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Section 1 - Effective Environment, CSTP - 2.1, 2.2, 2.4, 2.5, 2.7Teachers maintain effective environments and create well-managed classrooms by employing routines, procedures and norms that promote positive and
productive behavior and ensure a physically, intellectually, and emotionally safe learning community. Diversity is respected and cultural awareness isdeveloped so that all students are treated equitably and have a sense of belonging. To optimize learning, an effective environment includes student
interaction. Instruction is rigorous, with the teacher setting high expectations and providing appropriate support for all students. Instructional time and
pacing are monitored and adjusted to meet student-learning needs.
Descriptor 1: Promote a safe and positive learning environment utilizing purposefully designed routines and procedures. CSTP - 2.4, 2.7
Element Emerging Applying Integrating Innovating
1. Promotes a
Caring,
Equitable &
Respectful
Classroom
Teacher communicatesexpectations for an
equitable and respectfulbehavior to students and has
an awareness of theimportance of classroomculture.
Teacher develops a caring,equitable, and respectful
classroom culture,including an understanding
of student cultures andethnicities, which promotesa sense of belonging.
Teacher supports students intaking leadership in
developing a caringclassroom culture that is
responsive to the diversecultural identities of allstudents.
Teacher providesopportunities for students to
take leadership inmaintaining a caring,
equitable, and respectfulclassroom culture.
Evidence/Comments:
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Section 1 - Effective Environment
Descriptor 1: Promote a safe and positive learning environment utilizing purposefully designed routines and procedures. CSTP - 2.4, 2.7
Element Emerging Applying Integrating Innovating
2. Develops
Effective
Routines &
Norms
Teacher develops routines,procedures and norms with
some student involvement.
Teacher maintains regularuse of routines and
procedures, referring tonorms as needed.
Teacher providesopportunities for students to
reflect upon theeffectiveness of their
participation in routines,
procedures and norms.
Students take an active rolein monitoring their own
behaviors and makingadjustments as necessary to
maximize learning.
Evidence/Comments:
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Section 1 - Effective Environment
Descriptor 2: Foster a sense of equity and belonging for all students through respect for diversity and cultural awareness. CSTP- 2.1, 2.2 & 2.5
Element Emerging Applying Integrating Innovating
3. Creates
Structures for
Student
Interaction
Teacher demonstrates
awareness that structures forinteraction between students
support learning.
Teacher utilizes structures
for student interactionduring learning activities.
Teacher purposefully
integrates a variety ofstructures for student
interaction that engagestudents in learning.
Teacher strategically selects
from a repertoire ofstructures for student
interaction to ensurelearning for the full range of
students.
Evidence/Comments:
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Section 1 Effective Environment
Descriptor 3: Optimize learning with high expectations and appropriate support provided for all students, including adjustments to instructional time and
pacing. CSTP- 2.4 & 2.7
Element Emerging Applying Integrating Innovating
4.ProvidesHigh
Expectations
with Appropriate
Support
Teacher demonstratesawareness of the importance
of maintaining highexpectations for students.
Teacher supports studentfocus on the accuracy ofanswers and completion of
tasks.
Teacher holds highexpectations for students.
Teacher begins to useachievement patterns to
develop appropriatesupport/interventions forstudent learning.
Teacher maintains highexpectations for students.
Teacher understandsachievement patterns and
includes scaffolding tosupport studentachievement.
Teacher and studentsdiscuss individual
expectations and learninggoals. Teacher uses
accuracy analysis, as well asstudent input, to understandachievement patterns and to
differentiate support forindividual student
achievement.
Evidence/Comments:
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Section 1 Effective Environment
Descriptor 3: Optimize learning with high expectations and appropriate support provided for all students, including adjustments to instructional time and
pacing. CSTP- 2.4 & 2.7
Element Emerging Applying Integrating Innovating
5.Paces
Instruction to
OptimizeLearning
Teacher demonstrates
awareness of how
transitions and classroommanagement impact pacing
of instruction
Teacher paces instruction to
provide adequate time for
instruction, checking forunderstanding and
completion of learningactivities.
Teacher paces instruction
with consideration of lesson
type, including adjustmentsfor sufficient student work
time, transitions and closureto optimize learning.
Teacher paces instruction to
include ongoing assessment
of student learning andsupports students in
monitoring their learning.
Evidence/Comments:
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Section 2 Engaging and Supporting All Students in LearningCSTP - 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 4.1, 4.2, 4.4, 4.5Teachers utilize knowledge of students including academic readiness, language proficiency, cultural background, and individual development, to plan
instruction and engage students. By connecting learning to students prior knowledge and interests, teachers engage students and link subject matter to real
life. To meet learning needs of all students, teachers employ a variety of instructional strategies, resources, and technologies to help students achieve learning
targets. Teachers promote critical thinking through inquiry, problem solving and reflection.
Descriptor 1: Utilize knowledge of students to plan instruction and engage students. Connect learning to prior knowledge and interests to link subject
matter to real life. CSTP -1.1, 1.2, 1.3, 3.1,4.1
Element Emerging Applying Integrating Innovating
6. Demonstrates
knowledge of
subject matter,
academic content
standards, andcurriculum
frameworks.
Teacher demonstrates
familiarity with subjectmatter and teaches
standards-based lessonsusing available districtadopted curriculum.
Teacher demonstrates
accurate knowledge ofsubject matter and
incorporates additionalresources to enhancecontent delivery, which
results in more meaningfullearning experiences for
students.
Teacher demonstrates
mastery of subject matter,resulting in ease of delivery
and depth of instruction.Teacher designs lessons thatintegrate curricular areas in
a meaningful way thatenhances student learning.
Teacher uses mastery of
subject matter to facilitateinquiry based learning
experiences in whichstudents utilize deeperunderstanding of curricula,
based on individual interestand academic readiness.
Evidence/Comments:
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Section 2 Engaging and Supporting All Students in Learning
Descriptor 1: Utilize knowledge of students to plan instruction and engage students. Connect learning to prior knowledge and interests to link subjectmatter to real life. CSTP -1.1, 1.2, 1.3, 3.1,4.1
Element Emerging Applying Integrating Innovating7. Uses
Knowledge of
Students to Plan
Instruction &
Engage Students
Teacher learns about
students through districtprovided data and
assessments and develops
an awareness of studentsprior knowledge, culture,
backgrounds and interest.
Teacher gathers additional
data to learn aboutindividual students and uses
awareness of students prior
knowledge, culture,background and interests to
support instruction andmake real-life connections.
Teacher uses data from
multiple measures, schoolresources and family contact
to learn about students,
guide selection of materialsand make adjustments to
instruction. This includesstrategic connections from
subject matter to
meaningful, real lifecontexts.
Teacher uses information
regarding students culturalbackgrounds, life
experiences, and interests to
make ongoing adjustmentsto instruction that
accommodate studentsindividual needs. Students
actively make connections
to relevant, real lifecontexts.
Evidence/Comments:
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Section 2 - Engaging and Supporting All Students in Learning
Descriptor 2: Use a variety of instructional strategies, resources, technologies to meet learning needs of all students. CSTP - 4.2
Descriptor 3: Promote critical thinking through inquiry, problem solving and reflection, adjust instruction while teaching CSTP - 4.5, 1.5, 1.6
Element Emerging Applying Integrating Innovating
8. Accesses a
Range of
Instructional
Strategies to
Meet Student
Learning Needs
Teacher uses instructionalstrategies as outlined in
curriculum guides and
resources and technologiesas provided by school
and/or district.
Teacher utilizes a variety ofstrategies, resources, and
technologies, (including
student interaction withtechnology as appropriate),
to meet students diverselearning needs
Teacher purposefullydesigns lessons that
integrate a broad range of
strategies, resources andtechnologies to meet
students diverse learningneeds.
Teacher creates learningexperiences and refines the
strategic use of a vast range
of strategies, resources andtechnologies to meet
students individual learningneeds.
Evidence/Comments:
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Section 2 - Engaging and Supporting All Students in Learning
Descriptor 2: Use a variety of instructional strategies, resources, technologies to meet learning needs of all students. CSTP - 4.2
Descriptor 3: Promote critical thinking through inquiry, problem solving and reflection, adjust instruction while teaching CSTP - 4.5, 1.5, 1.6
Element Emerging Applying Integrating Innovating
9. Promotes 21st
Century Skills/
Critical Thinking
Teacher includes questions
that require students torecall, interpret, describe
and think critically.
Teacher guides students to
think critically through useof questioning strategies,
posing/solving problems,
and reflecting.
Teacher regularly provides
opportunities for students toapply critical thinking by
designing inquiry-based
instruction involvingcomplex problems.
Teacher supports students to
initiate their own criticalthinking through
independently developing
questions, posing problems,and reflecting on multiple
perspectives.
Evidence/Comments:
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Section 3 AssessmentCSTP - 3.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7Teachers strategically utilize a variety of assessments to generate data that can be used to monitor student learning and plan instruction. Systematic analysis
of assessment data allows teachers to correlate appropriate instructional and differentiation strategies to meet the needs of all students. Student engagement
and understanding is monitored and, if necessary, adjustments to instruction are made while teaching. Teachers provide students with timely,
comprehensible, feedback and involve them in self-reflection by facilitating student analysis of assessment data, helping them to set learning goals and to
monitor their progress.
Descriptor 1: Strategically utilize a variety of assessments to generate data that can be used to monitor student learning, identify appropriate instructional
and differentiation strategies and plan effective instruction. 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4
Element Emerging Applying Integrating Innovating
10.SelectsAppropriate
Assessment
Teacher administers and isaware of the purpose and
characteristics of a varietyof assessments, including
pre-assessment, formativeand summative assessment.
Teacher explores the use ofdifferent types of
assessments, including pre-assessment, formative, and
summative assessment.
Teacher identifies specificassessment characteristics
and selects appropriateassessments that allow
students to demonstratewhat they know.
Teacher purposefullydevelops and adapts
assessments to allowstudents with a range of
learning needs todemonstrate what they
know.
Evidence/Comments:
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Section 3 - Assessment
Descriptor 1: Strategically utilize a variety of assessments to generate data that can be used to monitor student learning, identify appropriate instructional
and differentiation strategies and plan effective instruction. 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4
Element Emerging Applying Integrating Innovating
11. Makes
Adjustments to
Instructional
Plans
Teacher reviews and
monitors assessment data tomake generalizations about
student learning and
subsequently makes someadjustments to instruction.
Teacher uses data to
identify learning needs, setgoals, and/or modify
instruction for a single
lesson or a series of lessons.
Teacher uses a variety of
data to identify patterns andtrends, set learning goals,
and plan for differentiated
instruction that will meetdiverse learning needs.
Teacher uses a variety of
data to analyze individualstudent thinking and
identify underlying causes
for achievement trends.Teacher plans fordifferentiated instruction
that meets individual
student needs.
Evidence/Comments:
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Section 3 - Assessment
Descriptor 1: Strategically utilize a variety of assessments to generate data that can be used to monitor student learning, identify appropriate instructional
and differentiation strategies and plan effective instruction. 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4
Element Emerging Applying Integrating Innovating
12. Adjusts
Instruction
While Teaching
Teacher checks forunderstanding and clarifies
instructions and/or content
to support student learning.
Teacher makes ongoingadjustments to instruction
based on observations of
student engagement andresults of periodic, effective
checks for understanding.
Teacher adjusts strategiesduring instruction based on
the ongoing monitoring of
individual student needs forassistance, support, or
challenge.
Teacher deviates fromlesson plan when student
performance and/or
contributions indicate aneed to redirect instruction
to support student learning.
Evidence/Comments:
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. January 20, 2012
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Section 3 - Assessment
Descriptor 2: Descriptor 2: Articulate learning targets and facilitate student analysis of assessment data so that students can set learning goals and monitortheir own progress. CSTP- 1.4, 3.2, 5.5
Element Emerging Applying Integrating Innovating
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13. Articulates
Learning Goals
& Guides Self-
Assessment
Teacher sets whole classstandards-based learning
targets and recognizes the
need for some individuallearning goals.
Teacher communicateslearning targets to students
based on content standards
and identifies learning goalsbased on assessment.
Teacher providesopportunities for students to
discuss their own learning.
Teacher communicatesaccessible, challenging, and
differentiated learning
targets.Teacher models/scaffolds
student self-assessment andgoal setting. Teacher guides
students to monitor learningand reflect on progress.
Teacher and studentscollaboratively establish
individual learning goals.
Teacher provides structuresfor students to
systematically self-assess,reflect, evaluate and modify
learning goals.
Evidence/Comments:
Section 3 - Assessment
Descriptor 2: Articulate learning targets and facilitate student analysis of assessment data so that students can set learning goals and monitor their own
progress. CSTP- 1.4, 3.2, 5.5
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Element Emerging Applying Integrating Innovating
14. Provides
Timely and
Strategic
Feedback
Teacher provides student
with general feedback and
little guidance forimprovement related to
learning goals.
Teacher provides students
with timely feedback that
identifies what was donewell and areas for
improvement related tolearning goals.
Teacher provides students
with specific and timely
feedback about strengths andneeds and offers strategies
for improvement.
Teacher and students
engage in specific and
timely dialogue aroundassessment data. Feedback
shows strong understandingof students as individuals.
Evidence/Comments:
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