Documente Academic
Documente Profesional
Documente Cultură
Behavior There is evidence of clear expectations There is evidence of behavior expectations but Students do not demonstrate awareness of
and that students have a clear students do not have a clear understanding of behavior expectations; teacher responses
Expectations understanding of behavior expectations. them. There are inconsistencies to adherence or redirection are
Teacher recognition of student adherence demonstrated when recognizing or redirecting inconsistent or do not demonstrate caring
or redirection as needed demonstrates students. Intrinsic motivation is sometimes for all students. Intrinsic motivation is not
consistency, fairness and caring for all nurtured and praise is used ineffectively. nurtured and praise is used ineffectively.
students. Intrinsic motivation is nurtured
and praise is used appropriately.
Establishing Rapport The teacher candidate has established a The classroom environment is professional Student behaviors demonstrate that they
professional, caring rapport with students and most students feel that they can explore are uncomfortable or uneasy or do not feel
as evidenced by a relaxed, inclusive new ideas and take risks, however some emotionally safe in the classroom
feeling and emotionally safe environment students’ behaviors demonstrates that they environment. The teacher candidate’s
where students willing to explore new do not feel comfortable or emotionally safe. words or actions demonstrate a lack of
learning and take academic risks. Appropriate boundaries are inconsistently ease and rapport with students.
Appropriate boundaries are maintained maintained Appropriate boundaries are not maintained
Beginning of Class The teacher candidate implements The teacher candidate implements activities There is no evidence of a routine for
planned and structured academic that lack structure, are not academic, or engaging students when they enter the
activities of an appropriate length to extend too long to engage all students classroom. “Housekeeping” and clerical
□ not applicable engage all student upon entering the effectively. “Housekeeping” and clerical duties consistently interrupt instructional
classroom. “Housekeeping” and clerical duties sometimes detract from or interrupt time.
duties are completed efficiently while instructional time.
students are engaged in academic tasks.
Ending Class Instruction and student engagement Instruction and student engagement Students often stop working several
consistently extends to the end of class sometimes extends to the end of class (bell to minutes prior to the end of class and spend
(bell to bell) with the teacher maintaining bell), but there are significant instances time not engaged in planned learning
□ not applicable a structured activity until students are (several times in a week) of disengagement activities, or engage in socializing prior to
dismissed by the teacher. prior to the end of the learning period. the end of the learning period.
Transitions Transitions reflect planning, are Transitions sometimes reflect planning, but Transitions consistently reflect lack of
announced, take minimal amount of time are inconsistent and sometimes take excessive planning and take excessive amount of
and do not interrupt the flow of time or interrupt the flow of instruction time during which instruction is disrupted
□ not applicable instruction or require the teacher to resulting in the teacher having to regain and regaining classroom control takes
regain control control of the instructional environment. away from instructional time
Materials and There are routines in place to facilitate Routines are in place to turn in assignments There are no routines in place or they are
students turning in assignments and and pick up graded work and for distributing implemented inconsistently resulting in
Supplies picking up graded work, distributing and and collecting materials and textbooks but significant loss of instructional time or
collecting materials and textbooks which they take more than 1-2 minutes and cause disruption to the learning process (for
□ not applicable result in minimal loss of instructional time loss of instructional time or are disruptive to example, students handing out materials to
or disruption to the learning process and the learning process. one peer at a time)
take only 1-2 minutes.
Implementation of Routines are evident for most activities Routines are evident for some activities, Routines are not evident, the learning
that students can engage in without disruption of the learning environment is process is often disrupted and students do
Routines direct teacher supervision, disruption of minimal and some students demonstrate not demonstrate independence in
the learning environment is minimal and appropriate level of independence performing routine tasks
□ not applicable students demonstrate appropriate level
of independence
Commendations, Recommendations, Notes, and Comments:
Physical Space: You have created a logical learning space and explained how to maneuver within it. You also modeled
how to navigate it for students by sharing your screens.
Behavior Expectations: You outlined these clearly for students during the lesson. You talked through activity & live chat
expectations.
Beginning of class: The beginning of class introduced the learning targets and essential questions. They were also
revisited during the lesson and in closure. Connections to prior learning was evidenced throughout the lesson.