Common use of Culture for Learning Clause in Contracts

Culture for Learning. Importance of the content • Student pride in work • Expectations for learning and achievement • In the classroom, there is minimal teacher commitment to the subject and minimal or inconsistent expectations for student achievement. • There is limited evidence of students’ pride in work. • There are limited opportunities for students to be active participants in learning. • In the classroom there is genuine enthusiasm and consistent commitment for the subject by both teacher and students. • There are high expectations for student achievement and consistent evidence of student pride in their work. • There are many opportunities for students to be active participants in the learning. • In the classroom, there is a passionate commitment to the subject and its value is important to teacher and students alike. • There are high expectations for the learning of all students. • Student responsibility in establishing a culture for learning is in evidence as students take pride in their work, initiate improvements to their products, and hold their work to the highest standard. 2c: Managing Classroom Procedures • Management of instructional groups, transitions, materials, and supplies • Performance of non-instructional duties • Utilization of volunteers and paraprofessionals • Teacher’s classroom routines and procedures are established, but function unevenly or inconsistently. • There is loss of instructional time. • Instructional groups are partially organized resulting in some off- task behaviors. • Teacher’s classroom routines and procedures are established and function smoothly. • There is little loss of instructional time. • Instructional groups are organized, resulting in student engagement at all times. • Teacher’s classroom routines and procedures are seamless in their operation and students assume considerable responsibility for their smooth functioning. • Instructional groups assume responsibility for productivity and are engaged at all times. 2d: Managing Student Behavior • Expectations • Monitoring of student behavior • Response to student misbehavior • The teacher has made a limited effort to establish standards of conduct for students. • The teacher monitors student behavior and responds to student misbehavior; however, these efforts are not consistent or yield limited success. • The teacher is aware of student behavior at all times and has established clear standards of conduct. • The teacher responds to misbehaviors in ways that are appropriate and respectful of the students. • The teacher’s monitoring of student behavior is subtle and preventive. • The teacher’s response to student behavior is sensitive to individual student needs. • The students’ behavior is entirely appropriate and shows evidence of students’ participation in setting expectations and monitoring behaviors. 2e: Organizing Physical Space • Safety and arrangement of furniture • Accessibility to learning and use of physical resources • The teacher makes poor use of the physical environment resulting in unsafe and/or disorganized conditions. • There are inaccessible learning conditions for some students. • The teacher’s classroom is safe and permits accessible learning to all students. • The teacher uses physical resources well. • The teacher’s classroom is safe and encourages students to contribute to the safety of the physical environment. • Both teacher and students use physical resources optimally, ensuring that learning is accessible to all. Domain 3 Instruction Levels of Performance 3a: Communicating Clearly and Accurately • Directions and procedures • Oral and written language • Learning Goals • Directions, procedures, oral and written language and learning goals contain errors, or are unstated. • May not be expressed at an appropriate level of difficulty causing some student confusion. • Directions, procedures, oral and written language and learning goals are clear and accurate. • Use of vocabulary and level of detail are appropriate to students. • Directions, procedures, oral and written language and learning goals are clear and expressive. • Possible student misconceptions are anticipated. 3b: Using Questioning and Discussion Techniques • Quality of questions • Discussion techniques • Student participation and discussion • Use of questioning is predominately low level. • Attempts to engage students in discussion yield uneven results and limited success. • Use of questioning and discussion techniques reflects all levels of questioning. • True discussion and full participation by all students is evident. • Questions are of uniformly high quality. • Adequate time is allowed for student responses. • Students formulate many of the high-level questions and assume responsibility for the participation of all students in the discussion. 3c: Engaging Students in Learning • Representation of content • Activities and assignments • Grouping of students • Instructional materials and resources • Structure and pacing • Students are engaged only partially in significant learning, resulting from: *Activities or materials of uneven quality, *Inconsistent representations of content, *Grouping of students, or *Uneven structure, pacing, or lack of closure. • Students are engaged in significant learning throughout the lesson with: *Appropriate activities and materials, *Instructive representations of content, *Grouping of students, and *Suitable structure, pacing, and closure of the lesson. • Students are engaged in significant learning throughout the lesson with: *Student contributions, *Appropriate activities and materials, *Instructive representation of content, *Grouping of students, and *Suitable structure, pacing, and closure allowing for reflection. 3d: Providing Feedback to Students • Quality, accurate, substantive, constructive, and specific • Timeliness • Provides students with feedback that is uneven in quality and content, and may not be timely. • Provides students with consistently high quality, specific and timely feedback. • Students make use of the feedback in their learning. • Teacher provides students with consistently high quality, specific, timely feedback. • Students are led to self-assess their own learning. 3e: Demonstrating Flexibility and Responsiveness • Response to students • Lesson adjustments • Persistence • Demonstrates limited flexibility and responsiveness to students’ needs and interests during a lesson. • Seeks to ensure the success of all student learning, but has only a limited repertoire of instructional strategies. • Seeks ways to ensure successful learning for all students. • Makes adjustments as needed to instructional plans and to students’ interests and questions. • Successfully uses a variety of instructional strategies. • Highly responsive to students’ interests and questions. • Makes major lesson adjustments as necessary. • Persists in seeking effective approaches for all students using an extensive repertoire of strategies.

Culture for Learning. Importance of the content • Student pride in work • Expectations for learning and achievement • In the classroom, there is low teacher commitment to the subject and low expectations for student achievement. • There is little student pride in work. • There are few, if any, opportunities for students to be active participants in learning. • In the classroom, there is minimal teacher commitment to the subject and minimal or inconsistent expectations for student achievement. • There is limited usually evidence of students’ pride in work. • There are limited some opportunities for students to be active participants in learning. • In the classroom there is genuine enthusiasm and consistent commitment for the subject by both teacher and students. • There are high expectations for student achievement and consistent evidence of student pride in their work. • There are many opportunities for students to be active participants in the learning. • In the classroom, there is a passionate commitment to the subject and its value is important to teacher and students alike. • There are high expectations for the learning of all students. • Student responsibility in establishing a culture for learning is in evidence as students take pride in their work, initiate improvements to their products, and hold their work to the highest standard. 2c: Managing Classroom Procedures • Management of instructional groups, transitions, materials, and supplies • Performance of non-instructional duties • Utilization of volunteers and paraprofessionals • Teacher’s classroom routines and procedures are nonexistent, and/or inefficient. • Loss of instructional time is excessive or detrimental to student learning. • Teacher’s classroom routines and procedures are established, but function unevenly or inconsistently. • There is loss of instructional time. • Instructional groups are partially organized resulting in some off- off-task behaviors. • Teacher’s classroom routines and procedures are established and function smoothly. • There is little loss of instructional time. • Instructional groups are organized, resulting in student engagement at all times. • Teacher’s classroom routines and procedures are seamless in their operation and students assume considerable responsibility for their smooth functioning. • Instructional groups assume responsibility for productivity and are engaged at all times. 2d: Managing Student Behavior • Expectations • Monitoring of student behavior • Response to student misbehavior • Student behavior in the classroom is poor, with no clear expectations. • Student behavior is not monitored, or responded to, or the response is inappropriate. • The teacher has made a limited an effort to establish standards of conduct for students. • The teacher monitors student behavior and responds to student misbehavior; however, these efforts are not consistent or yield limited successalways successful. • The teacher is aware of student behavior at all times and has established clear standards of conduct. • The teacher responds to misbehaviors in ways that are appropriate and respectful of the students. • The teacher’s monitoring of student behavior is subtle and preventive. • The teacher’s response to student behavior is sensitive to individual student needs. • The students’ behavior is entirely appropriate and shows evidence of students’ participation in setting expectations and monitoring behaviors. 2e: Organizing Physical Space • Safety and arrangement of furniture • Accessibility to learning and use of physical resources • The teacher makes poor use of the physical environment resulting in unsafe and/or disorganized conditions. • There are inaccessible learning conditions for some students. • The teacher’s classroom is safe and allows essential learning to be accessible to all students. • The teacher’s classroom is safe and permits accessible learning to all students. • The teacher uses physical resources well. • The teacher’s classroom is safe and encourages students to contribute to the safety of the physical environment. • Both teacher and students use physical resources optimally, ensuring that learning is accessible to all. Domain 3 Instruction Levels of Performance 3a: Communicating Clearly and Accurately • Directions and procedures • Oral and written language • Learning Goals • Directions, procedures, oral and written language and learning goals contain errors, or are unstatedunclear/ inappropriate. • Directions, procedures, oral and written language and learning goals contain no errors. • May not be expressed at an appropriate level of difficulty causing some student confusion. • Directions, procedures, oral and written language and learning goals are clear and accurate. • Use of vocabulary and level of detail are appropriate to students. • Directions, procedures, oral and written language and learning goals are clear and expressive. • Possible student misconceptions are anticipated. 3b: Using Questioning and Discussion Techniques • Quality of questions • Discussion techniques • Student participation and discussion • Use of questioning is predominately limited to low level, literal responses. • Discussion is predominantly recitation. • Only a few students participate. • Adequate wait time is not given. • Use of questioning is a combination of low and high quality. • Attempts to engage students in discussion yield uneven results and limited success. • Use of questioning and discussion techniques reflects all levels of questioning. • True discussion and full participation by all students is evident. • Questions are of uniformly high quality. • Adequate time is allowed for student responses. • Students formulate many of the high-level questions and assume responsibility for the participation of all students in the discussion. 3c: Engaging Students in Learning • Representation of content • Activities and assignments • Grouping of students • Instructional materials and resources • Structure and pacing • Students are not engaged in significant learning resulting from: *Inappropriate activities or materials, *Poor representation of content, *Grouping of students, or *Lack of lesson structure, poor pacing, or lack of closure. • Students are engaged only partially in significant learning, resulting from: *Activities or materials of uneven quality, *Inconsistent representations of content, *Grouping of students, or *Uneven structure, pacing, or lack of closure. • Students are engaged in significant learning throughout the lesson with: *Appropriate activities and materials, *Instructive representations of content, *Grouping of students, and *Suitable structure, pacing, and closure of the lesson. • Students are engaged in significant learning throughout the lesson with: *Student contributions, *Appropriate activities and materials, *Instructive representation of content, *Grouping of students, and *Suitable structure, pacing, and closure allowing for reflection. 3d: Providing Feedback to Students • Quality, accurate, substantive, constructive, and specific • Timeliness • Provides students with poor quality or limited feedback that is given in an untimely manner. • Provides students with feedback that is uneven in quality and content, and may not be timely. • Provides students with consistently high quality, specific and timely feedback. • Students make use of the feedback in their learning. • Teacher provides students with consistently high quality, specific, timely feedback. • Students are led to self-assess their own learning. 3e: Demonstrating Flexibility and Responsiveness • Response to students • Lesson adjustments • Persistence • Adheres to instructional plan in spite of evidence of poor student understanding, interest or questions. • Assumes no responsibility for student learning. • Demonstrates limited moderate flexibility and responsiveness to students’ needs and interests during a lesson. • Seeks to ensure the success of all student learning, but has only a limited repertoire of instructional strategies. • Seeks ways to ensure successful learning for all students. • Makes adjustments as needed to instructional plans and to students’ interests and questions. • Successfully uses a variety of instructional strategies. • Highly responsive to students’ interests and questions. • Makes major lesson adjustments as necessary. • Persists in seeking effective approaches for all students using an extensive repertoire of strategies.