Description
3 DIFFERENT PARTS FOR THE SAME PROJECT
1.1 PREASSESSMENT
In a well-developed paragraph of five to seven sentences, address the following:
How are learning expectations and standards of conduct articulated to your students?
What is one technique or strategy you use to quickly identify and address the cause of a given misbehavior?
How can new understandings lend themselves to preventing similar inappropriate behavior(s) in the future?
1.2 KNOWLEDGE CHECK
Review your preassessment reflection. In a two paragraph response, describe how implementing information from the Investigate and Examples sections can help you align with the proficient teacher criteria in the 2d component. Be sure to include:
Providing random positive teacher attention
Developing and maintaining authentic teacher-student connections
Thoughtfully developed, clearly stated, and fairly implemented learning expectations
As you compose your response, consider the discussion prompts for Component 2d in the Framework for the Evaluation of Classroom Teachers (Opens in a new window.).
The Framework for the Evaluation of Classroom Teachers is adapted by the Pennsylvania Department of Education from Charlotte Danielson’s 2011 “Framework for Teachers” and adapted by the Pennsylvania Department of Education from Charlotte Danielson’s 2020 “Framework for Remote Teaching”.
10 points 1.2 Knowledge Check Rubric (Opens in a new window.) (7/10 points required for a passing grade)
1.3 FINAL ASSESSMENT
Download and complete this worksheet entitled Foundations for Managing Student Behavior Final Assessment (Opens in a new window.) to demonstrate your understanding and application of Charlotte Danielson’s Framework for Teaching Component 2d. This three-part assessment addresses the following:
Part 1: Establishing Strategies for Positive and Negative Behavior Reinforcement for Attention-Seeking Students
Part 2: Developing Classroom Routines
Part 3: Identifying Students’ Behaviors and Learning Needs
As you compose your response, consider the examples of evidence of practice for Component 2d in the Framework for the Evaluation of Classroom Teachers (Opens in a new window.).
The Framework for the Evaluation of Classroom Teachers is adapted by the Pennsylvania Department of Education from Charlotte Danielson’s 2011 “Framework for Teachers” and adapted by the Pennsylvania Department of Education from Charlotte Danielson’s 2020 “Framework for Remote Teaching”.
18 points 1.3 Final Assessment Rubric (Opens in a new window.) (12/18 points required for a passing grade)
Provide your answers in the Assignments Tool. (1.3 Final Assessment)
Unformatted Attachment Preview
Foundations for Managing Student Behavior
Video Transcript
1. Narrator: Ms. Chu, a novice high school English teacher, likes to think that her
students enjoy her class – once they finally get there. She has been experiencing some
issues lately with a particular student showing up to her first period class up to 10
minutes late. Now she is seeking the advice of her mentor so she can figure out what
to do. Let’s see how they work together to identify the issues.
2. Ms. Chu: Mr. Williams, would you have time to give me some advice about a
classroom situation?
Mr. Williams: Sure, Ms. Chu. What seems to be the problem?
3. Ms. Chu: A tardiness issue. It started last week. One of my students is coming to class
late every day. *exhale* Once this student gets to class, there are no other issues. He’s
polite, participates in discussions, and does his classwork.
4. Mr. Williams: What period is this happening?
Ms. Chu: First period.
Mr. Williams: Have you addressed the tardiness issue with this student?
5. Ms. Chu: Well, today I said, “Glad you could join us this morning.” All last week, he
apologized when he came in, walked quickly to his seat, and started work right away.
Mr. Williams: So beyond that, you haven’t discussed this issue with him?
Ms. Chu: No. He keeps saying it won’t happen again.
6. Mr. Williams: Well, I think that it would be beneficial to meet with him to see what’s
causing this change in behavior. Maybe he’s started a new job, has been watching his
siblings, or has family issues. Maybe there are issues with his mode of transportation to
school. Open up a dialog with him about the situation and your concerns.
Ms. Chu: OK, I will talk with him tomorrow and find out what’s going on.
7. How could identification of the various causes of student misbehavior have prevented
inappropriate classroom behaviors?
8. Mr. Williams: Also, Ms. Chu, did you post your classroom “Rules and Expectations”
like we spoke about at the beginning of the year?
© Pennsylvania Department of Education. All rights reserved.
Ms. Chu: Well, I’ve been meaning to. I’ve been so busy working with this new
curriculum. I did give my students a handout with the class rules and expectations at
the beginning of the year, though.
Mr. Williams: And where is the handout?
Ms. Chu: I had them read it, sign it, and placed in their classroom writing folders.
9. Mr. Williams: Have you reviewed it since that day?
Ms. Chu: Maybe once or twice a few months ago.
Mr. Williams: It would be a good time to review those “Rules and Expectations” with all
of your students again.
10. Ms. Chu: I can work that into my BellWork assignment this week. Thank you for the
suggestion!
11. Narrator: How could learning expectations and standards of conduct have been more
clearly articulated to students?
12. Mr. Williams: OK, and finally, Ms. Chu. What consequences occur when this, or any
other student, comes late to your class?
Ms. Chu: Hmmmmm…nothing, really. I usually look at them sternly and they apologize
for being late and it doesn’t happen again.
13. Narrator: What specific strategies could have been developed and implemented to
promote appropriate student conduct?
14. Mr. Williams: How about we connect in a couple of days to see how things go?
Ms. Chu: OK. That sounds good. I didn’t realize that I needed to give more
consideration to managing student behavior.
15. Narrator: In order to assist in managing student behavior, taking a few minutes each
day or each week to remind students of and reinforce classroom expectations, and
build connections with our students, can lead to more suitable behaviors and increased
learning.
16. Narrator: Now that you’ve explored a few key ideas in “Foundations for Managing
Student Behavior,” how would you answer these questions?
•
How could identification of the various causes of student misbehavior have
prevented inappropriate classroom behaviors?
© Pennsylvania Department of Education. All rights reserved.
•
How could learning expectations and standards of conduct have been more
clearly articulated to students?
•
What specific strategies could have been developed and implemented to
promote appropriate student conduct?
© Pennsylvania Department of Education. All rights reserved.
Educator Effectiveness
Observation & Practice
F R AM E WOR K FO R E VAL UAT I O N :
Classroom
Teacher
Revised June 2021
EDUCATOR EFFECTIVENESS OBSERVATION & PRACTICE:
Framework for Evaluation: Classroom Teacher
Table of Contents
Introduction ……………………………………………………………………………………………………………………………………………………….. 3
The Four Domains of Professional Practice ………………………………………………….. 4
Domain 1: Planning and Preparation ………………………………………………………………………………………….. 5
1A: Knowledge of Content and Pedagogy ……………………………………………………………………………………………. 5
1B: Demonstrating Knowledge of Students ………………………………………………………………………………………….. 6
1C: Setting Instructional Outcomes ……………………………………………………………………………………………………….. 7
1D: Demonstrating Knowledge of Resources ……………………………………………………………………………………….. 8
1E: Designing Coherent Instruction ……………………………………………………………………………………………………….. 9
1F: Designing Student Assessment …………………………………………………………………………………………………………. 10
Domain 2: Classroom Environment …………………………………………………………………………………………….11
2A: Creating an Environment of Respect and Rapport ……………………………………………………………………….. 11
2B: Establishing a Culture for Learning …………………………………………………………………………………………………. 12
2C: Managing Classroom Procedures …………………………………………………………………………………………………… 13
2D: Managing Student Behavior Expectations ……………………………………………………………………………………… 14
2E: Organizing Physical and Digital Space ……………………………………………………………………………………………. 15
Domain 3: Instruction ………………………………………………………………………………………………………………..16
3A: Communicating with Students ……………………………………………………………………………………………………….. 16
3B: Questioning and Discussion Techniques ……………………………………………………………………………………….. 17
3C: Engaging Students in Learning Activities and Assignments ……………………………………………………….. 18
3D: Using Assessment in Instruction …………………………………………………………………………………………………….. 19
3E: Demonstrating Flexibility and Responsiveness ……………………………………………………………………………… 20
Domain 4: Professional Responsibilities ……………………………………………………………………………………..21
4A: Reflecting on Teaching ……………………………………………………………………………………………………………………….. 21
4B: Maintaining Accurate Records ………………………………………………………………………………………………………… 22
4C: Communicating with Families …………………………………………………………………………………………………………. 23
4D: Participating in a Professional Community…………………………………………………………………………………….. 24
4E: Growing and Developing Professionally ………………………………………………………………………………………….. 25
4F: Showing Professionalism …………………………………………………………………………………………………………………… 26
Ratings by Domain ……………………………………………………………………………………… 27
Domain 1: Planning and Preparation …………………………………………………………………………………………..27
Domain 2: Classroom Environment …………………………………………………………………………………………….28
Domain 3: Instruction ………………………………………………………………………………………………………………..29
Domain 4: Professional Responsibilities ……………………………………………………………………………………… 30
Referenced Work ……………………………………………………………………………………………………………………………………………….. 31
2
I’m completing an:
Evaluatee Self-Assessment
Evaluator Assessment
Today’s Date:
_____ /_____ /______
Introduction
The Framework for Teaching identifies those aspects of an educator’s
responsibilities that have been documented through empirical studies and
theoretical research as promoting improved student learning. Although not the
only possible description of practice, these responsibilities seek to define what
teachers should know and be able to do in the exercise of their profession.
In the framework presented below, each of the four domains is supported by
specific components of professional practice. Although the components are
distinct, they are related to one another.
Educators should note that not all components are necessarily applicable to every
teaching situation. The evaluator and the teacher jointly converse to explore the
relationship of each component to a particular situation. The evaluator and the
teacher jointly converse to explore the relationship of each component to the
educator’s specific role and responsibilities.
NOTE: Discussion Prompts and Evidence of Practice are designed to facilitate
meaningful conversation and are not meant to fully represent the range of
training, experience, or unique roles and functions of a given educator.
3
The Four Domains of Professional Practice
for Classroom Teachers
DOMAIN 1: Planning and Preparation
Components of Practice
Effective teachers plan and prepare for lessons using their extensive
Domain Rating Rubric
knowledge of the content area, the relationships among different
strands within the content and between the subject and other
disciplines, and their students’ understanding of the subject as identified through effective use of
assessments. Instructional outcomes are clear, represent important learning in the subject, and are
aligned to academic standards. The instructional design includes relevant learning activities and
modalities that are well sequenced and support all students in meeting high expectations in an
environment that provides positive, equitable, and inclusive opportunities for learning.
DOMAIN 2: Classroom Environment
Components of Practice
Effective teachers organize their classrooms so that all students can
Domain Rating Rubric
learn. Teachers know and value their students’ identities, as well as
their academic, social, and emotional strengths and needs. They maximize instructional time and
foster respectful interactions with and among students, ensuring that students find the classroom
a safe place to take intellectual risks. Students themselves make a substantive contribution to the
effective functioning of the class by assisting with classroom procedures, ensuring effective use
of instructional space, and supporting and engaging in the learning of classmates. Students and
teachers work in ways that demonstrate their belief that rigorous effort will result in higher levels of
learning. Student behavior is consistently appropriate, and the teacher’s handling of infractions is
subtle, preventive, and respectful of students’ dignity.
DOMAIN 3: Instruction
Components of Practice
Effective teachers ensure all students are highly engaged in learning
Domain Rating Rubric
and contribute to the success of the class. Teacher explanations
are clear and invite student intellectual engagement. Instructional practices are personalized to
accommodate diverse learning styles, needs, interests, and levels of readiness. Teacher feedback is
specific to learning goals and rubrics and offers concrete suggestions for improvement. As a result,
students understand their progress in learning the content and can explain the learning goals and
what they need to do in order to improve, and have autonomy in their learning. Effective teachers
recognize their responsibility for student learning and make adjustments, as needed, to ensure
student success.
DOMAIN 4: Professional Responsibilities
4
Components of Practice
Effective teachers have high ethical standards, a deep sense of
Domain Rating Rubric
professionalism, and are focused on improving their own teaching
and supporting the ongoing learning of colleagues. Teachers provide frequent, proactive, and
personalized communication with families about student learning and performance, while
demonstrating understanding of and appreciation for different families’ home language, culture, and
values. They assume leadership roles in both school and LEA projects, and they engage in a wide
range of professional development activities to strengthen their practice. Reflection on their own
teaching results in ideas for improvement that are shared across professional learning communities
and contribute to improving the practice of all. Documentation is accurate and comprehensive and
supports student learning.
DOMAIN 1: Planning and Preparation
COMPONENT 1A:
Knowledge of Content and Pedagogy
The teacher demonstrates knowledge of content discipline, including dominant and relational
structures, key components, and currency.
Distinguished
• The teacher’s lessons reflect extensive knowledge of the
discipline, structural relationships, and appropriateness to diverse
students.
Discussion Prompts:
• The teacher’s plans and practice reflect understanding of
prerequisite relationships among topics and concepts and link to
necessary cognitive structures to ensure student understanding.
• How do you determine whether or
not you provide clear explanations
of content?
• The teacher’s plans and practice reflect familiarity with a wide
range of effective pedagogical approaches in the discipline,
anticipating and addressing student misconceptions.
• Describe your strategies for
responding to student questions.
Proficient
• The teacher identifies important concepts of the discipline, their
relationships, and appropriateness to diverse students.
• The teacher’s plans and practice reflect accurate understanding of
prerequisite relationships among topics and concepts.
• The teacher’s plans and practice reflect familiarity with effective
pedagogical approaches in the discipline.
Needs Improvement
• The teacher is familiar with the discipline but does not see
conceptual relationships.
• The teacher’s knowledge of prerequisite relationships is inaccurate
or incomplete.
• What are the important concepts
of your discipline?
• How do you determine what
professional development would
enhance your content knowledge
and instructional practice?
Evidence of Practice:
• Class surveys to determine
knowledge level
• Simulated activities
• Practice skill levels with students
• Accurate answers to student
questions
• Feedback provided to students
• Lesson plans accommodate
prerequisite relationships among
concepts and skills
• Lesson and unit plans use limited instructional strategies, and
some may not be suitable to the content.
Failing
• The teacher makes content errors in planning and practice.
• The teacher does not consider prerequisite relationships when
planning.
• The teacher’s plans reflect inappropriate or limited strategies for
the discipline.
Not Observed
5
DOMAIN 1: Planning and Preparation
COMPONENT 1B:
Demonstrating Knowledge of Students
The teacher actively seeks knowledge of students’ unique skills, knowledge, cultural
background, and individual learning needs and the effect on student learning.
Distinguished
• The teacher actively seeks and values individual student’s
cultural background as well as cognitive and physical needs;
applying that knowledge to advocate boldly on their behalf.
• The teacher fosters student ownership of learning and
personal development; promoting student success and
autonomy.
Discussion Prompts:
• How would describe your knowledge
of your students in terms of their levels
of cognitive development?
Proficient
• Describe your awareness of the
different cultural groups in the class
(e.g., different ethnicities and cultural
influences). How do you integrate
students’ heritage in lesson planning?
• The teacher demonstrates a thorough knowledge of the
cultural background and learning needs of student groups.
• How do you determine the range of
interests of students in your class?
• The teacher uses a variety of assessments to determine
students’ skill levels and social-emotional competencies and
designs instruction accordingly, aligning lessons to individual
student needs and interests.
• Describe how you track information
about students’ context, mindsets,
interests, and needs.
Needs Improvement
• The teacher has limited knowledge of, and little or no
connection to, students’ backgrounds and/or learning needs.
• The teacher is aware of the different student ability levels,
interests, and cultural backgrounds but tends to teach to the
whole group; does not design lessons aligned to individual
student needs or differentiate materials to accommodate
differences.
Failing
• The teacher designs instruction without any attention to
different student cultures, learning needs, and skill levels.
• The teacher does not attempt to ascertain varied ability levels,
interests, or backgrounds among students in the class.
Not Observed
• Describe the process you use to
identify “high,” “medium,” and “low”
groups of students within the class.
• How does your awareness of the
special needs and learning styles in
your class impact lesson planning?
• What is the method you employ to
establish priority goals and objectives
for each student for the first quarter,
inclusive of social and emotional
needs?
Evidence of Practice:
• Use of social or digital platforms
and classroom webpages for
communication and sharing
• Student interest surveys
• Learning projects based on student
interest
• Adapted lessons for students with
disabilities and for varied learning
styles
6
DOMAIN 1: Planning and Preparation
COMPONENT 1C:
Setting Instructional Outcomes
The teacher sets instructional outcomes that are rigorous and appropriately sequenced,
addressing differentiation in learning and viable methods of assessment for all students.
Distinguished
• Instructional outcomes are rigorous and reference curricular
frameworks or blueprints to ensure accurate sequencing.
• Instructional outcomes show evidence of student input in goal
setting.
• Instructional outcomes and assessments are suitable for
diverse learners and differentiated to encourage individual
students to take educational risks.
Proficient
• Instructional outcomes are related to the “big ideas” of the
discipline and represent high expectations.
• Instructional outcomes are clear and written in terms of what
students will learn rather than do.
• Instructional outcomes and assessments are suitable to groups
of students in the class and are differentiated where necessary.
Needs Improvement
• Instructional outcomes minimally reflect important learning in
the discipline, representing moderate expectations.
• Instructional outcomes are suitable for most of the class but
focus on what students will do rather than learn.
Discussion Prompts:
• How do you identify the rigorous and
important learning for your discipline?
• Describe how you address the varying
needs of individual students.
• What is the process you use to ensure
that outcomes focus on student
learning and permit viable methods of
assessment?
• Describe how you connect outcomes
to our local standards-based
curriculum as well as to academic
standards.
• How do you determine sequencing
of outcomes and the relationship to
previous and future learning?
Evidence of Practice:
• Goal and concepts maps
• Project expectations, rubrics
• IEP alignment, as needed
• Lesson plans
Failing
• Instructional outcomes lack rigor and do not represent
important learning in the discipline.
• Instructional outcomes are unclear or are stated as activities
and are not suitable for many students in the class.
Not Observed
7
DOMAIN 1: Planning and Preparation
COMPONENT 1D:
Demonstrating Knowledge of Resources
The teacher utilizes a variety of relevant research-based resources, experiences, and
opportunities to enhance student learning and to further teacher content knowledge
and pedagogy.
Distinguished
• The teacher demonstrates an extensive knowledge of resource
availability and integrates into student learning and instructional
practice, as appropriate.
• The teacher actively maintains existing, and pursues new, stakeholder
partnerships to provide multidisciplinary learning opportunities for
students inside and outside the classroom and to enhance own
knowledge.
• The teacher pursues training opportunities and/or non-traditional
learning opportunities (e.g., professional externships) to enhance
instructional knowledge and real-world content connections.
Proficient
• The teacher seeks out a variety of multi-disciplinary resources to
enhance student learning as well as the teacher’s own knowledge and
pedagogy.
• The teacher sustains a variety of stakeholder contacts (e.g., community,
businesses) to provide learning opportunities for students inside the
classroom (e.g., guest speakers).
• Describe the availability of
materials and resources at
varied levels.
• What resources do you use
to supplement the classroom
experience?
• How do identify appropriate
Internet-based resources to
supplement instruction?
• How do you integrate
multidisciplinary resources?
• How do your experiences with
professional learning groups,
community stakeholders,
and organizations enhance
your content knowledge and
instructional practice?
• The teacher pursues training options (e.g., postsecondary coursework)
to enhance instructional knowledge.
• Describe the procedure you
use to provide resources
outside the class for students
to draw upon.
Needs Improvement
Evidence of Practice:
• The teacher uses a variety of district-provided materials but provides
limited supplemental resources and exhibits minimal knowledge of
the availability of supplemental resources; does not seek out other
resources and maintains few collaborative, external partnerships.
• Range of Internet-based and
physical resources (including
district-provided materials)
• The teacher participates in content-area workshops offered by the
school but does not pursue other professional development or training.
Failing
• The teacher uses only district-provided materials, even when more
variety would assist some students.
• The teacher does not seek out resources available to expand his or her
own skill.
• Although aware of some student needs, the teacher does not inquire
about possible resources.
Not Observed
8
Discussion Prompts:
• Community resources and
partnerships (including
businesses)
• Guest speakers
• Participation in Professional
Learning Communities (PLCs)
• Materials provided by
professional organizations
DOMAIN 1: Planning and Preparation
COMPONENT 1E:
Designing Coherent Instruction
The teacher designs instruction to include multiple deliveries, transitioning easily from one
to another, as well as thoughtful planning to instructional groups and engaging activities
for all learners.
Distinguished
• The teacher designs instruction to include multiple deliveries in the current
instructional setting using a variety of engaging learner tools and activities.
• The teacher seamlessly transitions from one delivery method to another,
differentiates instruction to accommodate student learning modalities and
modes of delivery, and provides ample opportunities for student interaction.
• The teacher provides a variety of differentiated resources to support
authentic learning, critical thinking, and student choice.
• Instructional groups are organized to maximize student engagement.
• The lesson plan and unit are well structured and adaptable to change.
Proficient
• The teacher designs instruction in the current instructional setting to include more
than one mode of delivery, relying on prepared curriculum and learning tools.
• The teacher transitions effectively between modes of delivery, differentiating
instruction to accommodate student groups with some opportunity for
student interaction.
Discussion Prompts:
• How do you ensure
learning activities are
matched to instructional
outcomes?
• How do you provide
opportunities for higherlevel thinking?
• How do identify and
integrate a variety
of materials and/or
resources to challenge
students?
• Describe how you
determine instructional
groupings to maximize
learning and build on
student strengths.
• Instructional groups are well organized to support objectives.
• How do you determine
time allocations/pacing
for your lessons within
the unit structure?
• The plan for the lesson or unit is well structured, with reasonable time allocations.
Evidence of Practice:
Needs Improvement
• Alternate activities for all
learning levels
• Learning activities provide opportunities for higher-level thinking using a
variety of appropriately challenging materials and resources.
• The teacher is comfortable with one instructional delivery system within the
current instructional setting but cannot easily design or transition classroom
instruction outside of prepared curriculum and learning tools.
• Small group activities
• Learning activities/resources are suitable and moderately challenging, but
there is limited variety.
• Lesson plans
• Opportunities for student
choice
• Instructional groups are random or only partially support objectives.
• Lesson structure is uneven or may be unrealistic in terms of time expectations.
Failing
• The teacher delivers instruction in the current instructional setting without
any effort to vary instructional design.
• Learning activities/materials do not engage students and/or are not well
aligned to the instructional goals.
• Instructional grouping, where appropriate to learning, is not utilized.
• Lesson plans are not structured or sequenced and are unrealistic in their expectations.
Not Observed
9
DOMAIN 1: Planning and Preparation
COMPONENT 1F:
Designing Student Assessment
The teacher designs assessments to match clearly defined learning expectations for all
students as part of the instructional process to guide future planning.
Distinguished
• Assessments are appropriate, differentiated, and provide
opportunities for student choice.
• The teacher encourages students to participate in designing
assessments for their own work and to develop rubrics according to
teacher-specified learning objectives.
• Teacher-designed assessments are authentic with real-world
application, as appropriate.
• Students provide input based on formative assessment data to
inform instructional adjustments.
Proficient
• All learning outcomes have a method for assessment, which may
include a non-traditional test design; plans indicate modified
assessments for some students, as appropriate.
• Assessment criteria are clearly written and assessment types match
learning expectations.
• Plans include the use of fully-developed assessments during
instruction.
• Lesson plans indicate possible adjustments based on formative
assessment data.
Needs Improvement
• The planned assessments partially address the instructional
outcomes; assessment criteria are vague.
• Plans refer to the use of formative assessments, but they are not
fully developed.
• Assessment results are used to design lesson plans for the whole
class rather than individual students.
Failing
• Assessments do not match instructional outcomes and/or are
absent criteria.
• No formative assessments have been designed.
• Assessment results do not affect plans for instruction.
Not Observed
10
Discussion Prompts:
• Describe your process for
designing student assessments.
How do you ensure learning
outcomes are assessed
appropriately? How do you
match the type of assessment to
the learning expectations?
• How do you determine when to
modify an assessment?
• How do you determine when to
use formative assessments and
how do the assessment data
impact your lesson planning/
delivery?
Evidence of Practice:
• Test blueprint aligning
assessment to instructional
outcomes
• Assessments (including
modified assessments, formative
assessments, etc.)
• Non-traditional assessments
(e.g., projects, portfolios,
presentations)
DOMAIN 2: Classroom Environment
COMPONENT 2A:
Creating an Environment of Respect and Rapport
The teacher’s interactions with students demonstrate caring and sensitivity to students’
needs, and students treat each other in a similarly appropriate manner.
Distinguished
• The teacher models a respectful tone in words and actions;
interactions with students demonstrate caring and sensitivity,
honoring the dignity of each member of the learning
community.
• Teacher interactions with all students are structured around
social-emotional competencies, where appropriate.
• The teacher establishes a clear and culturally competent
approach to conflict resolution; students provide appropriate
responses and contributions to criticism, modeling dignified
and positive interactions using turn-taking and active listening.
Proficient
• The teacher’s interactions with students demonstrate
knowledge of and sensitivity to most student needs, modeling
a respectful tone in words and actions.
• The teacher’s interactions with students demonstrate an
understanding of social-emotional competencies.
• Students interact with each other appropriately and
respectfully using positive interactions in conversation and
responses.
Needs Improvement
• The teacher’s interactions with student are respectful but
attempts to connect with individual students are limited in
their success.
• The quality of interactions between teacher and students, or
among students, is uneven; limited modeling of respectful
tones in words and actions.
Discussion Prompts:
• How do you model respectful behavior
in your classroom?
• Describe your knowledge and use of
active positive behavior management.
• What strategies do you employ
re: active replacement behavior
for disrespectful behavior among
students?
• Describe how you model care
for others, self-care, and active
reinforcement of courage, compassion,
and humility through crisis and conflict
resolution.
Evidence of Practice:
• Engagement in meaningful
conversations
• Active listening by teacher and
student
• Modeling of positive responses (e.g.,
turn-taking)
• Approaches to correcting negative
interactions among students
• Respect for personal spaces
• Respect for students’ cultural
differences
Failing
• The teacher’s interactions with students lack caring and
respect.
• The teacher displays little familiarity with individual student’s
interests or personalities.
• Student interactions are marked by conflict, with inappropriate
responses directed toward each other and no intervention or
response from the teacher.
Not Observed
11
DOMAIN 2: Classroom Environment
COMPONENT 2B:
Establishing a Culture for Learning
The teacher conveys a passion for learning and its educational value so all students are
challenged and encouraged to achieve expectations.
Distinguished
• The teacher communicates a genuine passion for the subject,
resulting in student enthusiasm for learning.
• The teacher establishes an environment in which students’
questions and comments demonstrate curiosity beyond
teacher expectations.
• The teacher establishes an environment to encourage peer
reco
