future instruction for individual students. Domain 2: The Classroom Environment (AMLE 1) BASIC PROFICIENT DISTINGUISHED 2a: Classroom Classroom Classroom Classroom Creating an interactions, interactions, interactions interactions Environment of both between both between between the between the Respect and the teacher and the teacher and teacher and teacher and Rapport students, and students and students and individual students students, among students, among students are highly are negative, are generally are polite and respectful, reflecting inappropriate or appropriate and respectful, genuine warmth and insensitive to free from reflecting caring and students’ cultural conflict, but may general warmth sensitivity to backgrounds and be characterized and caring, and students’ cultures are characterized by occasional are appropriate and levels of by sarcasm, displays of to the cultural development. or insensitivity of and Students themselves conflict. responsiveness developmental ensure high levels of to cultural or differences civility developmental among groups of members of the differences students. class. among students. 2b: The classroom The teacher’s The classroom High levels of Establishing a environment attempt to culture is student energy and Culture for conveys a create a culture characterized by teacher passion for Learning negative culture for learning is high the subject create a for learning, partially expectations for culture for learning characterized by successful, with most students in everyone low teacher little teacher and genuine shares a belief in the commitment to commitment to commitment to importance of the the subject, low the subject, the subject by subject and all expectations for modest both teacher and students hold student expectations for students, with themselves to high achievement, student students standards of and little or no achievement, demonstrating performance—for student in and little student pride in their example, by work. pride in work. work. initiating Both the teacher improvements to and students their work. appear to be only “going
future instruction for individual students. Domain 2: The Classroom Environment (AMLE 1) BASIC PROFICIENT DISTINGUISHED 2a: Creating an Environment of Respect and Rapport Classroom interactions, both between the teacher and students, and students, are negative, inappropriate or insensitive to students’ cultural backgrounds and are characterized by sarcasm, or conflict. Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity of responsiveness to cultural or developmental differences among students. Classroom interactions between the teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility members of the class. 2b: Establishing a Culture for Learning The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student in work. The teacher’s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both the teacher and students appear to be only “going The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. High levels of student energy and teacher passion for the subject create a culture for learning in everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance—for example, by initiating improvements to their work.
2012-2013_middle_childhood_education_report_new_standards_2-27-14.docx