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:
colleagues are negative or relationships with colleagues are cordial. and productive relationships with colleagues. assumes a leadership role among the faculty. Cite Evidence: 4e. Growing and Developing Professionally The teacher does not participate in professional development activities and makes no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. The teacher accepts, with some reluctance, feedback from supervisors and colleagues. The teacher seeks out opportunities for professional development based on an individual assessment of need and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from the supervisors and colleagues. Cite Evidence: 4f. Showing Professionalism The teacher has little sense of ethics and professionalism and contributes to practices that are self-serving or harmful to students. The teacher fails to comply with school and district regulations and time lines. The teacher is honest and well intentioned in serving students and contributing to decisions in the school, but the teacher’s attempts to serve students are limited. The teacher complies minimally with school and district regulations, doing just enough to get by. The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies fully and voluntarily with school and district regulations. The teacher is proactive and assumes a leadership role in making sure that school practices and procedures ensure that all students, particularly those traditionally underserved are honored in the school. The teacher displays the highest standards of ethical conduct and takes a leadership role in seeing that colleagues comply with school and district regulations. Cite Evidence: Domain 4 Areas for Growth/Next Steps: