The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
Indicator II-A. Instruction
Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
2A.3: Meeting Diverse Needs
Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element.
Indicator II-B. Learning Environment
Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
2B.1: Safe Learning Environment
Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.
Indicator II-C. Student Learning
Demonstrates expected impact on student learning based on multiple measures of student learning, growth, and achievement. For teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures.
*There are no associated elements or performance descriptors for the Student Learning Indicator. *
Indicator II-D. Cultural Proficiency
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
2D.1: Creates and Maintains a Respectful Environment
Establishes an environment in which students respect and affirm their own (self-awareness) and others’ (social awareness) differences and are supported to share, explore, and initiate dialogue about differences and similarities related to background, identity, language, strengths, and challenges. Responds appropriately if/when conflicts or misunderstandings arise related to such differences. Models this practice for others.
Indicator II-E. Expectations
Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.