Element 2.

1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
Students’ rotate classroom I discussed conflict with
jobs weekly. The jobs students and was to
include helping others by resolve conflict through
distributing materials.. active communication.
Another job includes Students show each other
ensuring the support through
chromebooks are plugged respecting questions and
in to get charged. When through encouraging
students have conflict, collective group work.
Evidence they are encouraged to 04/20/2020
work it out between
themselves with me as a
mediator. 07/16/2019
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
Creating physical or interaction between lessons or sequence of during learning activities diversity within and
virtual learning students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. student learning. and completion of structures for interaction
promote student learning tasks. that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and productively in learning. interaction to ensure
encourage accelerated learning for
constructive and the full range of students.
productive Some students use Students use resources Students use a variety of Students routinely use a
interactions among available resources in provided in learning resources in learning range of resources in Students participate in
students learning environments environments and environments and learning environments monitoring and changing
during instruction. interact with each other interact in ways that that relate to and the design of learning
to understand and deepen their enhance instruction and environments and
complete learning tasks understanding of the reflect their diversity. structures for
in single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
The classroom desks are Students know
arranged for students to expectations for working
sit in groups of four. Each individually and while in
group has teams of two centers. While working in
for pair shares. Students centers noise levels are
are also given the posted pending on center
Evidence opportunity to have a and students are
classroom gallery walk to expected to follow them.
share their ideas with They use various
each other. All materials resource such as
are visible and made workbooks,
accessible. 07/16/2019 chromebooks, and
worksheets. 10/25/2019
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and
safety. achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
Students understand how I ensure that my
to communicate in the classroom is a safe
classroom. They raise environment. I model
their hands to answer routines for the students
questions. 08/30/2019 to follow. All expectations
are communicated every
day and
re-communicated
Evidence throughout the day. I
observe students’
behaviors while working
with others. 08/30/2019
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

Students can ask for My long term lessons I model expectations of

support at any time include students to take daily routines to ensure
during the lesson as their initiative in completing that students have an
questions may benefit the the projects accurately understanding of
class as a whole. If a and punctually. Each achievement patterns
student needs individual student is set to a high and hold students to high
clarification, then I will expectation with the expectations to perform
work with the student classroom. However, tasks in a timely manner.
while the class is doing each individual student is Time frames are set to
Evidence independent work. given additional close achievements gaps
07/16/2019 assistance to reach those and allow students who
expectations. For are done with
instance, a student may assignments to further
need a more direct increase skills in reading
guided outline than or typing. 10/25/2019
another student who
would use a basic form.
07/16/2019
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

When working on group Students have a gradual

projects, I vary the increase of higher
students in the group expectations as they
with the expectation of familiarize themselves
each member to help with routine. They must
encourage and support ask their classmates for
each other. By the third clarification before
semester, students know asking me as a way to
their group expectations monitor themselves. In
and are met with positive small groups they make
Evidence and negative responses. sure each member is
When a group is meeting staying on task.
expectations that group 04/20/2020
gets rewarded extra free
time. If a group is not
meeting expectations
they must stay in from
the next activity until
expectation met.
07/16/2019
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Employing Seeks to promote Provides positive relevant norms.
classroom routines, Responds to disruptive positive behaviors and behavior supports. Promotes positive
procedures, norms, behavior. responds to disruptive Responds appropriately behaviors and Promotes positive
and supports for behavior. to behaviors in ways that consistently prevents or behaviors and establishes
positive behavior to lessen disruptions to the refocuses behaviors preventions and a
ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate. climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of positive behaviors.
procedures, routines, and Students receive Students are involved in Students share
classroom norms. correction for behavior Students receive timely assessment and responsibility with
that interferes with and effective feedback monitoring of routines, teacher for managing and
learning, and positive and consequences for procedures, and norms in maintaining a positive
reinforcement in behaviors that interfere ways that improve the classroom climate that
following routines, with learning. learning climate. promotes learning.
procedures, and norms.
 Students receive tickets There are no food or Students at the end of the
when working and are drink except water school year are expected
redirected when not allowed in the classroom. to know their schedule
working. They are They must have their and are able to find their
expected to ask what pencil sharpened before schedule without having
they have missed if they each lesson with a back to ask what class comes
were absent. up pencil sharpened. next. If a student is not
07/16/2019 Classroom routines are focused they will be sent
used from the very out to work quietly for a
beginning of the school few minutes until able to
year. My classroom rejoin the classroom.
Evidence routines are set so Students are helpful in
students have an reminding each other of
understanding of what is classroom expectations.
to come and what 04/20/2020
materials they would
need. When a sub comes
into the classroom my
students should already
know what procedures
are expected of them.
07/16/2019

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and understanding, students in the
impact pacing and transitions to optimize completion of learning monitoring of
lessons. learning. activities and closure. instructional time.
Using instructional
time to optimize
Some students complete Students participate in Students use their Students monitor their
learning
learning activities in time Students complete and complete a variety of instructional time to own time, are engaged in
allotted. learning activities and, as learning activities in the engage in and complete accomplishing learning
needed, may receive time allotted with learning activities and goals, and participate in
some adjustments of time options for extension and are prepared for the next reflection,
allotted for tasks or review. sequence of instruction. self-assessment, and goal
expectations for setting.
completion.
 When students enter the Pacing of the students
classroom they have until ensures that they are on
the end of the writing task and keep them
period to have all their accountable to their work
materials for the day. All habits and behavior as
homework is due on we continue through
Fridays and are turned in lessons. I write down a
at the very beginning of broken down lesson on a
the class. When students list on the board along
line up for their with approximations of
extracurricular classes how long each lesson
Evidence they know they must line should take. Students at
up in number order the end are given a stamp
quickly and quietly or once their assignment
they would be asked to has been checked or told
sit back down. All to edit/add if needed.
materials must be Students are also given
brought to their class or extra time to work on
they will be asked to turn certain activities at home.
in a ticket and work 10/25/2019
habits points will be
dropped. 07/16/2019