follow established With regular guidance students follow well understood and may routines. and prompting, students established classroom be initiated by students. follow established routines. routines. 3.D2b Establishes a The classroom culture is The classroom culture is The classroom culture is a The classroom culture is a 4 4 culture for learning. characterized by low characterized by a lack of place where learning is cognitively busy place, 3 3 (Danielson 2b) expectations for student high expectations for valued by teacher and characterized by a shared 2 2 learning; little or no student learning. The students; High belief in the importance 1 1 investment of teacher teacher appears to expectations for both of learning. The teacher and/or student energy in primarily be interested in learning and hard work conveys high expectations No basis No basis the task at hand. the completion tasks are the norm. Students for learning for all for judgment for judgment rather than the quality of understand their role as students. Students the work. learners and consistently assume responsibility for expend effort to learn. high quality by initiating improvements, making revisions, adding detail, and/or assisting peers. 3.D2d Manages student There appear to be no Standards of conduct Student behavior is Student behavior is 4 4 behavior. established standards of appear to have been generally entirely appropriate. 3 3 (Danielson 2d) conduct, or students established, but their The teacher monitors Students take an active 2 2 challenge them. There is implementation is student behavior against role in monitoring their 1 1 little or no teacher inconsistent. The teacher established standards of own behavior and/or that monitoring of student tries, with uneven results, conduct. Teacher of other students against No basis No basis behavior, and response to to monitor student response to student standards of conduct. for judgment for judgment students’ misbehavior is behavior and respond to misbehavior is consistent, Teacher monitoring of repressive or student misbehavior. proportionate, and student behavior is subtle disrespectful of student respectful to students and and preventive. The dignity. is effective. teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.
follow established routines. With regular guidance and prompting, students follow established routines. students follow established classroom routines. well understood and may be initiated by students. 3.D2b Establishes a culture for learning. (Danielson 2b) The classroom culture is characterized by low expectations for student learning; little or no investment of teacher and/or student energy in the task at hand. The classroom culture is characterized by a lack of high expectations for student learning. The teacher appears to primarily be interested in the completion tasks rather than the quality of the work. The classroom culture is a place where learning is valued by teacher and students; High expectations for both learning and hard work are the norm. Students understand their role as learners and consistently expend effort to learn. The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning for all students. Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 3.D2d Manages student behavior. (Danielson 2d) There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student behavior, and response to students’ misbehavior is repressive or disrespectful of student dignity. Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. Student behavior is generally The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment
student-teaching-evaluation-rubric.docx