Appendix 4.docx - Appendix 4 Danielson Rubrics Domain 2 The Classroom Environment Component 2a Creating an Environment of Respect and Rapport Level of

Appendix 4.docx - Appendix 4 Danielson Rubrics Domain 2 The...

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Appendix 4: Danielson Rubrics- 03/08/2021 Domain 2: The Classroom Environment Component 2a: Creating an Environment of Respect and Rapport Element Level of Performance Unsatisfactory Basic Proficient Distinguished Teacher interaction with students Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher. Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher. Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information. Student interaction with other students Student interactions are characterized by conflict, sarcasm, or put-downs. Students do not demonstrate disrespect for one another. Student interactions are generally polite and respectful. Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed. Comments: Teacher displays positive relationships with his students and his interactions are appropriate. Students appear to Trust Coach Reddick and they show genuine respect for him inside and outside the classroom. Coach Reddick is polite and respectful with students and teachers. Domain 2: The Classroom Environment Component 2b: Establishing a Culture for Learning Element Level of Performance Unsatisfactory Basic Proficient Distinguished Importance of Content Teacher or students convey a negative attitude toward the content, suggesting that it is not important or has been mandated by others. Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students. Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value. Students demonstrate through their active participation, curiosity, and taking initiative that they value the importance of the content. Expectations for learning and achievement Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some students. Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement. Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students.

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