Common use of Culture for Learning Clause in Contracts

Culture for Learning. Unsatisfactory Basic Proficient Distinguished The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium or low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students. The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate that they are interested in completion of a task, rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject. The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend e□ort to learn. Classroom interactions support learning and hard work. The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work. Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers. Critical Attributes The teacher conveys that the reasons for the work are external or trivializes the learning goals and assignments. The teacher conveys to at least some students that the work is too challenging for them. Students exhibit little or no pride in their work. Class time is devoted more to socializing than to learning. Teacher’s energy for the work is neutral, indicating neither indicating a high level of commitment nor “blowing it o□.” The teacher conveys high expectations for only some students. Students comply with the teacher’s expectations for learning, but they don’t indicate commitment on their own initiative for the work. Many students indicate that they are look- ing for an “easy path.” The teacher communicates the importance of learning and the assurance that with hard work all students can be successful in it. The teacher demonstrates a high regard for student abilities. Teacher conveys an expectation of high levels of student e□ort. Students expend good e□ort to complete work of high quality. In addition to the characteristics of “proficient”: The teacher communicates a genuine passion for the subject. Students indicate that they are not satisfied unless they have complete understanding. Student questions and comments indicate a desire to understand the content rather than, for example, simply learn a procedure for get- ting the correct answer. Students recognize the efforts of their classmates. Students take initiative in improving the quality of their work. Criterion 1: Centering instruction on high expectations for student achievement.

Culture for Learning. Unsatisfactory Basic Proficient Distinguished Importance of the content • Expectations for learning and achievement • Student pride in work Not observed The classroom culture is characterized by a lack of teacher or student commitment to learning learning, and/or little or no investment of student energy into in the task at hand. Hard work is and the precise use of language are not expected or valued. Medium or to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students. The classroom culture is characterized by little commitment to learning by the teacher or students. The teacher appears to be only “going through the motions, ” and students indicate that they are interested in the completion of a task, task rather than qualitythe quality of the work. The teacher conveys that student success is the result of natural ability rather than hard work; high , and refers only in passing to the precise use of language. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject. The classroom culture is a cognitively busy place where learning is valued by all, with ; high expectations for both learning being and hard work are the norm for most students. The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend e□ort effort to learn. Classroom interactions support learning and hard work, and the precise use of language. The classroom culture is a cognitively vibrant busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by for all students and insists on hard work. Students ; students assume responsibility for high quality by initiating improvements, making revisions, adding detaildetail and or assisting peers in their precise use of language. 2c Managing Classroom Procedures Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence Some instructional time is lost due to partially effective classroom routines and procedures. The teacher’s There is little loss of instructional time due to effective classroom routines and procedures. The Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students • Management of instructional groups • Management of transitions • Management of materials and supplies • Performance of non-instructional duties • Supervision of volunteers and paraprofessionals Not observed of the teacher’s managing instructional groups and transitions and /or handling materials and supplies effectively. There is little evidence that students know or follow established routines. management of instructional groups and transitions, or handling of materials and supplies, or both, are inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines. teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines. take initiative in the management of instructional groups and transitions, and/or helping peersthe handling of materials and supplies. Critical Attributes The Routines are well understood and may be initiated by students. 2d Managing Student Behavior • Expectations • Monitoring of student behavior • Response to student misbehavior Not observed There appear to be no established standards of conduct, or students challenging them. There is little or no teacher conveys that the reasons for the work are external monitoring of student behavior, and response to student’s misbehavior is repressive or trivializes the learning goals and assignmentsdisrespectful of student dignity. Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher conveys tries, with uneven results, to at least some students that the work monitor student behavior and respond to student misbehavior. Student behavior is too challenging for them. Students exhibit little or no pride in their work. Class time is devoted more to socializing than to learning. Teacher’s energy for the work is neutral, indicating neither indicating a high level of commitment nor “blowing it o□.” The teacher conveys high expectations for only some students. Students comply with the teacher’s expectations for learning, but they don’t indicate commitment on their own initiative for the work. Many students indicate that they are look- ing for an “easy path.” The teacher communicates the importance of learning and the assurance that with hard work all students can be successful in itgenerally appropriate. The teacher demonstrates a high regard for monitors student abilitiesbehavior against established standards of conduct. Teacher conveys an expectation of high levels of response to student e□ort. Students expend good e□ort misbehavior is consistent, proportionate, and respectful to complete work of high quality. In addition to the characteristics of “proficient”: The teacher communicates a genuine passion for the subject. Students indicate that they are not satisfied unless they have complete understandingstudents and is effective. Student questions and comments indicate a desire to understand the content rather than, for example, simply learn a procedure for get- ting the correct answer. Students recognize the efforts of their classmatesbehavior is entirely appropriate. Students take initiative an active role in improving monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity. 2e Organizing Physical Space • Safety and accessibility • Arrangements of furniture and use of physical resources Not observed The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment between the quality arrangement of their work. Criterion 1: Centering instruction on high expectations furniture and resources, including computer technology, and the lesson activities. The classroom is safe, essential learning is accessible to most students. The teacher makes modest use of physical resources, including computer technology. The teacher attempts to adjust the classroom furniture for student achievement.a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness. The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively. The classroom environment is safe, and learning is accessible to all students, including those with special needs. The 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. Domain 2 Documentation Domain 2 Strengths Domain 2 Areas of Growth

Culture for Learning. Unsatisfactory Basic Proficient Distinguished Importance of the Content A “culture of learning” refers to the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and teacher. It describes the norms that govern the interactions among individuals about the activities and assignments, the value of hard work and perseverance, and the general tone of the class. The classroom is characterized by high cognitive energy and by a sense that what is happening there is important and that it is essential to get it right. There are high expectations for all students. The classroom is a place where the teacher and students value learning and hard work. • Expectations for Learning and Achievement • Student Pride in Work • The classroom culture is characterized by a lack of teacher or student commitment to the learning and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. • Medium or low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students. students • The classroom culture is characterized by little commitment to learning by teacher or students. • The teacher appears to be only going through the motions, and students indicate that they are interested in completion of a task, rather than quality. • The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject. • The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. • The teacher conveys that with hard work students can be successful. • Students understand their role as learners and consistently expend e□ort effort to learn. • Classroom interactions support learning and hard work. • The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. • The teacher conveys high expectations for learning by all students and insists on hard work. • Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers. Critical Attributes • The teacher conveys that the reasons for the work are external or trivializes the learning goals and assignments. • The teacher conveys to at least some students that the work is too challenging for them. them • Students exhibit little or no pride in their work. • Class time is devoted more to socializing than to learning. • Teacher’s energy for the work is neutral, indicating neither indicating a high level of commitment nor “blowing it o□.” off”. • The teacher conveys high expectations for only some students. • Students comply with the teacher’s expectations for learning, but they don’t indicate commitment on their own initiative for the work. • Many students indicate that they are look- ing looking for an “easy path.” ”. • The teacher communicates the importance of learning and the assurance that with hard work all students can be successful in it. • The teacher demonstrates a high regard for student abilities. • Teacher conveys an expectation of high levels of student e□orteffort. • Students expend good e□ort effort to complete work of high quality. In addition to the characteristics of “proficientaccomplished”: • The teacher communicates a genuine passion for the subject. • Students indicate that they are not satisfied unless they have complete understanding. Student • Students’ questions and comments indicate a desire to understand the content rather than, for example, simply learn a procedure for get- ting getting the correct answer. • Students recognize the efforts of their classmates. • Students take initiative in improving the quality of their work. Criterion 1: Centering instruction on high expectations for student achievement.

Culture for Learning. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium or low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students. The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate that they are interested in completion of a task, rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject. The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend e□ort effort to learn. Classroom interactions support learning and hard work. The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work. Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers. Critical Attributes The teacher conveys that the reasons for the work are external or trivializes the learning goals and assignments. The teacher conveys to at least some students that the work is too challenging for them. Students exhibit little or no pride in their work. Class time is devoted more to socializing than to learning. Teacher’s energy for the work is neutral, indicating neither indicating a high level of commitment nor “blowing it o□off.” The teacher conveys high expectations for only some students. Students comply with the teacher’s expectations for learning, but they don’t indicate commitment on their own initiative for the work. Many students indicate that they are look- ing looking for an “easy path.” The teacher communicates the importance of learning and the assurance that with hard work all students can be successful in it. The teacher demonstrates a high regard for student abilities. Teacher conveys an expectation of high levels of student e□orteffort. Students expend good e□ort effort to complete work of high quality. In addition to the characteristics of “proficient”: :” The teacher communicates a genuine passion for the subject. Students indicate that they are not satisfied unless they have complete understanding. Student questions and comments indicate a desire to understand the content rather than, for example, simply learn a procedure for get- ting getting the correct answer. Students recognize the efforts of their classmates. Students take initiative in improving the quality of their work. Criterion 1: Centering instruction on high expectations for student achievement.