Teachers should know and be able to: Promote positive and respectful rapport. 5e. Unsatisfactory Progressing Proficient Exemplary The teacher allows The teacher reinforces student-to-student The teacher fosters student-to-student The teacher fosters a classroom culture interactions interactions that are appropriate, but interactions that are polite and in which student-to-student characterized by conflict, there may be an occasional display of respectful. Student individuality and the interactions are highly respectful. As sarcasm or tudent insensitivity to cultural or dignity of each student are consistently a class, students have learned to be interactions in the classroom developmental differences among maintained. supportive of one another’s are disrespectful. students. individuality and developmental Interactions levels. The dignity of each student is tudent-to-tudent consistently maintained and honored. Teacher-student interactions Teacher-student interactions are cordial, Teacher-student interactions are positive Teacher-student interactions serve as a EFFECTIVENESS reflect a lack of rapport but may not transfer to positive and respectful rapport is demonstrated. model of positive and respectful between the teacher and teacher-student relationships. Positive teacher-student relationships rapport. Positive teacher-student students. serve as a model for student learning and relationships promote the OF practicing of behaviors that contribute to development of socially competent a learning community. students who are able to demonstrate Interactions behaviors that contribute to a learning Teacher-to-tudent community. The teacher does not teach or The teacher is beginning to address issues The teacher incorporates lessons on The teacher is intentional about teaching model tolerance strategies. related to tolerance and respect for teaching tolerance strategies to students tolerance strategies and reinforces and for Teacher actions/words cultural differences, although fostering respect for multicultural classroom interactions that are embarrass and/or devalue expectations may not be consistently students. The teacher reinforces high respectful of multicultural students. students. enforced. expectations for demonstrations of tudents take responsibility for Diversity INDICATORS Respect civility among members of the class. ensuring high levels of civility among Tolerance members of the class. 5e. Performance ELEMENT I I II III Unsatisfactory Progressing II Exemplary Progressing Proficient Proficient Proficient Rating PERFORMANCE STANDARD CLASSROOM ENVIRONMENT #5:
Teachers should know and be able to: 5e. Promote positive and respectful rapport. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary tudent-to-tudent Interactions The teacher allows interactions characterized by conflict, sarcasm or tudent interactions in the classroom are disrespectful. The teacher reinforces student-to-student interactions that are appropriate, but there may be an occasional display of insensitivity to cultural or developmental differences among students. The teacher fosters student-to-student interactions that are polite and respectful. Student individuality and the dignity of each student are consistently maintained. The teacher fosters a classroom culture in which student-to-student interactions are highly respectful. As a class, students have learned to be supportive of one another’s individuality and developmental levels. The dignity of each student is consistently maintained and honored. Teacher-to-tudent Interactions Teacher-student interactions reflect a lack of rapport between the teacher and students. Teacher-student interactions are cordial, but may not transfer to positive teacher-student relationships. Teacher-student interactions are positive and respectful rapport is demonstrated. Positive teacher-student relationships serve as a model for student learning and practicing of behaviors that contribute to a learning community. Teacher-student interactions serve as a model of positive and respectful rapport. Positive teacher-student relationships promote the development of socially competent students who are able to demonstrate behaviors that contribute to a learning community. Tolerance and Respect for Diversity The teacher does not teach or model tolerance strategies. Teacher actions/words embarrass and/or devalue students. The teacher is beginning to address issues related to tolerance and respect for cultural differences, although expectations may not be consistently enforced. The teacher incorporates lessons on teaching tolerance strategies to students fostering respect for multicultural students. The teacher reinforces high expectations for demonstrations of civility among members of the class. The teacher is intentional about teaching tolerance strategies and reinforces classroom interactions that are respectful of multicultural students. tudents take responsibility for ensuring high levels of civility among members of the class. 5e. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary PERFORMANCE STANDARD #5: CLASSROOM ENVIRONMENT
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