2b: The classroom culture is The classroom culture is The classroom culture is a The classroom culture is a characterized by a lack of teacher characterized by little commitment cognitively busy where cognitively vibrant Establishing a or student commitment to learning, to learning by teacher or students. learning is valued by all with high characterized by a shared belief in culture for and/or little or no investment of The teacher appears to be only expectations for learning the norm the importance of learning. The learning student energy into the task at through the motions, and for most students. The teacher teacher conveys high expectations hand. Hard work is not expected or students indicate that they are conveys that with hard work for learning by all students and valued. interested in completion of a task, students can be successful; insists on hard work; students rather than quality.” The teacher students understand their role as assume responsibility for high Medium to low expectations for conveys that student success is the learners and consistently expend quality by initiating improvements, student achievement are the norm result of natural ability rather than effort to learn. making revisions, adding detail with high expectations for learning hard work; high expectations for Classroom interactions and/or helping peers. reserved for only one or two learning are reserved for those support learning and hard students. students thought to have a natural work. aptitude for the subject. Evidence Ineffective Developing Effective Highly Effective Components 2c: Much instructional time is lost due Some instructional time is lost due There is little loss of instructional Instructional time is maximized to inefficient classroom routines to only partially effective classroom time due to effective classroom due to efficient classroom routines Managing and procedures. There is little or routines and procedures. The routines and procedures. The and procedures. Students classroom no evidence of the teacher teacher’s management of teacher’s management of contribute to the management of managing instructional groups, instructional groups, transitions, instructional groups and/or the instructional groups, transitions, procedures transitions, and/or the handling of and/or the handling of materials handling of materials and supplies and/or the handling of materials materials and supplies effectively. and supplies is inconsistent, are consistently successful. With and supplies. Routines are well There is little evidence that leading to some disruption of minimal guidance and prompting, understood and may be initiated students know or follow learning. With regular guidance students follow established by students. established routines. and prompting, students follow classroom routines. established routines. Evidence
2b: Establishing a culture for learning The classroom culture is characterized by a lack of teacher or student commitment to learning, and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium to low expectations for student achievement are the norm with high expectations for learning reserved for only one or two students. The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only through the motions, and students indicate that they are interested in completion of a task, rather than quality.” The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject. The classroom culture is a cognitively busy where learning is valued by all with high expectations for learning the norm for most students. The teacher conveys that with hard work students can be successful; students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work. The classroom culture is a cognitively vibrant characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail and/or helping peers. Evidence Components Ineffective Developing Effective Highly Effective 2c: Managing classroom procedures Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher managing instructional groups, transitions, and/or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines. Some instructional time is lost due to only partially effective classroom routines and procedures. The teacher’s management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines. There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and/or the handling of materials and supplies are consistently successful. With minimal guidance and prompting, students follow established classroom routines. Instructional time is maximized due to efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. Evidence
APPR%20Plan%203012%20D%202016-17%20Teachers.docx