Descriptors Requires Attention Developing Proficient Exemplary. 2.a Creating a Classroom Climate Classroom interactions are usually inappropriate and/or disrespectful. The environment is not conducive to learning and/or is not safe. Classroom interactions are generally appropriate and respectful. With occasional incidents of negative behavior, the environment is generally conducive to learning and is safe. Classroom interactions are appropriate and respectful. The environment is conducive to learning and is safe. Classroom interactions display genuine caring, mutual respect, support and inquiry. Students demonstrate actions to maintain or enhance a healthy classroom environment. The environment is conducive to individual and group learning and is safe.
Descriptors Requires Attention Developing Proficient Exemplary. 3.a Demonstrating Flexibility and Responsiveness Little or no effort is made to vary instruction, assessments and/or assignments in order to reflect the developmental and learning needs of the students. Adheres rigidly to a plan, ignores students’ questions, needs and/or interests. Does not implement referrals appropriately. Inconsistent effort is made to vary instruction, assessments and/or assignments to reflect the development and learning needs of students. Attempts are made to adjust lesson or to accommodate students. Occasionally identifies need and/or implements referral process. Consistently varies instruction, assessment and assignments to reflect the developmental and learning needs of most students. Monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a repertoire of strategies. Implements referrals appropriately. Consistently varies instruction, assessment and assignments to reflect the developmental and learning needs of all students. Transitions are smooth. Supplements lessons using techniques for diverse learners when appropriate. Implements referrals appropriately. Little or no attempt to engage students in generating knowledge according to methods of inquiry used in the discipline. Makes some attempts to engage students in generating knowledge according to methods of inquiry in the discipline. Consistently engages students in generating knowledge according to methods of inquiry used in the discipline. Consistently engages in creating experiences that generate knowledge according to methods of inquiry used in the discipline.
Descriptors Requires Attention Developing Proficient Exemplary. 4.a Reflecting on Teaching Does not understand the role of reflection and self -assessment. Understands the role of reflection and self-assessment, however does not effectively use the processes. Understands and uses reflection and self-assessment. Thoughtfully assesses the strengths and weaknesses of the lesson. Unable to accurately identify students’ level of success, or is unable to make suggestions for how the lesson may be improved based on student needs. Articulates generally accurate impressions of a lesson’s effectiveness and makes limited suggestions for how it may be improved to better meet student needs. Clearly describes how a lesson meets its goals by giving specific examples, and describes how adjustments will be made to meet the needs of most students in future lessons. Weighs options for the future by identifying alternative approaches and the likely success of any changes based on individual student’s needs, progress, and response to lesson content and/or activities.
Descriptors Requires Attention Developing Proficient Exemplary. 3.e Communication of Expectations Learning expectations and directions appear unclear to most students. Learning expectations and directions appear clear to most students. Learning expectations and directions are clear for most students and contain appropriate levels of detail for the class as a whole. Learning expectations and directions are clear to all students and contain appropriate levels of details for individual students.
