Establishment and Maintenance of Suitable Learning Environment. A) The teacher is able to orchestrate learning in a group setting. B) The teacher motivates and engages students in learning. Element Level of Performance Progress Not Evident Progress Evident Meets Standards Proficient Distinguished (comments only) The teacher motivates and engages students in learning. Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement. Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement. Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement. Both students and teacher establish and maintain thorough planning of learning activities and interactions. Classroom environment conveys high expectations for all students. Teacher conveys a negative attitude toward content suggesting that content is not important or others mandate it. Teacher communicates importance of the work but with little conviction and only minimally apparent buy-in by the students. Teacher conveys genuine enthusiasm for the subject, and students demonstrate consistent commitment to its value. Students demonstrate through their participation, curiosity, and attention to detail that they value the content’s importance. Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Teacher-student interactions are generally appropriate by may reflect inconsistencies, favoritism, or disregard for students’ cultures. Teacher-student interactions are friendly and demonstrate general xxxxxx, warmth and respect. Such interactions are appropriate to the developmental and cultural norms. Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond what is expected for the role. Teacher engages students in irrelevant activities. Most of the time, teacher engages students in relevant activities. The teacher provides relevant activities that provide many opportunities for students to be successful. The teacher provides meaningful classroom experiences and opportunities that allow all students to experience success with challenging and creative work. Willows Unified School District Supporting Rubric
Establishment and Maintenance of Suitable Learning Environment. A) The teacher is able to orchestrate learning in a group setting. B) The teacher motivates and engages students in learning. Element Level of Performance Progress Not Evident Progress Evident Meets Standards Proficient Distinguished (comments only) The teacher is able to Tasks for group work are not Tasks for group work are Tasks for groups are Groups work independently and are orchestrate learning in a organized, resulting in off- partially organized, resulting in organized and groups are productively engaged at all times with group setting. task behavior when teacher some off-task behavior when managed so most students are students assuming responsibility for works with one group. teacher works with one group. engaged at all times. productivity. Teacher does not respond to Teacher responds Teacher provides a safe, The teacher accentuates a safe, unsafe behaviors in the inconsistently to unsafe supporting environment. supportive environment. classroom. behavior in the classroom. Much time is lost during transitions. Transitions are sporadically Transitions occur smoothly Transitions are seamless with students efficient, resulting in some loss with little loss of instructional assuming some responsibility for of instructional time. time. efficient operation. Materials are handled Routines for handling materials Routines for handling Routines for handling materials and inefficiently, resulting in loss and supplies function materials and supplies occur supplies are seamless with students of instructional time. moderately well. smoothly with little loss of assuming some responsibility for instructional time. efficient operation. Considerable instructional Systems for performing Efficient systems for Systems for performing classroom time is lost in performing classroom procedures are fairly performing classroom procedures are well established with classroom procedures. efficient, resulting in little loss procedures are in place, students assuming considerable of instructional time. resulting in minimal loss of responsibility for efficient operation. instructional time. Willows Unified School District Supporting Rubric
Establishment and Maintenance of Suitable Learning Environment. A) The teacher is able to orchestrate learning in a group setting. B) The teacher motivates and engages students in learning. Element Level of Performance Progress Not Evident Progress Evident Meets Standards Proficient Distinguished (comments only) Teacher remains behind the desk and does not engage with students during learning. Teacher primarily teaches from the “front of the room.” Teacher places self in proximity to most students. The teacher maximizes instruction and student control by moving freely about the room. Teacher is able to monitor and respond to student behavior. No standards of conduct appear to have been established, or students are confused as to what the standards are. Standards of conduct appear to have been established for most situations, and most students seem to understand them. Standards of conduct are clear to all students. Standards of conduct are clear to all students and appear to have been developed with student participation. Student behavior is not monitored, and teacher is unaware of what students are doing. Teacher is generally aware of student behavior but may miss the activities of some students. Teacher is alert of student behavior at all times. Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully. Teacher does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the students’ dignity. Teacher attempts to respond to misbehavior but with uneven results, no serious disruptive behavior occurs. Teacher response to misbehavior is appropriate and successful and respects the students’ dignity, student behavior is generally appropriate. Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, student behavior is entirely appropriate. Willows Unified School District Supporting Rubric
