COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Teacher interaction with students
Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.
Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.
Student interactions with other students
Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.
Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.
COMPONENT 2C: MANAGING CLASSROOM PROCEDURES
Management of instructional groups
Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity.
Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity.
Management of transitions
Transitions are seamless, with students assuming responsibility in ensuring their efficient operation.
Transitions are seamless, with students assuming responsibility in ensuring their efficient operation.
Management of materials and supplies
Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation.
Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation.
Performance of non-instructional duties
Systems for performing non-instructional duties are well established, with students assuming considerable responsibility for efficient operation.
Systems for performing non-instructional duties are well established, with students assuming considerable responsibility for efficient operation.
Evidence:
- Each student is assigned an iPad number that they use throughout the school year.
- Ask 3 before me.
Supervision of volunteers and paraprofessionals
Volunteers and paraprofessionals make a substantive contribution to the classroom environment.
Volunteers and paraprofessionals make a substantive contribution to the classroom environment.
Evidence:
4th Grade LEGO Robotics Competitive Team:
2014-15 Robotics Competition
Robotics Competition II
Highlights Video
Girls on the Run 2016
2nd-3rd Grade LEGO Robotics Club 2014-15
4th Grade LEGO Robotics Competitive Team:
- 4 head parent volunteers 2 Teacher helpers
- 1 High School Student Helper
2014-15 Robotics Competition
Robotics Competition II
Highlights Video
Girls on the Run 2016
- 8 parent volunteers
2nd-3rd Grade LEGO Robotics Club 2014-15
- 2 head parent volunteers
- 2 assistant volunteers
COMPONENT 2D: MANAGING STUDENT BEHAVIOR
Expectations
Standards of conduct are clear to all students and appear to have been developed with student participation.
Standards of conduct are clear to all students and appear to have been developed with student participation.
Monitoring of Student Behavior
Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully.
Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully.
Response to Student Misbehavior
Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.
Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.