The Learning Environment

The Learning Environment Exemplary (5) Proficient (3) Emerging (1) Expectations  Teacher sets high and demanding academic expectations  Teacher sets high and demanding academic  Teacher expectations are not sufficiently high for every student. expectations for every student. for every student.  Teacher encourages students to learn from mistakes.  Teacher encourages students to learn from mistakes.  Teacher creates an environment where  Teacher creates learning opportunities where all students  Teacher creates learning opportunities where most mistakes and failure are not viewed as can experience success. students can experience success. learning experiences.  Students take initiative and follow through with their own  Students complete their work according to teacher  Students demonstrate little or no pride in the work. expectations. quality of their work.  Teacher optimizes instructional time, teaches more material, and demands better performance from every student. Managing  Students are consistently well-behaved, and on task.  Students are mostly well-behaved, and on task, some  Students are not well-behaved and are often Student  Teacher and students establish clear rules for learning and minor learning disruptions may occur. off-task. Behavior behavior.  Teacher establishes rules for learning and behavior.  Teacher establishes few rules for learning and  The teacher uses several techniques such as social  The teacher uses some techniques such as social behavior. approval, contingent activities, and consequences to approval, contingent activities, and consequences to  The teacher uses few techniques to maintain maintain appropriate student behavior. maintain appropriate student behavior. appropriate student behavior.  The teacher overlooks inconsequential behavior.  The teacher overlooks some inconsequential behavior,  The teacher cannot distinguish between  The teacher deals with students who have caused but other times addresses it stopping the lesson. inconsequential behavior and inappropriate disruptions rather than the entire class.  The teacher deals with students who have caused behavior.  The teacher attends to disruptions quickly and firmly. disruptions, yet sometimes he or she addresses the  Disruptions frequently interrupt instruction. entire class. Environment The classroom The classroom The classroom  welcomes all members and guests  welcomes most members and guests.  is somewhat cold and uninviting.  is organized and understandable to all students.  is organized and understandable to most students.  is not well organized and understandable to  supplies, equipment, and resources are easily and readily  supplies, equipment, and resources are accessible. students. accessible.  displays student work.  supplies, equipment, and resources are  displays student work that frequently changes.  is arranged to promote individual and group learning. difficult to access.  is arranged to promote individual and group learning.  does not display student work.  is not arranged to promote group learning. Respectful  Teacher-student interactions demonstrate caring and  Teacher-student interactions are generally friendly,  Teacher-student interactions are sometimes Culture8 respect for one another. but may reflect occasional inconsistencies, favoritism, authoritarian, negative, or inappropriate.  Students exhibit caring and respect for one another. or disregard for students' cultures.  Students exhibit disrespect for the teacher.  Teacher seeks out, and is receptive to the interests and  Students exhibit respect for the teacher, and are  Student interaction is characterized by opinions of all students. generally polite to each other. conflict, sarcasm, or put-downs.  Positive relationships and interdependence characterize  Teacher is sometimes receptive to the interests and  Teacher is not receptive to interests and the classroom. opinions of students. opinions of students.

8 Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia. Association for Supervision and Curriculum Development. Performance definitions are provided at levels 5, 3, and 1. Raters can score performance at levels 2 or 4 based on their professional judgment.