Element 2.

1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces Develops Facilitates
communicates respectful positive, shared student self-
expectations behavior. responsible, responsibility reflection and
for fair and Demonstrates and with students ongoing
respectful commitment to respectful for resolving improvement
behavior to fairness and student conflict and of the caring
support social respect in interactions. creating and community
development. communications Assists maintaining a based on
with students students to caring respect,
about language resolve classroom fairness, and
and behavior. conflicts. community. the value of all
Seeks to Incorporates Supports members.
Promoting understand cultural students in
social Some students cultural awareness to taking
Development share in perceptions of develop a leadership in
and responsibility caring positive developing a Students take
responsibility for the community. classroom caring leadership in
within a classroom climate. community resolving
caring community. Students that is conflict and
community participate in Students responsive to creating a fair
where each occasional demonstrate the diverse and respectful
student is community efforts to be cultural norms classroom
treated fairly building positive, of identities of community
and activities, accepting, all students. where
respectfully designed to and student’s home
promote caring, respectful of Students take culture is
fairness, and differences. responsibility included and
respect. resolving valued.
conflicts and Students
maintaining a communicate
caring with empathy
classroom and
community. understanding
Students in interactions
promote with one
respect and another.
appreciation
for differences.
I try to model
behavior about
fair and
respectful
behavior during
my weekly
LiveLesson
Evidence through setting
rules and
expectations for
the virtual
lessons. If a
student is
disrespectful
toward myself or
peers I do the
best I can to
establish the
behavior into a
teaching
moment. I then
will follow up
with the student
one on one. I do
believe however,
sometimes I am
shy about
shutting down
some
inappropriate
words in the
chat. I need work
on this aspect as
far as developing
firm but fair
response.
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments Develops Maintains Adapts
importance of with and/or physical physical physical
the physical virtual learning environments environments and/or
and/or virtual environments that reflect that reflect environments
learning that support student student flexibly to
environments student learning. diversity and diversity and facilitate
that support provide a range provides a access to a
student of resources for broad range of wide range of
learning. Structures for learning. resources, resources that
interaction are displays, and engage
Is aware that taught in single Utilizes a artifacts that students in
structured lessons or variety of are current learning.
interaction sequence of structures for and integral to Ensures that
between lessons to interaction instruction. environments
students can support student during learning enhance
support learning. activities that Integrates a learning and
Creating
learning. ensures a focus variety of reflect
physical or
on and structures for diversity
virtual
completion of interaction within and
learning
learning tasks. that engage beyond the
environments
students classroom.
that promote
Students use constructively
student
Some students resources and Selects from a
learning,
use available provided in productively in repertoire of
reflect
resources in learning Students use a learning. structures for
diversity, and
learning environments variety of interaction to
encourage
environments and interact with resources in ensure
constructive
during each other to learning Students accelerated
and
instruction. understand and environments routinely use a learning for
productive
complete and interact in range of the full range
interactions
learning tasks in ways that resources in of students.
among
single lessons or deepen their learning
students
sequence of understanding environments Students
lessons. of the content that relate to participate in
and develop and enhance monitoring
constructive instruction and and changing
social and reflect their the design of
academic diversity. learning
interactions. Students share environments
in monitoring and structures
and for
assessment of interactions.
interactions to
improve
effectiveness
and develop a
positive
culture for
learning.
 Element 2.2 is
similar to
Element 2.1
for me. In my
virtual
environment I
take the
curriculum
and use
certain
opportunities
to promote
learning and
critical
thinking and
around
diversity. I do
my best to
encourage
Evidence
constructive
and
productive
interactions
among
students but
given the
diverse
backgrounds
of my
students I
often find it
difficult and
stressful. I
definitely
needs some
tools to help
with this
aspect.

Element 2.3 Emerging Exploring Applying Integrating Innovating

 Adheres to Recognizes and Anticipates Integrates Shares
policies and addresses safety and reduces support for responsibility
laws issues regarding risks to students to with the
regarding materials, physical, take risks and students for the
safety that student intellectual, offer establishment
are required interactions, and and emotional respectful and
by the site, the organization safety using opinions about maintenance of
district, and of the learning multiple divergent a safe physical,
state. environments. strategies that viewpoints. intellectual,
Responds to include and emotional
behaviors examining environment
that impact biases in the focused on high
student Explores learning Engages in quality and
Establishing safety as they strategies to environment reflection on rigorous
and arise. establish and their own learning.
maintaining intellectual and curriculum. language and
learning emotional safety behavior that
environments in the classroom. Models and contributes to
that are provides intellectual
physically, instruction on and emotional
intellectually, skills that safety in the
and Students follow develop classroom. Students
emotionally teacher guidance resiliency and demonstrate
safe Students are regarding support resiliency in
aware of potential safety intellectual Students perseverance
required issues for self or and emotional develop and for academic
safety others. safety. practice achievement.
procedures resiliency Students
and the skills and maintain
school and Students take strategies to intellectual and
classroom risks, offer strive for emotional
rational for opinions, and academic safety for
maintaining share achievement, themselves and
safety. alternative and establish others in the
perspectives intellectual classroom.
and emotional
safety in the
classroom.
My goal is
establish a
safe and
secure
environment
for my student
however given
Evidence
that it is a
virtual school,
students
usually do not
see each other
physically so
then can hide
 behind chats.
This has been
a schoolwide
goal to
improve on
the safety
from
inappropriate
comments
amongst
peers. I need
to improve on
this element.

Element Emerging Exploring Applying Integrating Innovating

2.4
Focuses the Strives for a Develops a Integrates Facilitates a
rigor of the rigorous learning rigorous rigor rigorous
learning environment that learning throughout learning
environment includes accuracy, environment the learning environment
on accuracy of understanding, that includes environment in which
answers and and the accuracy, that values students take
completion of importance of analysis, accuracy, leadership in
learning meeting targeted problem analysis, and learning.
tasks. learning goals. solving, and critical Fosters
Is aware of Works to maintain appropriate reading, extended
Creating a the high expectations levels of writing and studies,
rigorous importance of for students while challenge. thinking. research,
learning maintaining becoming aware of Holds high Integrates analysis and
environment high achievement expectations strategic purposeful use
with high expectations patterns for for students. scaffolds and of learning.
expectations for students. individuals and Has an technologies Supports
and groups of understanding throughout students to
appropriate students. of achievement instruction utilize an
support for patterns, and that support extensive
all students uses scaffolds the full range repertoire of
Some individuals to address of learners in differentiated
Some and groups of achievement meeting high strategies to
students ask students work gaps. expectations meet high
for teacher with the teacher to for expectations.
support to support accuracy Students achievement.
understand or and engage in a Students take
complete comprehension in variety of Students responsibility
learning their learning. differentiated actively use to fully utilize
tasks. supports and supports and teacher and
challenges in challenges to peer support,
ways that complete to achieve
 promote their critical consistently
accuracy, reading, high levels of
analysis, and writing, factual and
problem higher order analytical
solving in thinking, and learning.
learning. problem
solving across
subject
matter.
Since I teach AP
English, I
constantly
strive for a
rigorous
learning
environment.
Both in my
virtual class
and on an
individual basis
I check and
strive for
accuracy and
Evidence
understanding.
When goals are
not met I will
speak with
students about
catching up on
work and
meeting
learning goals. I
use writing
conferences as
well. I believe
this is one of
my strengths.

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes Develops Uses multiple Integrates Facilitates a
communicating, expectations, expectations strategies equitable positive
and rules, and with some including expectations, environment
maintaining consequences student culturally positive using
high standards for individual involvement. responsive supports, and systems that
for individual and group Communicates, instruction to consequences ensure
and group behavior. models and develop and for individual students take
behavior explains maintain high and group an active role
 expectations standards for behavior in
for individual individual and within and monitoring
and group group across learning and
Refers to behavior. behavior. activities. maintaining
standards for high
behavior and Reviews Utilizes Guides and standards for
applies standards for routine supports individual
consequences as behavior with references to students to and group
needed. students in standards for self-assess, behaviors.
single lessons behavior prior monitor, and
or sequence of and during set goals for
lessons in individual and individual and
anticipation of group work. group behavior
Students are need for and
aware of reinforcement. participation.
classroom rules Students
and Students know follow Students Students
consequences. expectations behavior respond to demonstrate
for behavior expectations, individual and positive
and accept group behavior,
consequences consequences behaviors and consistent
and respond to and increase encourage and participation
guidance in positive support each and are
following them. behaviors. other to make valued for
improvements. their unique
identities.

Classroom
management
has always
been a
weakness for
me, especially
in brick and
mortar
schools. It is
easier in a
virtual
Evidence classroom. I
communicate
standards of
behavior. I
am good at
this on an
individual
basis but
need
improvement
on a group
level. I feel
 that I lack
consistency
at times.

Element
Emerging Exploring Applying Integrating Innovating
2.6
Establishes Develops Maintains Engages Facilitates
procedures, routines, regular use of students in student
routines or procedures, and routines and monitoring participating in
norms for single norms in single procedures that and reflecting developing,
lessons to lessons or are culturally on routines, monitoring,
support student sequence of responsive and procedures, and adjusting
learning. lessons with engage and norms in routines and
some student students in the ways that are procedures
Employing involvement. development culturally focuses on
classroom and monitoring responsive. maximizing
routines, of norms. Maintains a learning.
procedures, quality Classroom
norms, and Seeks to learning climate
supports for Responds to promote Provides climate that integrates
positive disruptive positive positive builds on school
behavior to behavior. behaviors and behavior student standards and
ensure a responds to supports. strengths. culturally
climate in disruptive Responds relevant
which all behavior. appropriately Promotes norms.
students can to behaviors in positive
learn ways that behaviors and Promotes
lessen consistently positive
disruptions to prevents or behaviors and
Students are the learning refocuses establishes
aware of climate. behaviors preventions
procedures, Students disruptive to and a positive
routines, and Students participate in the learning classroom
classroom receive routines, climate. climate that
norms. correction for procedures, and eliminate most
behavior that norms and disruptive
 interferes with receive behavior.
learning, and reinforcement
positive for positive Students are
reinforcement behaviors. involved in
in following assessment Students share
routines, Students and responsibility
procedures, and receive timely monitoring of with teacher
norms. and effective routines, for managing
feedback and procedures, and
consequences and norms in maintaining a
for behaviors ways that positive
that interfere improve the classroom
with learning. learning climate that
climate. promotes
learning.
Although I
establish
procedures
and routines
I realize that
I am not
always
consistent
Evidence
and I don’t
consistently
respond to
disruptive
behavior. I
need to
improve in
this area.

Element
Emerging Exploring Applying Integrating Innovating
2.7
Paces Paces instruction Paces Paces Paces, adjusts,
instruction with some instruction instruction to and fluidly
based on consideration of with students include facilitates
curriculum lesson type, to provide ongoing instruction
guidelines. adjustments for adequate time assessment of and daily
Using Develops sufficient student for instruction, student activities.
instructional awareness of work time and checking for learning.
time to how transitions to understanding, Supports
optimize transitions optimize learning. completion of students in
learning and learning the
classroom activities and monitoring of
management Students complete closure. instructional Students
impact learning activities time. monitor their
pacing and and, as needed, may Students own time, are
lessons. receive some participate in Students use engaged in
adjustments of time and complete a their accomplishing
 Some allotted for tasks or variety of instructional learning goals,
students expectations for learning time to and
complete completion. activities in the engage in and participate in
learning time allotted complete reflection, self-
activities in with options learning assessment,
time allotted. for extension activities and and goal
and review. are prepared setting.
for the next
sequence of
instruction.

2.7 is built into

our school since
it is independent
study. Students
follow a
schedule/planner
for their assigned
lessons and are
Evidence made aware if
they are behind. I
will contact
students if they
are behind and
make
adjustments or
add additional
support.