Classroom Environment

Classroom Environment in OTES 1.0 is a stand-alone domain. In OTES 2.0, Classroom Environment is comprised of two components:

* Classroom Routines and Procedures

* Classroom Climate and Cultural Competency

This section explores the similarities and differences between OTES 1.0 and OTES 2.0 for Classroom Environment and crosswalks the performance ratings within each component.

Standards, Elements and Sources of Evidence

Standards

Standard 1: Students

Standard 5: Learning Environment

Standards 6: Collaboration and Communication

Sources of Evidence

Pre-Conference

Formal Observation

Classroom Walkthroughs/ Informal Observations

Standards and Elements

Standard 1: Students

Element 1.4

Standard 5: Learning Environment

Element 5.1

Element 5.2

Element 5.5

Sources of Evidence

Pre-Conference

Post-Conference

Formal Observation

Classroom Walkthroughs/Informal Observations

Peer Review

Student Surveys

Domains, Components & Performance Level (Accomplished)

Classroom Environment

The teacher has positive rapport with students and demonstrates respect for and interest in individual students’ experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress.

Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom.

Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations.

The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development.*

A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors.

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.

Similarities

OTES 1.0

Routines are well-established and orderly; Transitions effectively maximizes instructional time
Positive rapport and demonstrates respect
Students initiate responsibility for the efficient operation of the classroom
Students are actively encouraged to take responsibility for their behavior
Student input; Appropriate for the classroom and individual student needs

OTES 2.0

Use of routines, procedures and transitions that are effective in maximizing instructional time
Rapport and expectations for respectful interactions
Students initiate responsibility for the effective operation of the classroom
On-task behavior is evident and ensured by students
Seeks and is receptive to the thoughts and opinions of individual students and the class

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 Level Crosswalk

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

Potential Questions based on Deconstruction of the Accomplished Performance Level

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?

Sources

Ohio Department of Education. (2015). OTES-Model-122315.
Ohio Department of Education. (2019). OTES Rubric 12.10.19.v2.clean.

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