Element 2.

1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in (5/8/20)
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
caring community. climate. community that is Students take leadership
Some students share in (7/21/19) responsive to the diverse in resolving conflict and
responsibility for the Students participate in cultural norms of creating a fair and
Promoting social classroom community. occasional community Students demonstrate identities of all students. respectful classroom
Development and building activities, efforts to be positive, (12/13/19) community where
responsibility within designed to promote accepting, and respectful (4/12/20) student’s home culture is
a caring community caring, fairness, and of differences. included and valued.
where each student respect. (7/21/19) Students take Students communicate
is treated fairly and responsibility resolving with empathy and
respectfully conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and (5/8/20)
appreciation for
differences.
(12/13/19)
(4/12/20)
 I begin each week with
Word of Affirmation as
well as Rules for
Successful living. Daily
greetings in which my
students must shake
hands to enter the
classroom with a proper
handshake, eye contact
and greeting like "good
morning or afternoon" is
required. I also begin the
week with a word and
rule of the week. Example:
during roll call students
must answer "here sir"
when their name is called.
Saying please, thank you
and your welcome is an
emphasis in my class. I
Evidence also give students jobs for
the week and rotate them
throughout the semesters.
I also try to give equal
opportunities for students
to respond by using Ping
Pong Balls with their roll
call numbers on them to
get random students to all
have an equal
opportunities to answer
questions.
(7/21/19)
I have now taken the class
and broke them into
groups. I have a leader in
each group and they are
responsible for the entire
group for the year. I have
students hold each other
accountable and solve any
problems within the
group and class by talking
to the leadership
committee.
(12/13/19)
(4/12/20)
The leaders hold weekly
check in to see how each
group member is doing
and if there are any issues
and then the leaders meet
with all other leaders and
bring any and all issues in
the class together.
The leadership will try to
fix any issues amongst
themselves first and bring
anything big to me the
teacher. I fix or address
any big issues if I have to
step in. For the most part
this has created a student
lead class and students
are learning to take
ownership of their
learning community.
(12/13/19)
(4/12/20)
In my early lesson using
the​ “Collaborative
Circle”​ activity I first
model fair, proper and
respectful behavior so
students understand and
repeat the behavior
shown. I have continued
taking the class and broke
them into groups. I have a
leader in each group and
they are responsible for
the entire group for the
year. I have students hold
each other accountable
and solve any problems
within the group and
class by talking to the
leadership committee.In
lessons students are put
into the circle to make
everyone on equal
grounds. Next, students
are posed a question in
which they must
communicate with all
students and show
maturity through
understanding of each
students’ thoughts and
ideas.
(5/8/20)
The leaders hold weekly
check in to see how each
group member is doing
and if there are any issues
and then the leaders meet
with all other leaders and
bring any and all issues in
the class together.
The leadership will try to
fix any issues amongst
themselves first and bring
anything big to me the
teacher. I fix or address
any big issues if I have to
step in. For the most part
this has created a student
lead class and students
are learning to take
ownership of their
learning community. This
lesson helps breakdown
those class obstacles of
students not wanting to
participate or pay
attention by hiding in the
back of the class or the
corners of the class. Also,
it develops that
community in the
classroom in which
students show fairness
and respect due to the
equal grounds in a circle
setting.
(5/8/20)
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student (12/13/19) resources for learning. resources, displays, and engage students in
learning. (5/8/20) artifacts that are current learning. Ensures that
(7/21/19) Structures for interaction and integral to environments enhance
are taught in single Utilizes a variety of instruction. learning and reflect
Creating physical or Is aware that structured lessons or sequence of structures for interaction diversity within and
virtual learning interaction between lessons to support during learning activities Integrates a variety of beyond the classroom.
environments that students can support student learning. that ensures a focus on structures for interaction
promote student learning. (12/13/19) and completion of that engage students Selects from a repertoire
learning, reflect (7/21/19) (4/12/20) learning tasks. constructively and of structures for
diversity, and (5/8/20) productively in learning. interaction to ensure
encourage accelerated learning for
constructive and the full range of students.
productive Students use resources Students use a variety of Students routinely use a
interactions among Some students use provided in learning resources in learning range of resources in Students participate in
students available resources in environments and environments and learning environments monitoring and changing
learning environments interact with each other interact in ways that that relate to and the design of learning
during instruction. to understand and deepen their enhance instruction and environments and
(7/21/19) complete learning tasks understanding of the reflect their diversity. structures for
in single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
(12/13/19) academic interactions. assessment of
(4/12/20) (5/8/20) interactions to improve
effectiveness and develop
a positive culture for
learning.

I really need to improve I have made a major I regularly use “​Google

in this area for sure. In effort to improve in this Classroom” ​to post
my class I have displayed section. I have taken my helpful information,
student projects and lessons to the next level assignments, and make
work throughout the by making sure my announcements. Because
classroom. However, I lessons are genderly each student is issued a
Evidence
need to do a better job of equal. I have also made Chromebook, it makes it
making things genderly sure I have configured my very effective and
equal and find a better seating charts and groups productive for group
way to configure my to better support all my assignments. For
room to meet the needs students especially those example, students labeled
of the students and that have special needs an ​"Muscle
placement in groups as and accommodations. Identification"
well as have rules for (12/13/19) assignment and were
groups up and visual for (4/12/20) able to all work on it at
all students to see. the same time through
(7/21/19) I have scaffolded my Google Slides.I have made
lessons with what the a major effort to improve
learning objectives are in this section. I have
throughout each lesson taken my lessons to the
and for my entire units. I next level by making sure
have really focused on my lessons are genderly
using data from pre equal. I have also made
assessments to help me sure I have configured my
properly scaffold specific seating charts and groups
strategies to help my to better support all my
students perform at a students especially those
high level. that have special needs
(12/13/19) and accommodations.
(4/12/20) (5/8/20)

Students are constantly

engaged in group and
collaborative activities.
They use the information
they learned throughout
the lesson to show they
know the concepts they
are learning in the
lessons.
(12/13/19)
(4/12/20)
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases (5/8/20) emotional environment
safety as they arise. (7/21/19) in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and Explores strategies to (12/13/19) their own language and
maintaining learning establish intellectual and (4/12/20) behavior that contributes
environments that emotional safety in the to intellectual and
are physically, classroom. Models and provides emotional safety in the
intellectually, and (7/21/19) instruction on skills that classroom.
emotionally safe develop resiliency and (5/8/20) Students demonstrate
Students are aware of support intellectual and resiliency in
required safety Students follow teacher emotional safety. Students develop and perseverance for
procedures and the guidance regarding (12/13/19) practice resiliency skills academic achievement.
school and classroom potential safety issues for (4/12/20) and strategies to strive Students maintain
rational for maintaining self or others. for academic intellectual and
safety. (7/21/19) achievement, and emotional safety for
Students take risks, offer establish intellectual and themselves and others in
opinions, and share emotional safety in the the classroom.
alternative perspectives classroom.
(12/13/19) (5/8/20)
(4/12/20)
 At the beginning of the
school year my number
one goal is to establish
the norms, rules and
regulations for the class. I
also begin to instill in the
class a sense of class
community, in which we
refer to it as a family. A
sense of safety and
security should be felt in
our classroom. The do's
and don'ts are always
modeled by myself first
and expected from my
students. I continually
reassure all students that
all answers and ideas are
welcomed. Being open
minded is a great mind to
Evidence have it promotes growth
and maturity.
(7/21/19)
The investment I made at
the beginning of the
school year to establish
norms, rules, regulations
and building a family
community in my classes
has really paid off. It has
consistently gotten better
throughout the school
year. The constant
student collaboration
with one another has
allowed students to feel
safe and fearless of giving
opinions and
perspectives in class.
Also, the constant
investment of speaking
with students and
providing them with the
opportunity to give input
and feedback has helped
students feel strong and
empowered all year long.
(12/13/19)
(4/12/20)
The investment I made at
the beginning of the
school year to establish
norms, rules, regulations
and building a family
community in my classes
has really paid off. It has
consistently gotten better
throughout the school
year. The constant
student collaboration
with one another has
allowed students to feel
safe and fearless of giving
opinions and
perspectives in class.
Also, the constant
investment of speaking
with students and
providing them with the
opportunity to give input
and feedback has helped
students feel strong and
empowered all year
long.​​I regularly use
Google Classroom​ ​to post
helpful information,
assignments, and make
announcements. Because
each student is issued a
Chromebook, it makes it
very effective and
productive for group
assignments. For
example, students
worked on a History of
Sport (Football Unit) in
which multiple students
worked on their part via
Google Docs at the same
time.​
(5/8/20)
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations students. address achievement in meeting high differentiated strategies
and appropriate gaps. expectations for to meet high
support for all (7/21/19) achievement. expectations.
students Some students ask for Some individuals and (12/13/19) (5/8/20)
teacher support to groups of students work Students engage in a (4/12/20)
understand or complete with the teacher to variety of differentiated Students take
learning tasks. support accuracy and supports and challenges Students actively use responsibility to fully
comprehension in their in ways that promote supports and challenges utilize teacher and peer
learning. their accuracy, analysis, to complete critical support, to achieve
(7/21/19) and problem solving in reading, writing, higher consistently high levels of
(12/13/19) learning. order thinking, and factual and analytical
problem solving across learning.
subject matter. (5/8/20)
(4/12/20)
 I offer all students the In my class students are In every unit students are In every unit students are
opportunities for extra constantly reminded that constantly challenged constantly challenged
and individual time for we must operate at the with assignments that get with assignments that get
more instructional time highest level to ensure tougher and tougher each tougher and tougher each
with me. I want to that we are growing and time. I also continue to time. I also continue to
ensure that each student becoming the best make them show mastery make them show mastery
is getting each concept versions of ourselves as in each lesson by giving in each lesson by giving
being taught and has an we possibly can. I create them rigorous them rigorous
understanding of the units that have lessons assessments. Each one assessments. Each one
expectations. that will be challenging gets tougher without the gets tougher without the
(7/21/19) but that compliment each teacher guiding their teacher guiding their
(12/13/19) other and build off one thought process. thought process.
another. (12/13/19) (5/8/20)
(7/21/19) (4/12/20)
In my lesson on
Students are engaged in a Academic “Roadblocks to
rigorous unit that is Success” I tried to use a
scaffold, so they learn key variety of instructional
vocabulary terms, rules, strategies with as much
dimensions of rigor as possible to learn
fields/courts, equipment more about my students.
needed and research the In the “Quick Write”
Evidence History of each Sport activity I wanted to really
Unit. think critically about
(4/12/20) themselves to identify
their biggest deficiency
and academic issue, so I
can properly assist them.
I also used other
activities such as
“Act It Out”,“Draw It Out”
and a “Reflection Paper”
to have students’ dig
deeper critically and have
students push
themselves with the rigor
of a variety of scaffolded
strategies. Students also
had to engage in more
while they participated in
the “​Collaborative Circle​”
activity. Students have to
share their distractions
and deficiencies with
everyone in their group.
 They also learn more
about other students and
problem solved together
to help assist one another
through their issues.
(5/8/20)

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
(7/21/19) (12/13/19) and group behaviors.
Refers to standards for Reviews standards for (4/12/20) (5/8/20)
Developing, behavior and applies behavior with students in Utilizes routine
communicating, and consequences as needed. single lessons or references to standards Guides and supports
maintaining sequence of lessons in for behavior prior and students to self-assess,
high standards for anticipation of need for during individual and monitor, and set goals for
individual and group reinforcement. group work. individual and group
behavior and
behavior
Students are aware of Students know
(7/21/19) participation. Students demonstrate
classroom rules and expectations for behavior (12/13/19) positive behavior,
Students follow behavior
consequences. and consequences and (4/12/20) consistent participation
expectations, accept
respond to guidance in and are valued for their
consequences and
following them. Students respond to unique identities.
increase positive
individual and group (5/8/20)
behaviors.
behaviors and encourage
(7/21/19)
and support each other to
make improvements.
(12/13/19)
(4/12/20)
 I use multiple strategies
and lessons to maintain
positive collaboration. At
the beginning of the
school year as a class we
vote and collaborate to
create our classroom
norms for group
activities. Everytime we
work in groups a student
is given specific jobs such
as a group facilitator
(Leader) to manufacture
leadership opportunities.
Those same students are
also picked to lead our
socratic seminars or
debates. Students are
expected to participate,
encourage and show
respect for all classmates.
Evidence (7/21/19)
As the school year
progresses, so does the In this lesson on ​“Social
leadership and group Media”​ students are
ownership. I use the given a system to take an
classroom and group active role in monitoring
norms to keep the and maintaining high
students in check. I have standards in a group
also incorporated group setting. In the group
competitions to help activities such as
create a healthy “Analyzing a Political
competition throughout Cartoon”​ a group
the class, so groups can Leader/Facilitator is
have their own goals and appointed and in charge
keep students engaged. It of giving out other jobs
also pushes all students and keeping the group on
in the group to be track. Also, in the
accountable and have “Jig-Saw/Mark the
responsibility in their Text” ​activity as well as
group to pull their own “Create the Cartoon”
weight. activity leadership and
(12/13/19) other important jobs are
(4/12/20) available. (5/8/20)
Throughout the lesson
students have an
opportunity to
demonstrate positive
behavior and consistent
participation as well as
utilize their individual
skills and identity by
taking one of the roles
that best suits their skill
set and strength adding
to the group. This allows
students to show
everyone who they truly
are and what they can
bring to the table.
Another activity that
allows each individual
student to showcase their
thoughts and unique
ideas is in the ​“Socratic
 Seminar” ​debate activity.
They get to voice their
own personal thoughts
and ideas. (5/8/20)

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
(7/21/19) builds on student integrates school
strengths. standards and culturally
Seeks to promote Provides positive (12/13/19) relevant norms.
Employing Responds to disruptive positive behaviors and behavior supports. (4/12/20) (5/8/20)
classroom routines, behavior. responds to disruptive Responds appropriately
procedures, norms, behavior. to behaviors in ways that Promotes positive Promotes positive
and supports for lessen disruptions to the behaviors and behaviors and establishes
positive behavior to learning climate. consistently prevents or preventions and a
ensure a climate in Students participate in refocuses behaviors positive classroom
which all students routines, procedures, and disruptive to the learning climate that eliminate
can learn norms and receive climate. most disruptive behavior.
reinforcement for (12/13/19) (5/8/20)
Students are aware of positive behaviors. (4/12/20)
procedures, routines, and Students receive (7/21/19)
classroom norms. correction for behavior Students share
that interferes with Students are involved in responsibility with
Students receive timely
learning, and positive assessment and teacher for managing and
and effective feedback
reinforcement in monitoring of routines, maintaining a positive
and consequences for
following routines, procedures, and norms in classroom climate that
behaviors that interfere
procedures, and norms. ways that improve the promotes learning.
with learning.
learning climate. (5/8/20)
(7/21/19) (12/13/19)
(4/12/20)
 In my class we try to stay
with our class norms and
routines as much as
possible. I think we do a
good job of staying on
course to minimize the
distractions or
disruptions. When a
student breaks down and
disrupts the class I try to
act on it quickly and
defuse the problem as
soon as possible. I will
send the student out of
class and away from an
audience to allow them to
calm down and reflect on
their actions. I then sit
them down with me to
speak one on one and get
down to the problem.
Evidence This has been very
successful for me over
the years.
(7/21/19)
Now that the classroom
norms and routines are
At the​ ​beginning of the
in place and understood
school year the rules and
students are expected to
regulations were created
know them and abide by
by myself and the
them. So, I ensure that
students. I gave them a
my leadership committee
few absolutes that were
takes action and
in place by me and school
responsibility for their
policy and the students
group. I also hold the
voted on the rest. The
students accountable and
consequences are based
defuse issues that are
on school policy as well
brought to my attention
as my own personal plan
immediately. However,
of action.(5/8/20)
we focus on the students
who demonstrate proper
behavior and reward
We use these and remind
those who do good and
the students of them
bring attention to the
daily to develop and
positive actions and do
maintain a distraction
not focus on those that
choose to do bad. This
free learning
environment. Here is a
has helped the learning
photo of the
community and
Rules/Regulations and
environment.
Consequences​ we as a
(12/13/19)
class came up with.
(4/12/20)
(5/8/20)
I created and integrated a
wide range of strategies
such as: ​Quick Write,
Think-Pair-Share​,
Circle Time
Conversation​, Lecture
and​ Reflection
strategies. In a majority
of these activities there is
a student
Facilitator/Leader to
keep everyone on track
and accountable. The
same Leader gives

Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
Using instructional how transitions and
time to optimize classroom management
learning impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and
transitions to optimize
learning.
Students complete
learning activities and, as
everyone a job based on
what the assignment calls
for and based on
students' skill sets. This
continues to use our
rules and norms to
maintain an environment
for successful learning. If
students are on task and
do a good job the leader
gets extra points as well
as the entire group. This
promotes positive
behavior and rewards
those that do the right
things. ​“Skill Vs. Will”
Powerpoint
Lesson​.​(5/8/20)
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports (7/21/19)
understanding, students in the (12/13/19)
completion of learning monitoring of (4/12/20)
activities and closure. instructional time. (5/8/20)
Students participate in Students use their Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
 needed, may receive time allotted with learning activities and goals, and participate in
some adjustments of time options for extension and are prepared for the next reflection,
allotted for tasks or review. sequence of instruction. self-assessment, and goal
expectations for (7/21/19) setting.
completion. (12/13/19) (5/8/20)
(4/12/20)

Students know they are I have a timer in my class

given specific time that keeps me on time. I
allowances and will not also follow my lesson
be rewarded if they are plan time schedule to
not on task. So, I put keep me on track.
them on the class timer However, it is common
to hold them accountable practice for me to add
for finishing on time or more time to a specific
earn their extra time part of my lesson if
allowance. Constant students need it. I try to
reminders to stay on task be flexible to set my
Evidence and amount of time left is students up for success.
being communicated The daily plan is always
throughout the activity. I displayed and
remind them they can not communicated and
start the next sequence of re-emphasized
assignments without throughout the lesson.
completing and showing (7/21/19)
proper knowledge of the (12/13/19)
previous activity. (4/12/20)
(7/21/19) (5/8/20)
(12/13/19)
(4/12/20)