2.

1 Promote social development and responsibility within a caring community

where each student is treated fairly and respectfully

● Level of Development: Applying

● Date: 11/2020
● Evidence:
○ I utilize equity sticks or a random spinning wheel of names when calling on
students and provide opportunities for volunteers.
○ I provide opportunities for all students to participate in activities and
discussions. For example, when using google classroom for warm-up
questions the answers are placed into an area where all students can read
the responses once they have answered. This allows students who don’t
generally like to answer out loud
○ I provide writing utensils, scissors, rulers, colored pencils, and many other
tools for students who may not be able to have their own.
○ I model positive interactions by addressing students in a positive manner
and greeting students at the door regularly.
○ I regularly have students interacting in groups and promote positive
interactions.
○ Most students work together and help each other out when grouped.
○ Students participate in getting-to-know-you activities at the beginning of
the year
○ Whenever there is a new group, I have students spend time getting
introduced to each other

2.2 Create physical or virtual learning environments that promote student

learning, reflect diversity, and encourage constructive and productive
interactions among students

● Level of Development: Applying/Integrating

● Date: 11/2020
● Evidence:
○ I utilize activities like think-pair-share to encourage constructive and
productive interactions among students
○ Students work in pairs or groups to work through discussion questions
before a class discussion.
○ Students are seated so that they are easily able to be placed in groups of
2-4.
○ Instructions are posted on the projector for either individual or group work
(depending on the situation).
○ Visuals are added to text to add context and to help the diverse student
learning needs.

2.3 Establish and maintain learning environments that are physically,

intellectually, and emotionally safe
 ● Level of Development: Applying
● Date: 11/2020
● Evidence:
○ I make sure that backpacks, books, and folders are not in the walkways.
○ Lab equipment is stored properly
○ Lab safety is gone over and practiced
○ I respectfully listen to all answers in class discussions to see the students
point of view
○ Students feel safe to give answers whether right or wrong

2.4 Create a rigorous learning environment with high expectations and

appropriate support for all students

● Level of Development: Applying

● Date: 11/2020
● Evidence:
○ In order to reach diverse learners, I utilize multiple methods to teach a
concept.
○ I utilize pretests and my understanding of the students to provide
background knowledge when applicable.
○ I use PearDeck as a method to easily check for understanding of the
entire class which allows me to support the students who need extra
support
○ During distance learning, I open a breakout room for students to join for
additional support.
○ I offer time after school for students who need additional support.
○ Students join meetings after school for extra support.
○ Students utilize the breakout room if they have questions

2.5 Develop, communicate, and maintain high standards for individual and
group behavior

● Level of Development: Applying

● Date: 11/2020
● Evidence:
○ I post and reference expectations for students on the projector during
group or individual work.
○ I utilize specific jobs when in groups which helps to maintain high
standards.

2.6 Employ classroom routines, procedures, norms, and supports for positive
behavior to ensure a climate in which all students can learn

● Level of Development: Applying

● Date: 11/2020
 ● Evidence:
○ I start the day with a warmup that is posted on the board. Students will
come into class and get started right away. I will then have the students
share out with partners before having a class discussion.
○ I utilize a participation points system where students receive a few points
a day for positive behavior. Students who show negative behavior lose
points.
○ When a student is engaging in behavior that is interfering with learning, I
will either address it immediately (if it is interfering with other students
learning) or will address it when there is a natural break in the lesson so
as to not interfere in other students learning.

2.7 Use instructional time to optimize learning

● Level of Development: Integrating

● Date: 11/2020
● Evidence:
○ I place any papers for the day at a table near the entrance for students to
pick up so that I do not waste time passing out papers.
○ I take roll during the warmup so that I do not waste instructional time.
○ I monitor student progress on assignments and extend or shorten my
predicted time based on student progress.
○ Students work on assignments when given the opportunity (I constantly
walk around the room to make sure)
○ I wait until most students are complete before moving on to the next
sequence in instruction