3.4 TC implements proactive classroom TC implements ineffective, reactive TC develops and implements strategies In addition to meeting acceptable management strategies that classroom management strategies for setting behavioral, social, and expectations, the TC is able to adjust promote positive behaviors and resulting in persistent problem academic expectations for active classroom management strategies active engagement. behavior. engagement. TC positively reinforces during instruction and/or address the learners who meet those expectations needs of individual learners. InTASC 3 and positively redirects learner SCTS 4.0 Instruction (Activities and behavior as needed. – Materials) Environment (Expectations; Managing Student Behavior) NAEYC Standard 4a: Using Developmentally Effective Approaches DOMAIN 4: PROFESSIONALISM Expectations Meets Expectations Exceeds Expectations 4.1 TC collaborates with caregivers and TC does not collaborate with caregivers TC collaborates and communicates TC collaborates appropriately w with school professionals to enhance and professionals or does so appropriately with caregivers and professionals within and outside of the student learning. inappropriately. school professionals (i.e. colleagues, school community to enhance student administrators, and other learning and development. TC is an InTASC 10, 3 professionals) to enhance effective co-teacher in both the lead SCTS 4.0 Professionalism (School student learning and development. TC and/or supporting role. – Responsibilities) is an effective co-teacher. 4.2 TC maintains professional TC exhibits unprofessional behaviors TC conducts self in a professional TC not only conducts self in a relationships with school personnel that damage relationships with school manner when interacting with school professional manner in and away from and students. personnel (e.g. colleagues, personnel (e.g. colleagues, the school environment, but administrators, mentor teachers, other administrators, mentor teachers, other initiative to establish relationships InTASC 10 school staff members, and university school staff members, and university with school personnel (e.g. colleagues, NAEYC Standard 6c: Becoming a supervisor) or students. supervisor) and students in and away administrators, mentor teachers, other Professional from the school environment. school staff members, and university supervisor) and students.
3.4 TC implements proactive classroom management strategies that promote positive behaviors and active engagement. InTASC 3 SCTS 4.0 – Instruction (Activities and Materials) Environment (Expectations; Managing Student Behavior) NAEYC Standard 4a: Using Developmentally Effective Approaches TC implements ineffective, reactive classroom management strategies resulting in persistent problem behavior. TC develops and implements strategies for setting behavioral, social, and academic expectations for active engagement. TC positively reinforces learners who meet those expectations and positively redirects learner behavior as needed. In addition to meeting acceptable expectations, the TC is able to adjust classroom management strategies during instruction and/or address the needs of individual learners. DOMAIN 4: PROFESSIONALISM Expectations Meets Expectations Exceeds Expectations 4.1 TC collaborates with caregivers and school professionals to enhance student learning. InTASC 10, 3 SCTS 4.0 – Professionalism (School Responsibilities) TC does not collaborate with caregivers and professionals or does so inappropriately. TC collaborates and communicates appropriately with caregivers and school professionals (i.e. colleagues, administrators, and other professionals) to enhance student learning and development. TC is an effective co-teacher. TC collaborates appropriately w with professionals within and outside of the school community to enhance student learning and development. TC is an effective co-teacher in both the lead and/or supporting role. 4.2 TC maintains professional relationships with school personnel and students. InTASC 10 NAEYC Standard 6c: Becoming a Professional TC exhibits unprofessional behaviors that damage relationships with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) or students. TC conducts self in a professional manner when interacting with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) and students in and away from the school environment. TC not only conducts self in a professional manner in and away from the school environment, but initiative to establish relationships with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) and students.
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