Culture for Learning. Unsatisfactory Basic Proficient Distinguished 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 or 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 going 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 place where learning is valued by all, with high expectations for learning being 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 e□ort to learn. Classroom interactions support learning and hard work. The classroom culture is a cognitively vibrant place, 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. Critical Attributes The teacher conveys that the reasons for the work are external or trivializes the learning goals and assignments. The teacher conveys to at least some students that the work is too challenging for them. Students exhibit little or no pride in their work. Class time is devoted more to socializing than to learning. Teacher’s energy for the work is neutral, indicating neither indicating a high level of commitment nor “blowing it o□.” The teacher conveys high expectations for only some students. Students comply with the teacher’s expectations for learning, but they don’t indicate commitment on their own initiative for the work. Many students indicate that they are look- ing for an “easy path.” The teacher communicates the importance of learning and the assurance that with hard work all students can be successful in it. The teacher demonstrates a high regard for student abilities. Teacher conveys an expectation of high leve...
Culture for Learning. Importance of the content • Student pride in work • Expectations for learning and achievement • In the classroom, there is low teacher commitment to the subject and low expectations for student achievement. • There is little student pride in work. • There are few, if any, opportunities for students to be active participants in learning. • In the classroom, there is minimal teacher commitment to the subject and minimal or inconsistent expectations for student achievement. • There is usually evidence of students’ pride in work. • There are some opportunities for students to be active participants in learning. • In the classroom there is genuine enthusiasm and consistent commitment for the subject by both teacher and students. • There are high expectations for student achievement and consistent evidence of student pride in their work. • There are many opportunities for students to be active participants in the learning. • In the classroom, there is a passionate commitment to the subject and its value is important to teacher and students alike. • There are high expectations for the learning of all students. • Student responsibility in establishing a culture for learning is in evidence as students take pride in their work, initiate improvements to their products, and hold their work to the highest standard. 2c: Managing Classroom Procedures • Management of instructional groups, transitions, materials, and supplies • Performance of non-instructional duties • Utilization of volunteers and paraprofessionals • Teacher’s classroom routines and procedures are nonexistent, and/or inefficient. • Loss of instructional time is excessive or detrimental to student learning. • Teacher’s classroom routines and procedures are established, but function unevenly or inconsistently. • There is loss of instructional time. • Instructional groups are partially organized resulting in some off-task behaviors. • Teacher’s classroom routines and procedures are established and function smoothly. • There is little loss of instructional time. • Instructional groups are organized, resulting in student engagement at all times. • Teacher’s classroom routines and procedures are seamless in their operation and students assume considerable responsibility for their smooth functioning. • Instructional groups assume responsibility for productivity and are engaged at all times. 2d: Managing Student Behavior • Expectations • Monitoring of student behavior • Response to student misbehavior • Student b...
Culture for Learning. Unsatisfactory – 1 Basic – Proficient – 3 Distinguished – 4 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 or 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 going 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 place where learning is valued by all, with high expectations for learning being 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 place, 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. 3a: Communicating with Students Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; how- ever, his or her vocabulary i...
Culture for Learning. The classroom does not represent a culture for learning and is characterized by low teacher commitment to the subject, low expectations for student achievement and little student pride in work. The classroom environment reflects only a basic culture for learning, with only modest or inconsistent expectations for student achievement, moderate teacher commitment to the subject, and modest student pride in work. Both teacher and students are performing The classroom environment represents a genuine culture for learning, with commitment to the subject on the part of teacher and students, high expectations for student achievement, and student pride in work. Students assume much of the responsibility for establishing a culture for learning in the classroom by taking pride in their work, initiating improvements to their products, and holding the work to the highest standard. Teacher demonstrates a passionate at the minimal level to "get by." commitment to the subject.
Culture for Learning. 7 Conveying a genuine enthusiasm for the subject and encouraging students to value the subject, 8 setting high expectations and high standards for the quality of student work and encouraging 9 students to meet the standards and take pride in their efforts and work.
Culture for Learning. Importance of the content and of learning Expectations for learning and achievement Student pride in work 2c: Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties 2d: Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehavior Domain 3- Instruction - 40% 3a: Communicating with Students Expectations for learning Directions and procedures Explanations of content Use of oral and written language 3b: Using questioning and discussion techniques Quality of questions Discussion techniques Student participation 3c: Engaging Students in learning Activities and assignments Instructional materials and resources Grouping of students Structure and pacing 3d: Using Assessment in Instruction Assessment criteria Monitoring student learning Feedback to students Student self-assessment and monitoring of progress Lesson Adjustment Domain 4 – Professional Responsibilities – 20% 4b: Maintaining Accurate Records Student completion of assignments Student progress in learning Non-instructional records 4c: Communicating with Families Information about the instructional program Information about individual students Engagement of families in the instructional program 4d: Participating in a Professional Community Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects Frameworks for INSTRUCTIONAL SPECIALISTS (2007- Xxxxxxxxx ) Domain 1 Planning and Preparation 1a Demonstrating knowledge of current trends in specialty area and professional development 1b: Demonstrating knowledge of the school’s program and levels of teacher skill in delivering the program 1c: Establishing goals for the instructional support program appropriate to the setting and the teachers served 1d: Demonstrating knowledge of resources, both within and beyond the school and district 1e: Planning the instructional support program, integrated with the overall school program 1f: Developing a plan to evaluate the instructional support program Domain 2 The Environment 2a: Creating an environment of trust and respect 2b: Establishing a culture for ongoing instructional improvement 2c: Establishing clear procedures for teachers to gain access to instructional support 2d: Establishing and maintaining norms of...
Culture for Learning. Unsatisfactory Basic Proficient Distinguished 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 or 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 going 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 place where learning is valued by all, with high expectations for learning being 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 e ort to learn. Classroom interactions support learning and hard work. The classroom culture is a cognitively vibrant place, 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.
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 in the task at hand. Hard work and the precise use of language are 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 the teacher or students. The teacher appears to be only “going through the motions,” and students indicate that they are interested in the completion of a task rather than the quality of the work. The teacher conveys that student success is the result of natural ability rather than hard work, and refers only in passing to the precise use of language. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject. The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language. The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.
Culture for Learning. INEFFECTIVE
Culture for Learning. The classroom does not represent a culture for learning and is characterized by low teacher commitment to the subject, low expectations for student achievement and little student pride in work. The classroom environment reflects only a basic culture for learning, with only modest or inconsistent expectations for student achievement, moderate teacher commitment to the subject, and modest student pride in work. Both teacher and students are performing The classroom environment represents a genuine culture for learning, with commitment to the subject on the part of teacher and students, high expectations for student achievement, and student pride in work. Students assume much of the responsibility for establishing a culture for learning in the classroom by taking pride in their work, initiating improvements to their products, and holding the work to the highest standard. Teacher demonstrates a passionate at the minimal level to "get by." commitment to the subject. 2c. Managing Classroom Procedures Classroom routines and procedures are either nonexistent or inefficient, resulting in the loss of much instruction time. Classroom routines and procedures have been established but function unevenly or inconsistently, with some loss of instructional time. Classroom routines and procedures have been established and function smoothly for the most part, with little loss of instruction time. Classroom routines and procedures are seamless in their operation, and students assume considerable responsibility for their smooth functioning.
