Classroom Environment
Classroom Routines and Procedures
The teacher and students have collaboratively established consistent use of routines, procedures and transitions that are effective in maximizing instructional time. On-task behavior is evident and ensured by students. Students initiate responsibility for the effective operation of the classroom.
Classroom Climate and Cultural Competency
The teacher intentionally creates a classroom environment that shows consistent evidence rapport and expectations for respectful, supportive and caring interactions with and among students and the teacher.
There is demonstration of regard for student perspectives, experiences and culture. The teacher models expectations and behaviors that create a positive climate of openness, respect and care. The teacher anticipates and effectively addresses needs related to student sense of well-being. The teacher seeks and is receptive to the thoughts and opinions of individual students and the class. When appropriate, the teacher includes other school professionals and/or community resources to ensure all students are recognized and valued.
New Performance Expectations
Students as partners: Collaboratively established; Ensured by students; Students take responsibility; With and among students; Students demonstrate care and respect; Seek and receptive to the thoughts and opinions of students
The teacher is consistent in classroom practices
The teacher understands, demonstrates and models cultural competency: Respectful interactions; Demonstration of regard for culture; Openness, respect and care; Addressing and anticipating needs related to student well-being; Ensures that all students are recognized and valued
Teacher includes other school professionals and/or community resources
OTES 2.0 Performance Levels
Classroom Routines and Procedures
Ineffective
No established routines and procedures and effective transitions are not evident
Significant loss of instructional time
Frequent off-task behavior
Developing
Inconsistently uses of established routines and procedures and transitions are sometimes ineffective
Loss of instructional time
Off-task behavior is sometimes evident
Teacher makes decisions around classroom operations
Skilled
The teacher consistently uses routines, procedures, and transitions that are effective
Maximizing instructional time
On-task behavior is evident
Students assume appropriate levels of responsibility for the effective operation of the classroom
Accomplished
The teacher and students have collaboratively established the consistent use of routines, procedures and transitions that are effective
Maximizing instructional time
On-task behavior is evident and ensured by students
Students initiate responsibility for the effective operation of the classroom
Classroom Climate and Cultural Competency
Ineffective
No evidence of rapport or expectations for respectful, supportive and caring interactions with and among students and the teacher
No demonstration of regard for student perspectives, experiences and culture
Teacher does not address student needs relating to student sense of well-being
Developing
Some evidence of rapport and expectations for respectful, supportive and caring interactions with and among students and the teacher
Inconsistent demonstration of regard for student perspectives, experiences and culture
Teacher is aware of student needs relating to student sense of well-being but does not effectively address them
Skilled
Consistent evidence of rapport and expectations for respectful, supportive and caring interactions with and among students and the teacher
Demonstration of regard for student perspectives, experiences and culture
Teacher models expectations and behaviors that create a positive climate of openness, respect and care
Teacher anticipates and effectively addresses student needs relating to student sense of well-being
Accomplished
Intentionally and consistently creates an environment of rapport and expectations for respectful, supportive and caring interactions with and among students and the teacher
Demonstration of regard for student perspectives, experiences and culture
Teacher models expectations and behaviors that create a positive climate of openness, respect and care
Teacher anticipates and effectively addresses student needs relating to student sense of well-being
Teacher seeks and is receptive to the thoughts and opinions of individual students and the class
When appropriate, the teacher includes other school professionals and/or community resources to ensure all students are recognized and valued
Teacher creates a classroom environment in which students demonstrate care and respect for one another
Classroom environment coaching questions
Classroom Routines and Procedures
What evidence exists that the teacher and students collaborate?
Are routines, procedures, and transitions established and consistently used?
To what degree do routines, procedures, and transitions maximize instructional time?
What evidence is there that on-task behavior is ensured by students?
What evidence is seen that indicates students initiating responsibility for effective classroom operation?
Classroom Climate and Cultural Competency
What evidence is there of consistent rapport and expectations for respectful interactions with and among students and teacher?
In what ways do students demonstrate support, care, and respect with and among one another and the teacher?
What evidence can be collected that demonstrates regard for all students’ perspectives, experiences, and culture by the teacher?
How does the teacher model expectations and behaviors that create a positive climate of openness, respect and care?
How consistently does the teacher demonstrate and model cultural competency?
To what degree does the teacher anticipate and effectively address student needs related to their sense of well-being?
What evidence does the teacher provide to demonstrate seeking out and being receptive to the thoughts and opinions of individual students and the class?
How has the teachers included other school professionals and/or community resources to ensure all students are recognized and valued?
Who and/or what has the teacher included as other school professionals and/or community resources to ensure all students are recognized and valued?
What evidence have students provided related to climate and cultural competency?
Classroom Environment Resources
The quality of our teaching is what changes time in the classroom. As teachers we have the power to control the clock even if we often feel the clock is controlling us.
Culturally responsive classrooms help all students because the practices of such a classroom expand all students’ views of the world and broaden their cultural understandings.
The quality of our teaching is what changes time in the classroom. As teachers we have the power to control the clock even if we often feel the clock is controlling us.
Culturally responsive classrooms help all students because the practices of such a classroom expand all students’ views of the world and broaden their cultural understandings.
