Organizing Physical Space. 1. The classroom is safe, and the furniture arrangement is a resource for learning activities.
Organizing Physical Space. Unsatisfactory Basic Proficient Distinguished The physical environment is unsafe, or many students don’t have access to learning resources. There is poor coordination between the lesson activities and the arrangement of furniture and resources, including computer technology. The classroom is safe, and essential learning is accessible to most students. The teacher’s use of physical resources, including computer technology, is moderately e¤ective. Teacher makes some attempt to modify the physical arrangement to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes e¤ective use of physical resources, including computer technology. The classroom is safe, and learning is accessible to all students, including those with special needs. Teacher makes e¤ective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning. Critical Attributes There are physical hazards in the classroom, endangering student safety. Many students can’t see or hear the teacher or the board. Available technology is not being used, even if its use would enhance the lesson. The physical environment is safe, and most students can see and hear. The physical environment is not an impediment to learning but does not enhance it. The teacher makes limited use of available technology and other resources. The classroom is safe, and all students are able to see and hear. The classroom is arranged to support the instructional goals and learning activities. The teacher makes appropriate use of available technology. In addition to the characteristics of “proficient”: Modifications are made to the physical environment to accommodate students with special needs. There is total alignment between the goals of the lesson and the physical environment. Students take the initiative to adjust the physical environment. Teachers and students make extensive and imaginative use of available technology.
Organizing Physical Space. Teacher makes poor use of physical environment, resulting in unsafe or inaccessible conditions for some students or a serious mismatch between the furniture arrangement Teacher’s classroom is safe, and essential learning is accessible to all students, but the furniture arrangement only partially supports the learning activities. Teacher’s classroom is safe, and learning is accessible to all students; teacher uses physical resources well and ensures that the arrangement of furniture supports the learning Teacher’s classroom is safe, and students contribute to ensuring that the physical environment supports the learning of all students. and the lesson activities. activities. Summary and Suggestions for Future Practice: xxxx. DOMAIN III: Instruction LEVEL OF PERFORMANCE COMPONENT INEFFECTIVE DEVELOPING EFFECTIVE ACCOMPLISHED 3a. Communicating Clearly and Accurately Teacher’s oral and written communication contains errors or is unclear or inappropriate to students. Teacher’s oral and written communication contains no errors, but may not be completely appropriate or may require further explanations to avoid confusion. Teacher communicates clearly and accurately to students, both orally and in writing. Teacher’s oral and written communication is clear and expressive, anticipating possible student misconceptions.
Organizing Physical Space. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 The physical environment is unsafe, or many students don’t have access to learning resources. There is poor coordination between the lesson activities and the arrangement of furniture and resources, including computer technology. The classroom is safe, and essential learning is accessible to most students. The teacher’s use of physical resources, including computer technology, is moderately effective. Teacher makes some attempt to modify the physical arrangement to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology. The classroom is safe, and learning is accessible to all students, including those with special needs. Teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.
Organizing Physical Space. Ineffective Minimally Effective Effective Highly Effective [1 - 493](2.5.I) **Below The physical environment is in disarray or is inappropriate to the planned activities. [1 - 493] (0.0.XX) **Below Counselor's attempts to create an inviting and well-organized physical environment are partially successful. [1 - 493](2.5.E) **At Counseling center or classroom arrangements are inviting and conducive to the planned activities. [1 - 493](2.5.HE) **Above Counseling center or classroom arrangements are inviting and conducive to the planned activities. Students have contributed ideas to the physical arrangement. Domain 3: Delivery of Service
Organizing Physical Space. Safety and Accessibility • Arrangement of Furniture and Use of Physical Resources The use of the physical environment to promote student learning is a hallmark of an experienced teacher. Its use varies, of course, with the age of the students: in a primary classroom, centers and reading corners may structure class activities, while with older students, the position of chairs and desks can facilitate, or inhibit, rich discussion. Naturally, classrooms must be safe (no dangling wires or dangerous traffic patterns), and all students must be able to see and hear what’s going on so they can participate actively. Both the teacher and students make effective use of computer (and other) technology.
Organizing Physical Space. The physical environ- The classroom is safe, The classroom is safe, The classroom is safe, ment is unsafe, or some and essential learning is and learning is accessible and the physical envi- students don’t have ac- accessible to most stu- to all students; the teach- ronment ensures the cess to learning. There is dents; the teacher’s use of er ensures that the learning of all students, poor alignment between physical resources, in- physical arrangement is including those with spe- the physical arrangement cluding computer appropriate for the learn- cial needs. Students and the lesson activities. technology, is moderately ing activities. The teacher contribute to the use or effective. The teacher makes effective use of may attempt to modify physical resources, in- the physical arrangement cluding computer to suit learning activities, technology. with partial success. adaptation of the physical environment to advance learning. Technology is used skillfully, as appro- priate to the lesson. Information Collected HIGHLY EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE
Organizing Physical Space. Safety and accessibility The classroom is unsafe, or learning is not accessible to some students. The classroom is safe, and at least essential learning is accessible to most students. The classroom is safe, and learning is equally accessible to all students. The classroom is safe, and students themselves ensure that all learning is equally accessible to all students. Organizing Physical Space; Arrangement of furniture and use of physical resources The furniture arrangement hinders the learning activities, or the teacher makes poor use of physical resources. Teacher uses physical resources adequately. The furniture may be adjusted for a lesson, but with limited effectiveness. Teacher uses physical resources skillfully, and the furniture arrangement is a resource for learning activities. Both teacher and students use physical resources easily and skillfully, and students adjust the furniture to advance their learning. INSTRUCTION
Organizing Physical Space. (Safety and arrangement of furniture, accessibility to learning and use of physical resources)
Organizing Physical Space. Elements: Safety and arrangement of furniture • Accessibility to learning and use of physical resources ELEMENT L E V E L O F P E R F O R M A N C E Unsatisfactory Basic Proficient Distinguished Safety and Arrangement of Furniture The classroom is unsafe, or the furniture arrangement is not suited to the lesson activities, or both. The classroom is safe, and classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture, but with limited effectiveness. The classroom is safe, and the furniture arrangement is a resource for learning activities. The classroom is safe, and students adjust the furniture to advance their own purposes in learning. Accessibility to Learning and Use of Physical Resources Teacher uses physical resources poorly, or learning is not accessible to some students. Teacher uses physical resources adequately, and at least essential learning is accessible to all students. Teacher uses physical resources skillfully, and all learning is equally accessible to all students. Both teacher and students use physical resources optimally, and students ensure that all learning is equally accessible to all students. Component 2f: Incorporating Technology into the Environment Element: Management of materials and classroom interactions ELEMENT L E V E L O F P E R F O R M A N C E Unsatisfactory Basic Proficient Distinguished Management of Teacher’s attempts to Teacher creates an Teacher creates an Both students and teacher Materials and manage technology and environment in which educational consistently maintain an Classroom student interactions fail to technology can be introduced environment that educational environment that Interactions create a positive without negatively impacting utilizes technology to utilizes and promotes environment. interpersonal relationships. complement classroom technology to complement interpersonal classroom interpersonal interactions. interactions. Framework for Professional Practice Domain Three: Instruction Okemos Public Schools Component 3a: Communicating Clearly and Accurately Elements: • Directions and procedures • Oral and written language
