2C ESTABLISHING A CULTURE OF LEARNING
The teacher creates an atmosphere in which learning is valued. Teacher-to-student and student-to-student interactions show rapport that is grounded in mutual respect.
ELEMENTS AND INDICATORS OF PERFORMANCE
Teacher Interaction with Students
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
Video: https://www.teachingchannel.org/videos/power-of-leadership-teams
ELEMENTS AND INDICATORS OF PERFORMANCE
Teacher Interaction with Students
- The teacher’s interactions with students reflect genuine respect and caring for individual students and groups of students.
- The teacher establishes a climate in which students are willing to take risks in extending their learning.
- The teacher’s interactions are appropriate for the age and culture of the students.
- The teacher deals with sensitive interactions with students appropriately.
- The teacher models and sets expectations for student interactions.
- Students display respect and caring for their teachers.
- Students demonstrate genuine caring and respect for one another.
- Students may monitor the interactions of others in the class or in a group.
- The teacher monitors interactions between the students and intervenes when interactions are inappropriate.
- All corrective interactions exhibit respect for the individual.
- Students participate in class activities and demonstrate his or her understanding of the content within and outside of the discipline.
- The teacher discusses and models the importance of content and connections.
- Students understand that the content is important for him or her to acquire.
- The teacher uses student interest to build upon that understanding.
- Students are actively involved during class, have internalized expectations, work hard, and persist to accomplish the goals.
- Students understand the teachers are there to support him or her.
- Instructional goals, activities, and assignments convey high expectation for student learning.
- Activities are carefully crafted and/or selected to engage the students in learning.
- Students demonstrate attention to detail and take obvious pride in his or her work.
- Students initiate improvements on individual or group assignments sometimes prompted by teacher feedback and at other times prompted by the students themselves.
INFORMATION
ARTIFACTS
- Student Interest Chart
- Records
- Progress Charts
- Response Logs
- Student Work Displays
OBSERVABLE EVIDENCE
- Beginning, Routines
- Checks for Understanding
- Practice Retrieval
- SLANT
- Retesting
- Praise-Prompt-Leave
- Students are actively engaged and care about what they are doing (Not going through motions)
- Teacher encourages high level thinking/has high expectations
- Classroom displays student work
- Classroom has visual aids that enhance the learning process
EXAMPLE GOALS (S.M.A.R.T.)
- To ensure active participation by my students, I will use bell ringers for at least 95% of my lessons. Bell ringers will be recorded in my lesson plans.
GUIDING QUESTIONS
- How have you created an environment in which students can pursue knowledge of their own interests?
- In what ways do you encourage your students to be active participants?
- In what ways have you established a culture for learning in your classroom?
RESOURCES
Video: https://www.teachingchannel.org/videos/power-of-leadership-teams