appreciate others. students. Teacher openness, mutual Minimal extrinsic clearly shows a respect, support and rewards offered. caring attitude inquiry. toward all students. Establishing NO standards of Standards of Standards of Standards of conduct Expectations conduct appear to have conduct appear to conduct are clear for various situations for Behavior been established, or have been to all students. are clear to students students are confused established for Teacher reviews and appear to have as to what the situations and and prompts been developed or standards are. most students behaviors when revised with student’s seem to appropriate. participation. understand them. Monitoring Is unaware of what Generally aware Is consistently Monitoring is subtle Student students are doing, of student alert to student and preventive. Behavior and/or student behavior behavior but may behavior, uses Students monitor their is not monitored. miss the activities positive own and their peers’ of some students. reinforcement behavior in May neglect to and behavior appropriate ways. use positive prompts. reinforcement. Response to Does not respond to Attempts to Response to Response to Student misbehavior, or the responds to misbehavior is misbehavior is highly Behavior response is misbehavior but appropriate, effective and sensitive inconsistent, overly with uneven successful, and to individual student’s repressive, or does not results. respects the needs. Assists respect the dignity. students in making student’s student’s dignity. appropriate behavior choices. Comments: Principle #5b: The teacher intern uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom. Keys to Levels on the Rubric: U = Unsatisfactory; B = Basic; P = Proficient; D = Distinguished* Rationale & Support Element Week # Week # Week # Week # Positive
appreciate others. Minimal extrinsic rewards offered. students. Teacher clearly shows a caring attitude toward all students. openness, mutual respect, support and inquiry. Establishing Expectations for Behavior NO standards of conduct appear to have been established, or students are confused as to what the standards are. Standards of conduct appear to have been established for situations and most students seem to understand them. Standards of conduct are clear to all students. Teacher reviews and prompts behaviors when appropriate. Standards of conduct for various situations are clear to students and appear to have been developed or revised with student’s participation. Monitoring Student Behavior Is unaware of what students are doing, and/or student behavior is not monitored. Generally aware of student behavior but may miss the activities of some students. May neglect to use positive reinforcement. Is consistently alert to student behavior, uses positive reinforcement and behavior prompts. Monitoring is subtle and preventive. Students monitor their own and their peers’ behavior in appropriate ways. Response to Student Behavior Does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity. Attempts to responds to misbehavior but with uneven results. Response to misbehavior is appropriate, successful, and respects the student’s dignity. Response to misbehavior is highly effective and sensitive to student’s individual needs. Assists students in making appropriate behavior choices. Comments: Principle #5b: The teacher intern uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom. Keys to Levels on the Rubric: U = Unsatisfactory; B = Basic; P = Proficient; D = Distinguished* Rationale & Support Element Week # Week # Week # Week # Positive
2014-2015-CAS-Education-Program-Review-and-Assessment.docx