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omain 2

Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Ph sical Space Date: Sept. 11, 2013 Teacher: Erika Subject: an!ua!e "rts

Bell Ringers up and music playing softly as the students entered the class helped set the tone for the lesson. All students enter and work on task. Greets class and discusses the bell ringer. Explains that they will be continuing Daily three and building stamina. Students chorally read anchor charts. Erika poses uestions to help the students re!iew the procedures. She also makes sure the students ha!e what they need before they start read to self. "icks a stick for the special chair. Students are engaged in reading# After $% minutes Erika rings the bell and asks the students to return to their seats. She uses the thumb check in to see how the kids did indi!idually and then as a class. &he mission statement look great# 'sing the maga(ine words makes it !isually fun. Students read their missions statement and sing the last sentence. )ow to find the right le!el book* Shows !ideo. After !ideo she has the kids share with their elbow buddy how to find the site using a silly !oice.

+nly one turns around and starts talking to another student. ,hat could they be instructed to do when finished* -ou read my mind and told them they had a few more mintues and should read if they already completed. .ould you get an i"ad from thes school to use as a remote for your computer* &hat would allow you to control your computer from anywhere in the room.

Instructional Coaching Rubric

Performance Indicator Efficiency and Procedures Exemplary
Procedures (e.g., entering the room, distributing and collecting materials, transitions between learning activities, gaining students attention, what to do when students complete work early, how to work independently and in groups, returning to a task after an interruption, etc. are well established, highly efficient and e!ecuted by all students. "#$ of classroom times is devoted to academic learning. Pacing in each part of the lesson ma!imi%es learning for all students. Physical space is organi%ed in a manner conducive to learning. ,tudents are consistently wellbehaved .eacher-student interactions demonstrate caring and respect .eacher consistently praises effort and

Meets Expectations
Procedures (e.g., entering the room, distributing and collecting materials, transitions between learning activities, gaining students attention, what to do when students complete work early, how to work independently and in groups, returning to a task after an interruption, etc. are well established, highly efficient and e!ecuted by all students. &#$ of classroom times is devoted to academic learning. Pacing in each part of the lesson is appropriate for the ma'ority of students, but sometimes is too fast or too slow. Physical space is organi%ed in a manner conducive to learning.

Unsatisfactory
(ew procedures are established, or are poorly designed. )ess than #*$ of classroom time is devoted to academic learning. Pacing is uneven and too fast or too slow for the ma'ority of the students. Physical space is organi%ed poorly making it difficult for students to get into groups and easily and efficiently access learning materials.

Classroom +anagement

,tudents behave, but minor disruptions occur. .eacher-students interactions are mostly respectful. +istakes are accepted as part of the learning process.

,tudents are not well behaved. /isruptions fre0uently interrupt learning. .eacher-student interactions are sometimes authoritarian,

measures progess. .eacher is receptive to students1 opinions.

negative, or inappropriate.