DOMAIN 2: THE CLASSROOM ENVIRONMENT Unsatisfactory Developing Proficient 2a: Creating an Environment of Respect and Rapport (student-teacher and student-student) Teacher/student disrespect; student/student disrespect Inconsistent teacher/student respect; inconsistent student/student respect Uniform teacher/student respect; uniform student/student respect 2b: Establishing a Culture for Learning (relevance, expectations, persistence) Negative environment; minimal learning goals; low-level communication expectations Neutral environment; whole-class, shallow learning goals; casual communication expectations Warm, caring environment; high-level learning goals; precise communication expectations 2c: Managing Classroom Procedures (groups, routines, transitions, materials & distribution, working with paraprofessionals) Procedures not established Procedures inconsistently implemented Procedures consistently implemented 2d: Managing Student Behavior (expectations clear, aware of student behavior, productive response to negative behavior/student needs) Little-to-no behavior management Uneven behavior management Consistent behavior management 2e: Organizing Physical Space (effective use, safe & accessible) Poor or unsafe physical set-up; no technical resource use Safe physical set-up; limited technical resource use Evidence from Observation Comments
DOMAIN 3: INSTRUCTION Unsatisfactory Basic Proficient 3a: Communication with Students (expectations, clear directions, concepts & strategies, precise/appropriate written & oral language) Major content errors; student confusion Minor content errors; basic student understanding content; solid student understanding 3b: Using Questioning and Discussion Techniques (effective Qs & prompts, high quality discussion, verbal & nonverbal engagement) Low-level, rapid-fire questions Inconsistently engaging questions Engaging questions 3c: Engaging Students in Learning (cognitively challenging, supports outcomes, effective grouping, interesting & relevant materials/resources, effective pacing, includes reflection & closure) Poor pacing; little-no intellectual engagement; teacher centered Uneven pacing; inconsistent intellectual engagement; teacher/student centered Effective pacing; consistent intellectual engagement; student centered 3d: Assessment in Instruction (criteria understood by students, monitors learning, actionable feedback, opportunities for students to No or untimely teacher feedback Inconsistent teacher feedback 3e: Demonstrating Flexibility & Responsiveness (adjusts, based on student need and context, responds to impromptu learning opportunities) Inflexible teaching; student blame Teaching adjustment but few strategies Flexible teaching, multiple approaches Evidence from Observation Comments
DOMAIN 4: PROFESSIONAL RESPONSIBILITY Unsatisfactory Developing Proficient 4a: Reflecting on Teaching (journals weekly with supervisor, gives ideas on improving lessons) Little-to-no static General self-reflection; generic change Accurate targeted change 4b: Maintaining Accurate Records (keeps accurate student records and/or grade book) No record-keeping system Basic record-keeping system Efficient system 4e: Growing and Developing Professionally (participates in professional development, accepts supervision) Poor relationships with colleagues; avoids from others Cordial with colleagues; reluctantly accepts feedback 4f: Showing Professionalism (honest, ethical, well-intentioned) Self-serving, dishonest, unethical Unaware, honest, compliant straightforward, ethical *4c: Communicating with Families Unaware of families Inconsistent rapport with families Positive, consistent contact with families *4d: Participating in a Professional Community Low school involvement School involvement when asked Self-initiated school involvement *not graded Evidence from Professional Conversations Comments Teacher Candidate ______________________________________ Supervisor _____________________________________