1st semester: yellow

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
Promoting social Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is
responsibility within responsive to the diverse
a caring community cultural norms of Students take leadership
where each student Students participate in Students demonstrate identities of all students. in resolving conflict and
is treated fairly and occasional community efforts to be positive, creating a fair and
respectfully Some students share in building activities, accepting, and respectful respectful classroom
responsibility for the designed to promote of differences. Students take community where
classroom community. caring, fairness, and responsibility resolving student’s home culture is
respect. conflicts and maintaining included and valued.
a caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences. another.
 Modeling fair and
respectful behavior is
something I like to model
from the moment the
students get to the door
of my class until the
moment they leave. I
shake every student's
hand at the door
everyday that they show
up to class and ask how
their doing/how's their
day going etc.. One thing I
do emphasize is fairness
in the classroom, this
means that no student is
getting away with
something another
student will get punished
for. Being fair has helped
Evidence
tremendously with the
management of the 7/8th
classes. This is due to
their age group I feel
always looking to see if
you are giving some other
student any special
treatment. While students
do participate in terms of
saying please and thank
you after modeling the
use of these words
consistently in class, I do
feel the next step is to get
them to participate in the
occasional community
building activities which
is something I have to
look into to see how that
can be done. (9/29/19)
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 resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
and integral to environments enhance
Structures for interaction
Utilizes a variety of instruction. learning and reflect
Creating physical or are taught in single
Is aware that structured structures for interaction diversity within and
virtual learning lessons or sequence of Integrates a variety of
interaction between during learning activities beyond the classroom.
environments that lessons to support structures for interaction
students can support student learning. that ensures a focus on that engage students
promote student
learning. and completion of constructively and
learning, reflect
learning tasks. productively in learning. Selects from a repertoire
diversity, and
of structures for
encourage Students use resources
Students routinely use a interaction to ensure
constructive and provided in learning
accelerated learning for
productive environments and range of resources in the full range of students.
interactions among interact with each other learning environments
Students use a variety of
students to understand and that relate to and enhance
resources in learning
complete learning tasks in instruction and reflect
environments and Students participate in
single lessons or their diversity.
interact in ways that monitoring and changing
Some students use sequence of lessons.
deepen their Students share in the design of learning
available resources in understanding of the monitoring and environments and
learning environments content and develop assessment of structures for
during instruction. constructive social and interactions to improve interactions.
academic interactions. effectiveness and develop
a positive culture for
learning.

Students do use google

classroom regularly for
my classes. This helps
with discussions between
students (which have to
Evidence be consistently
monitored). This has
shown me students
answering questions their
classmate might have that
was posted on google
classroom and other
students participating in
certain discussions. I also
upload the all the
classwork and homework
on there in case the
students lost their
paper(s) or missed the
day. I do need to add
more resources and use a
different structure to
move to the applying
phase. (9/29/19)
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
organization of the multiple strategies that viewpoints. physical, intellectual, and
Responds to behaviors learning environments. include examining biases emotional environment
that impact student safety in the learning focused on high quality
as they arise. environment and and rigorous learning.
curriculum.
Establishing and Engages in reflection on
maintaining learning their own language and
environments that behavior that contributes
Explores strategies to Models and provides
are physically, to intellectual and
establish intellectual and instruction on skills that
intellectually, and emotional safety in the
emotional safety in the develop resiliency and
emotionally safe classroom.
classroom. support intellectual and
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students are aware of Students follow teacher practice resiliency skills academic achievement.
guidance regarding Students take risks, offer
required safety and strategies to strive
potential safety issues for opinions, and share Students maintain
procedures and the school for academic
self or others. alternative perspectives intellectual and emotional
and classroom rational for achievement, and
maintaining safety. establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom.
 Students are made aware
of the required safety
procedures by the site. We
do go through the
fire/earthquake/lockdown
drills. Behaviors that do
impact student safety do
arise, the other day a
Evidence student had brought a
small knife to school so I
responded by informing
the dean and principle
while at the same time
keeping the student busy.
(9/29/19)

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
Creating a rigorous accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
learning completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
environment with tasks. importance of meeting and appropriate levels of critical reading, writing
targeted learning goals. challenge. and thinking. Fosters extended studies,
high expectations
Is aware of the research, analysis and
and appropriate
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
support for all
maintaining high expectations for students for students. Has an scaffolds and learning.
students
expectations for students. while becoming aware of understanding of technologies throughout
achievement patterns for achievement patterns, instruction that support Supports students to
individuals and groups of and uses scaffolds to the full range of learners utilize an extensive
students. address achievement in meeting high repertoire of
expectations for differentiated strategies
 gaps. achievement. to meet high
expectations.

Some individuals and Students engage in a Students actively use

groups of students work
Some students ask for with the teacher to
teacher support to support accuracy and
understand or complete comprehension in their
learning tasks. learning.
variety of differentiated supports and challenges Students take
supports and challenges to complete critical responsibility to fully
in ways that promote reading, writing, higher utilize teacher and peer
their accuracy, analysis, order thinking, and support, to achieve
and problem solving in problem solving across consistently high levels of
learning. subject matter. factual and analytical
learning.

There is a great deal of

importance in having the
targeted learning goals
met, and a rigorous
learning environment is
part of the process. The
more familiar I become
with the students the
easier it becomes to track
them in terms of patterns
in their work. Rigor I feel
is vital to improving
student skills and the
Evidence ability to not only
complete but
comprehend the different
learning tasks as well.
Students due attend my
after school tutoring
when questions do arise
and they need assistance.
Or sometimes I would ask
the student to come to
tutoring after school so I
can help with the lesson.
The next step is to have
students improve their
analysis and problem
 solving abilities.
(9/29/19)

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
Developing, and explains expectations high standards for individual and group role in monitoring and
communicating, and for individual and group individual and group behavior within and maintaining high
maintaining behavior. behavior. across learning activities. standards for individual
high standards for and group behaviors.
individual and group
behavior Reviews standards for Utilizes routine Guides and supports
behavior with students in references to standards students to self-assess,
Refers to standards for single lessons or for behavior prior and monitor, and set goals for
behavior and applies sequence of lessons in during individual and individual and group
consequences as needed. anticipation of need for group work. behavior and
reinforcement. participation.
 Students know
expectations for behavior
and consequences and
Students are aware of respond to guidance in
classroom rules and following them.
consequences.
Students follow behavior Students respond to
expectations, accept individual and group
consequences and behaviors and encourage
increase positive and support each other to Students demonstrate
behaviors. make improvements. positive behavior,
consistent participation
and are valued for their
unique identities.

At the beginning of the

year, the students with
my assistance, create a
poster in which they right
down expectations for
individual behavior to the
degree in which they
think is fair of a science
classroom. And with my
indirect guidance those
end up being identical to
what is expected. But
showing them that they
were involved in the
Evidence process works wonders I
feel. The students feel like
they were part of the
decision making in terms
of classroom rules and
expectations, therefore
feel more obligated. This
allows me to enforce
expectations without the
students getting
defensive, because the
rules and consequences
were all agreed upon
together as a class. I have
not had to go over certain
rules with the class as a
 whole besides the no
cellphone rule, which I
feel I need to go over as a
reminder every month or
two so the students will
not try to think leniency
is happening in regards to
that. (9/29/19)

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
Employing classroom involvement. development and on maximizing learning.
routines, procedures, monitoring of norms. Maintains a quality
norms, and supports learning climate that Classroom climate
for positive behavior builds on student integrates school
to ensure a climate in strengths. standards and culturally
which all students relevant norms.
can learn Provides positive
Seeks to promote positive behavior supports. Promotes positive
behaviors and responds behaviors and Promotes positive
to disruptive behavior. Responds appropriately consistently prevents or behaviors and establishes
Responds to disruptive to behaviors in ways that refocuses behaviors preventions and a
behavior. lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate. climate that eliminate
 Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
reinforcement for
positive behaviors.

Students are involved in Students share

Students receive
correction for behavior
Students are aware of that interferes with
procedures, routines, and learning, and positive
classroom norms. reinforcement in
following routines,
procedures, and norms.
Students receive timely assessment and responsibility with
and effective feedback monitoring of routines, teacher for managing and
and consequences for procedures, and norms in maintaining a positive
behaviors that interfere ways that improve the classroom climate that
with learning. learning climate. promotes learning.

Classroom norms have

been developed as much
as on can for the first
month of school. Students
shake my hand at the
door everyday, walk in,
sit down and do the warm
up. At the beginning there
was some initial push
back in terms of the
students doing the warm
up, but after positive
Evidence reinforcement through
fist bumping or high
fiving the students even if
the answer may not be
exactly right. This made
other students more
comfortable in
completing this
classroom norm, which
led me to the belief that
some students do not
want to make a negative
impression with you, so
they have a little fear of
getting the answer to a
warm up wrong. Through
encouragement I can say
most of my student give
that a good try. One norm
I have also found useful is
the exit slip method. I use
that

as a quick way to assess

the student learning for
the day beside the
classwork. This has
shown me that the
answer to those
questions can sometimes
show whether the
student has a surface
level or a deep
understanding of the
lesson. Usually a simple
“good job on the exit slip
yesterday” will show the
student that his/her is
appreciated. Disruptive
behavior is discussed
with the student to the
side, while it is corrected
at the moment it is done.
Usually once it is
corrected the student
responds, but if needed,
the student will be talked
to the side a few minutes
later as I do not like to
send kids out of the
classroom, especially if
the behavior can be
corrected by having a
little chat with me.

(9/29/19)
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
learning 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
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
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
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
Students monitor their
time allotted with options learning activities and are
own time, are engaged in
for extension and review. prepared for the next
accomplishing learning
sequence of instruction.
goals, and participate in
reflection, self-
assessment, and goal
setting.
 While instruction is based
on the curriculum
guidelines, having good
classroom management
skills is vital to optimizing
the instructional time. In
general I do not have
classroom management
issues, but what is
keeping me from rating
myself as exploring is that
my students sometimes
struggle with completing
a task on time. I have a lot
Evidence of IEP students whom one
of their adjustments that
they need is extra time.
This get's very tricky
when other students start
asking why they can not
have extra time. This so
far has been that biggest
struggle for both students
completing their work on
time and other students
complaining about extra
given stating that it is not
fair. (9/29/19)