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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. 26,2013 Teacher: Alyssa Su !ect: 1st hour Social Stu"ies

When the students pick on others who struggled to do the daily news, she let them know in no uncertain terms that it was inappropriate. Thank you for addressing this.

What is your policy for sharpening pencils during class*

Would the map pro+ect work on a smaller piece of paper* The Directions given for the hour. Students students struggle to keep them are given time to study before the test. on their desks after they have They are reminded to wait until she is been rolled. ,ou might want to finished giving directions before they ask the students for suggestions move. about the si-e of the map paper. Alyssa checks to be sure each student has their map. She gives the students an opportunity to ask questions before they begin. Students are asked to spread out their desks before the test. Signal !"!#!$!% All books are to be put away. After the test, Alyssa has two worksheets for them to work on when they finish. &'pectation for during the test are reviewed. Students repeat the e'pectations and are given the opportunity to ask questions. The class listens and follows Alyssa(s directions the first time they are given. )t is clear that positive relationships and environment have been established in this hour. .ne student doesn(t have a map. Did she make one* /ow did she do on the test*

,ou had the students put thier class number on the test. /ow could you orchestrate turning the tests in so they are in order for you to grade and enter*

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 measures progess. .eacher is receptive

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, negative, or inappropriate.

to students1 opinions.