuals. the interactions is neutral, interactions is polite and conveying neither warmth nor respectful, but impersonal. conflict. 2.b. Establishing a Culture The classroom culture is The classroom culture is The classroom culture is a The classroom culture is a for Learning characterized by a lack of characterized by little cognitively busy place where cognitively vibrant place, teacher or student commitment to commitment to learning by learning is valued by all, with characterized by a shared belief learning and/or little or no teacher or students. The teacher high expectations for learning in the importance of learning. investment in student energy into appears to be only going through being the norm for most students. the task at hand. Hard work is the motions, and students not expected or valued. indicate they are interested in completion of a task rather than quality.
Does Not Meet Standard Developing Towards Standard Meets Standard/Proficient Exceeds Standard 2.a. Creating an Environment of Respect and Rapport Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth, and caring and sensitivity to students as individuals. Interactions are characterized by sarcasm, put-downs, or conflict. Students rarely demonstrate disrespect for one another. Interactions among students are generally polite and respectful. Students exhibit respect for the teacher and contribute to high levels of interaction between all members of the class. Teacher does not deal with disrespectful behavior. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. The net result of interactions is that of connections with students as individuals. 2.b. Establishing a Culture for Learning The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment in student energy into the task at hand. Hard work is not expected or valued. The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate they are interested in completion of a task rather than quality. The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning.
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