Capitol Collegiate Academy

3. 
   Creating and Maintaining Effective Environments
   

	Not Observed	Developing Proficiency	Proficient	Excellent	Exemplary
3.1 Create a welcoming environment through constant reinforcement (verbal, visual cues aligned with student achievement)	Teacher Actions: Room does not have components that reflect a culture of achievement Does not attempt to convey a message of affirmation, collaboration, or respect Student Actions: No students communicate that they feel their ideas are affirmed or valued in class No students demonstrate comfort and confidence when asking and answering questions In Reflection: Does not communicate positive messages and/or does not see the importance of doing so	Teacher Actions: Room has few components that reflect a culture of achievement, though an attempt has been made to do so Conveys a general message of positivity, though it is not directed towards anything specific Discusses a welcoming environment when clear breaches have been made Student Actions: Few students communicate that they feel their ideas are affirmed or valued in class Few students demonstrate comfort and confidence when asking and answering questions In Reflection: Describes the importance of communicating positive messages, but may not know how	Teacher Actions: Room has some components that reflect a culture of achievement, though it may be missing some critical sections Conveys a general message of respect, collaboration, and affirmation Discusses welcoming environment when there is conflict or uses conflict as a teachable moment to boost positive environment Student Actions: Some students communicate that they feel their ideas are affirmed or valued in class Some students demonstrate comfort and confidence when asking and answering questions In Reflection: Generally explains strategies for communicating the message to the class and describes why it is important	Teacher Actions: Room reflects a culture of achievement: goals are posted, some graded student work is presented, tracking charts are visible, and or some positive messages are displayed Communicates in a way to ensure that subgroups of students are affirmed in their work Incorporates a variety of methods to support a welcoming environment supported by students (class jobs, community building, etc.), but may not teach students how to be leaders in that process Student Actions: Many students communicate that they feel their ideas are affirmed or valued in class Most students demonstrate comfort and confidence when asking and answering questions In Reflection: Explains strategies for communicating the message to sub-groups of student and describes why it is important	Teacher Actions: Room clearly reflects a culture of achievement: goals are posted, graded student work is presented, tracking charts are visible, and positive messages are displayed Communicates in a way that ensure every student is affirmed in their work Teaches students how to be leaders in creating and maintaining a respectful, collaborative environment for all that impacts the classroom, campus and community leaders Student Actions: Students communicate that they feel their ideas are valued and affirmed in class Students demonstrate comfort and confidence when asking or answering questions In Reflection: Explains strategies for communicating the message to every student and describes why it is important
3.2 Establishing behavior management plans (long and short term) to maximize instructional learning time	Teacher Actions: No clear classroom rules or consequences are established Does not consistently monitor student behavior and/or is unaware of misbehavior Does not respond to off-task behavior Student Actions: Students are unaware of the classroom rules Students do not respond to corrective action In Reflection: Does not consider how behavior management can be reviewed Does not explain or does not know criteria for rules and consequences	Teacher Actions: Attempts to create rules and consequences, though these may not be clear or logical and may be negatively stated Student responds to corrective action after several reminders Monitors student behavior in a way that loses on-task time Does not respond to off-task behavior or sometimes does so inappropriately Student Actions: Students are able to explain some of the rules but may not be able to apply them In Reflection: Explains some criteria for rules and consequences, though some or much of this explanation may be faulty	Teacher Actions: Creates rules that address the basic needs of a classroom Rules are clear and positively stated Consequences are clear and logical Monitors student behavior most of the time and promotes group on-task behavior Response to misbehavior is usually appropriate and consistent Student Actions: Students are able to explain many of the rules and can apply them to most traditional situations Students respond to corrective action In Reflection: Creates a plan that clearly introduces the rules and consequences Explains some criteria for rules and consequences, though some of these may not naturally lead to effective implementation	Teacher Actions: Creates rules that address foreseeable issues in the classroom Creates rules that are clear to all students and are introduced in a positive and manageable quantity Consequences are logical and likely to deter most students from misbehavior Monitors student behavior at all times and promotes individual on-task behavior Response to misbehavior is appropriate and consistent Student Actions: Students are able to explain most of the rules or expectations and can apply them to traditional situations Students respond quickly to corrective action In Reflection: Creates a plan that requires all students to demonstrate that they understand and can apply the rules and subsequent consequences Explains the criteria for effective rules and consequences and some reasons why it may be important	Teacher Actions: Creates rules that easily and effectively apply to any situation, many of which are developed as a class Creates consequences that are logical, customized to deter misbehavior, and clearly linked to performance expectations Monitors behavior to anticipate and prevent student misbehavior and allows for students to monitor their own and their peers’ behavior to promote group accountability Response to misbehavior is appropriate, consistent, and sensitive to individual needs Student Actions: Students are able to explain all rules and expectations in their own words and apply rules to new situations Misbehavior is not evident and/or students respond immediately to corrective action In Reflection: Considers ongoing plans to review and invest students in the expectations, rules and consequences Accurately explains the criteria for effective rules and consequences and why that is important
3.3 Designing classroom procedures to maximize instructional learning time	Teacher Actions: Does not attempt to create classroom procedures or procedures result in a considerable loss of instructional time Student Actions: Students do not know procedures In Reflection: Does not or is not able to explain strategies for implementing procedures and does not think it is important to do so	Teacher Actions: Attempts to design and implement classroom procedures, but may not know how to do so effectively Attempts to design classroom procedures, but may not know how to design and implement them effectively Establishes routines that result in a loss of instructional time Student Actions: Students are able to explain the procedures, but may not know when to apply them In Reflection: Explains a few strategies for implementing procedures, but may not state why it is important	Teacher Actions: Designs a plan that clearly introduces procedures Creates procedures that allow the class to run smoothly and address a standard set of inefficiencies Establishes routines for managing groups, supplies, etc. but these may not save instructional time Student Actions: Students are able to explain and apply procedures In Reflection: Explains some strategies to implement and review procedures and can explain some reasons why it may be important	Teacher Actions: Designs a plan that requires all students to demonstrate their comprehension of class procedures Designs procedures that create additional instructional time and address most foreseeable inefficiencies Establishes effective routines for managing groups, supplies, etc. Student Actions: Students are able to explain the purpose of procedures In Reflection: Explains the strategies to effectively implement and review procedures and can explain why it is important	Teacher Actions: Designs a plan that teaches and invests students in classroom procedures Creates procedures that help to add instructional time and address all possible inefficiencies Innovates and modifies procedures to improve classroom efficiency Incorporates student responsibility for managing groups, supplies, etc. Student Actions: Students can explain a clear link between procedures and individual achievement In Reflection: Explains the strategies and setting required to effectively implement and review classroom procedures and can explain why it is important