DOMAIN 2:

THE CLASSROOM
ENVIRONMENT
2a. Creating an Environment of Respect & Rapport

▪ Teacher interaction with students

▪ Student interactions with one another

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Picture of Zoom chat with
student votes
This artifact shows my students voting on their Mystery Reader Book during
Literacy Week. M is for Moon Mangoes and T is for Trombone Shorty.
Students did a waterfall chat to vote on what book they thought the
Mystery Reader was reading. I allowed students to abbreviate the name to
the first letter for ease of all students and to encourage participation.

This artifact proves the multiple ways I have promoted students' interactions
with one another and myself. Prior to students returning to in-person,
students could use their earned Dojo Points to buy a Friendly Breakout room
Picture of Dojo Prizes and Points
or Lunch with the Teacher. For a friendly breakout room, the student would
posted in my Google Classroom,
be able to invite up to 5 friends from the class to join them for lunch or to
Picture of Lunch with the teacher,
play games during Fun Friday. Students could also buy a Lunch with the
picture of letters sent to students
Teacher. The student would stay with me on zoom and talk, eat, play games
weekly
with me. I also sent weekly prizes via mail to the top dojo point earners for
the week.

Pictures and videos of student

This artifact proves that my students 1) feel comfortable communicating
communication with the teacher
with me 2) have the ability to do so in multiple ways 3) can reach me
using Zoom Chat, Multiple
outside of school hours.
Breakout rooms, Dojo Messages,
comments on Google Classroom
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UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
So much of teaching is building trust with your students. This year presented new challenges to how those
relationships are typically built and I had to be creative. Even taking a vote on something, required me to find the
simplest way to get an unbiased opinion from students. A waterfall chat is when students type their response
into the chat, but wait to send it to the class until a specified time. I used this to take votes from the class so that
they speak their mind without the pressure from others but still letting them share their voice.
Finding a reward system was another area I had to be creative in. At the beginning of each year, I have the
students work together on making the rules of the classroom as well as the reward system or prizes. I did this
again this year by allowing students to collaborate on some virtual prizes and then decide on how many points
they should be worth. I also made sure that some of these prizes incorporated time with each other or with me.
I knew it was also important to have some kind of weekly tangible prize to recognize students with high
participation and great behavior. This would build a trust with me, in noticing and showing that I care about their
hard work. I decided to send letters to the top dojo point earners each week with a note and stickers.
Communicating with students became crucial to the learning in this virtual learning environment. The
students needed ways to be able to ask for help and get answers even though they spent most of their day
muted. This is why I offered many different avenues. My 3rd graders are still young and texting or typing is not
easy for all, so in addition to messaging me on ClassDojo, Google Classroom, or Zoom Chat, I would make
breakout rooms that students could pop into when they needed to ask me a question and did not want the rest
of the class to hear. In the video of our Morning Problem Chat routine, you can hear me respectfully correcting
students’ incorrect answers. I have built this culture in my class where it is ok to be wrong and students are no
longer embarrassed by being corrected, it’s just part of our daily learning.
With this evidence in ming, I would rate myself Highly Proficient.
 THE CLASSROOM
ENVIRONMENT
2c. Managing Classroom Procedures
▪ Management of instructional groups, transitions, materials and supplies
▪ Performance of non-instructional duties
▪ Supervision of volunteers and paraprofessionals

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Video of students buying their
prizes from the Dojo Store
Videos of Monday Morning’s
Weekly Planning page routine
Pictures and a video of
communication between
instructional aids and SPED
teacher
This video shows the clear routine I have put in place for students to quickly
use their earned Dojo Points to buy prizes. Students are first shown on the
zoom screen the Dojo Bank with all their saved up points. They then have
about 30 seconds to select their prizes when their turn comes up. This
shows students taking the initiative with their classmates to ensure their
time is being used productively. We use the students’ numbers to go in
order either forward or back. This speeds up the process because the
student knows when their turn is coming up. I have shared my screen with
the prizes and points showing so students can quickly make their selections.
Finally at the end I show them their updated Dojo Points on the screen and
the process is complete.
These videos document the Monday morning routine my kids have with
writing down their major assignments and/or tests for that week. The
students have been doing this since the beginning of the year and most of
them have printed out multiple copies in advance from the file I posted from
them in their Google Classroom. For the few students who do not have a
printer they know the expectation is that they split up their paper into the
days of the week and copy down their assignments. The students know I will
have them show me their completed weekly planning pages at the end. This
shows students themselves ensuring that transitions and other routines are
accomplished smoothly.
This artifact proves that I not only supervise my IA’s but that I also
collaborate with them for the best learning outcomes for my students. I also
explain to my IA’s before I have them work with a student what
accommodations they should give (if any) and what the learning outcome
should be.
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UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

Students thrive in a classroom they feel secure in. One of the ways I ensure my students feel comfortable in
class is by setting clear routines and expectations. My students have had many of the same routines all year,
such as buying prizes in the Dojo store and copying down major assignments and tests on their planning page
every Monday morning. With everything being so new this year and me not being physically there with them, it
was especially important for students to be able to follow along more independently. These routines cut down
on transition time and saved more time for instruction.
At Doral Academy Pebble, we are blessed with knowledgeable and active IA’s who go above and beyond for
our students. It was important for me to incorporate them as part of my teaching team to help support all my
students’ learning but especially for testing accommodations for my SPED students. The evidence I have
provided proves that I communicate with them via email and text message to ensure my students needs are
met. My video also proves that I explain the tasks I give to my IA’s to provide the best support for my students.
With this evidence in mind, I would rate myself Distinguished.