not promote Some student evident for most higher-level evident for a student learning. learning occurs. students. thinking. wide range of learners. C No evidence of Some evidence of Uses assessment Develops and Develops valid ASSESSMENT assessment. No assessment. to improve uses a variety of and reliable connections Verbal feedback students’ learning formal and assessment tools. made between given to improve and teaching informal Uses assessment assessment and learning of effectiveness. assessments, as a basis for instruction. content Uses a variety of including rubrics, standards-based knowledge, skills, formal and to promote instruction. Uses and dispositions. informal learning, inform assessment to assessments to instruction, and compare and provide students meet content contrast effects of with constructive standards. various teaching feedback. strategies. D Behavior Some effort made Manages routine Creates a Routine CLASSROOM problems to promote behavioral learning discipline MANAGEMENT negatively affect acceptable student problems and environment problems learning. Little behavior. maintains control characterized by prevented effort given to Attempts of the classroom. acceptable through engaging encouraging appropriate Applies sound student behavior, instruction. acceptable intervention disciplinary efficient use of Establishes an student behavior. strategies and practices. time, and accepting practices. Intervenes to disciplined learning create successful acquisition of environment. learning knowledge, Students exhibit environments. skills, and self-control while dispositions. encouraging others to control impulsive behavior. E Has difficulties Appears to be diligently to Establishes a Establishes a AFFECTIVE SKILLS relating to unsure of proper create a democratic democratic students. Resorts teacher democratic learning learning to disrespectful boundaries. classroom environment. environment. treatment. Behavior not community. Encourages Students care Displays always Students are students to care other’s inappropriate appropriate; treated with about their own learning as well behavior towards inappropriate kindness and learning, is as their own. students. Does behavior not respect. sensitive to Individuals not attempt to intentional or students’ needs willing to make build positive malicious. Lacks and feelings. personal teacher/student ability to sacrifices for relationships. anticipate sake of consequences of promoting a behavior. common good. Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries.
not promote student learning. Some student learning occurs. evident for most students. higher-level thinking. evident for a wide range of learners. C ASSESSMENT No evidence of assessment. No connections made between assessment and instruction. Some evidence of assessment. Verbal feedback given to improve learning of content knowledge, skills, and dispositions. Uses assessment to improve students’ learning and teaching effectiveness. Uses a variety of formal and informal assessments to provide students with constructive feedback. Develops and uses a variety of formal and informal assessments, including rubrics, to promote learning, inform instruction, and meet content standards. Develops valid and reliable assessment tools. Uses assessment as a basis for standards-based instruction. Uses assessment to compare and contrast effects of various teaching strategies. D CLASSROOM MANAGEMENT Behavior problems negatively affect learning. Little effort given to encouraging acceptable student behavior. Some effort made to promote acceptable student behavior. Attempts appropriate intervention strategies and practices. Manages routine behavioral problems and maintains control of the classroom. Applies sound disciplinary practices. Intervenes to create successful learning environments. Creates a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and dispositions. Routine discipline problems prevented through engaging instruction. Establishes an accepting learning environment. Students exhibit self-control while encouraging others to control impulsive behavior. E AFFECTIVE SKILLS Has difficulties relating to students. Resorts to disrespectful treatment. Displays inappropriate behavior towards students. Does not attempt to build positive teacher/student relationships. Appears to be unsure of proper teacher boundaries. Behavior not always appropriate; inappropriate behavior not intentional or malicious. Lacks ability to anticipate consequences of behavior. diligently to create a democratic classroom community. Students are treated with kindness and respect. Establishes a democratic learning environment. Encourages students to care about their own learning, is sensitive to students’ needs and feelings. Establishes a democratic learning environment. Students care other’s learning as well as their own. Individuals willing to make personal sacrifices for sake of promoting a common good. Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries.
EC_ST_Handbook.docx