Domain 1 for Growth/Next Steps: Domain 2: The Classroom Environment UNSATISFACTORY NEEDS IMPROVEMENT SATISFACTORY EXCELLENT COMPONENT (UNSATISFACTORY) (PROFICIENT) (DISTINGUISHED) 2a. Creating an Classroom interactions, both Classroom interactions, both Classroom interactions between Classroom interactions between Environment of Respect between the teacher and students between the teacher and students the teacher and students and the teacher and individual and Rapport and among students, are negative, and among students, are generally among students are polite and students are highly respectful, inappropriate or insensitive to appropriate and free from conflict respectful, reflecting general reflecting genuine warmth and students’ cultural backgrounds but may be characterized by warmth and caring, and are caring and sensitivity to students’ and are characterized by sarcasm, occasional displays of insensitivity appropriate to the cultural and cultures and levels of put-downs or conflict. or lack of responsiveness to developmental differences development. Students cultural or developmental among groups of students. themselves ensure high levels of differences among students. civility among members of the class. Cite Evidence: 2b. Establishing a The classroom environment The teacher’s attempt to create a The classroom culture is High levels of student energy and Culture for Learning conveys a negative culture for culture for learning is partially characterized by high teacher passion for the subject learning, characterized by low successful, with little teacher expectations for most students create a culture for learning in teacher commitment to the commitment to the subject, and genuine commitment to the which everyone shares a belief in subject, low expectations for modest expectations for student subject by both teacher and the importance of the subject and student achievement, and little or achievement, and little student students, with students all students hold themselves to no student in work. pride in work. Both teacher and demonstrating in their work. high standards of students appear to be only example, by initiating “going through the motions.” improvements to their work. Cite Evidence: 2c. Managing Classroom Much instructional time is lost Some instructional time is lost Little instructional time is lost Students contribute to the Procedures because of inefficient classroom because classroom routines and because of classroom routines seamless operation of classroom routines and procedures for procedures for transitions, and procedures for transitions, routines and procedures for transitions, handling of supplies handling of supplies, and handling of supplies, and transitions, handling of supplies, and performance of performance of non-instructional performance of non-instructional and performance of duties. duties are only partially effective. duties, which occur smoothly. duties. Cite Evidence:
Domain 1 for Growth/Next Steps: Domain 2: The Classroom Environment COMPONENT UNSATISFACTORY (UNSATISFACTORY) NEEDS IMPROVEMENT SATISFACTORY (PROFICIENT) EXCELLENT (DISTINGUISHED) 2a. Creating an Environment of Respect and Rapport Classroom interactions, both between the teacher and students and among students, are negative, inappropriate or insensitive to students’ cultural backgrounds and are characterized by sarcasm, put-downs 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 or lack 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 among members of the class. Cite Evidence: 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 teacher and students appear to be only “going through the motions.” 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 in their work. High levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of example, by initiating improvements to their work. Cite Evidence: 2c. Managing Classroom Procedures Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies and performance of duties. Some instructional time is lost because classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties are only partially effective. Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of duties. Cite Evidence:
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