2a (State Criterion 5) Patterns of classroom interactions, both Patterns of classroom interactions, both Teacher-student interactions are Classroom interactions among Creating an between the teacher and students and between the teacher and students and friendly and demonstrate general the teacher and individual Environment of among students, are mostly negative, among students, are generally caring and respect. Such interactions students are highly respectful, Respect and Rapport inappropriate, or insensitive to appropriate but may reflect occasional are appropriate to the ages of the reflecting genuine warmth and students’ ages, cultural backgrounds, and inconsistencies, favoritism, and students. caring and sensitivity to students developmental levels. Interactions are disregard for ages, cultures, as individuals. students’ characterized by sarcasm, put-downs, and developmental levels. Students exhibit respect for the or conflict. teacher. Interactions among students Students exhibit respect for the Students rarely demonstrate disrespect are generally polite and respectful. teacher and contribute to high Teacher does not deal with disrespectful for one another. levels of civil interaction between behavior. Teacher responds successfully to all members of the class. The disrespectful behavior among net result of interactions is that of Teacher attempts to respond to disrespectful behavior, with uneven students. The net result of the connections with students as results. The net result of the interactions interactions is polite and respectful, individuals. is neutral, conveying neither warmth nor but impersonal. conflict. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Classroom management planning, behavior expectations, respectful talking, positive tone, physical proximity (kneeling, etc.), respect for student culture and diversity STUDENTS: Class meetings, respectful language, procedures for getting out and putting away materials, taking turns, respect for diversity, student self/peer management ARTIFACTS: Posters, student work posted, expectations posted, Post Observation Conference: Reflecting on Teaching Form EVIDENCE: Positive tone, appropriate wait time, active listening, common courtesy My Evidence: Component Unsatisfactory Basic Proficient Distinguished
2a (State Criterion 5) Creating an Environment of Respect and Rapport Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Classroom management planning, behavior expectations, respectful talking, positive tone, physical proximity (kneeling, etc.), respect for student culture and diversity STUDENTS: Class meetings, respectful language, procedures for getting out and putting away materials, taking turns, respect for diversity, student self/peer management ARTIFACTS: Posters, student work posted, expectations posted, Post Observation Conference: Reflecting on Teaching Form EVIDENCE: Positive tone, appropriate wait time, active listening, common courtesy My Evidence: Component Unsatisfactory Basic Proficient Distinguished
3%20Self%20Assessment%20Rubric%20(for%20both%20Comp.%20and%20Foc).docx