SOUTH CAROLINA TEACHING STANDARDS 4.0 SUMMATIVE EVALUATION TRAINING Date: SOUTH CAROLINA TEACHING STANDARDS 4.0 SUMMATIVE EVALUATION TRAINING Training Materials Needed: Sticky Chart Paper Highlighters Colored Markers Post-it notes

Objectives: [Insert photo here] We will: Provide an overview of the South Carolina Teaching Standards. Provide an overview of the evaluation process, expectations, and protocols that will be used by evaluators. [Insert photo here]

Foundational Elements of a Lesson Lesson has a clear purpose Lesson includes academic rigor for all students Transitions are smooth and materials are organized Procedures and rules are in place for effective classroom management Students assume responsibility for their learning Classroom environment is safe and respectful

Effective Elements Summary Defined learning goal that is clearly communicated to students Student engagement and interaction Alignment of activities and materials throughout lesson Student relevancy Numerous checks for mastery Differentiation

Expected Level of Performance Teachers are expected to perform at the Proficient Level (3). We live in the land of proficiency and vacation in exemplary.

South Carolina Teaching Standards NIET has defined a set of professional indicators, known as the Instructional Rubrics, to measure teaching skills, knowledge, and responsibilities of the teachers in a school. Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Parts of the Rubric * Domains Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Parts of the Rubric * Domains *Indicators Instruction Exemplary (4) Proficient (3) Needs Improvements (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Parts of the Rubric Domains *Indicators *Descriptors Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

Parts of the Rubric * Domains *Indicators *Descriptors *Performance Levels Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective.

The Rubric: Four Domains Planning Planning Instruction Instruction Environment Professionalism Professionalism Environment

South Carolina Teaching Standards Planning Environment Instruction Managing Student Behavior Expectations Environment Respectful Culture Instructional Plans Student Work Assessment Standards & Objectives Motivating Students Presenting Instructional Content Lesson Structure & Pacing Activities & Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving Professionalism Staff Development Instructional Supervision School Responsibilities Reflecting on Teaching

Standards and Objectives Rubric Activity: Standards and Objectives Standards and Objectives Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Objectives, standard, communicated Aligned Connected previous learning Expectations clear, demanding, high Displayed, referenced Evidence of mastery, most Displayed, students read and discuss purpose Understanding of how this objective connects to previous learning and standard Teacher explains what is expected by the end of the lesson and students understand expectations Students see the displayed objective but it is also communicated to students and it’s often referenced throughout the lesson Student discussion, exit tickets, reflection journals, student work Alignment Expectations Mastery

Rubric Activity: Motivating Students Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Organizes content-personally meaningful, relevant, intellectually engaging to students Learning experiences- learning experiences, inquiry, curiosity, exploration are valued Reinforces and rewards effort Teacher clearly communicates the purpose for student learning. Students clearly understand why the content is important for them to master and how mastery will impact their own lives. Students are provided opportunities for inquiry, curiosity, and exploration through questioning and research. Students generate their own questions about a given topic- their motivation to learn is increased as the learning becomes more student directed than teacher directed. Relevant Engaging Rewards effort

Rubric Activity: Presenting Instructional Content Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Content presented with visuals and a preview of the lesson Internal reflective summaries Establishes a clear purpose for the lesson Incudes examples, illustrations, analogies, and labels of new concepts/ideas Teacher models performance expectations Communication is concise , logically sequenced and segmented. Avoids confusing, non-essential, irrelevant information Visuals are provided that assist the learning process- helps understand the purpose of the lesson Visual also provided to organize information for the learner Internal summaries allow students to summarize content within the lesson as it is being taught. Teacher clearly explains concepts and ideas through examples, illustrations, analogies and labels. Student may provide as well Teacher clearly models performance expectations for tasks and projects. Teacher presents essential information that is necessary for students to master what is being taught. Examples/visuals Modeling of performance expectations Clear concise communication

Rubric Activity: Activities & Materials Activities and Materials Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Aligned to the objective and standards Challenging Relevant to students’ lives Elicit thinking Choices Incorporates technology Incorporates resources beyond the textbook Resources provided to address various learning styles Clearly aligned to the standards and objective. Allow student opportunities to think and reflect Provide students with choices Students have the opportunity to interact through the content. Aligned Challenging and Relevant Variety of resources

Rubric Activity: Questioning Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Varied and high quality Balanced mix of types: knowledge/comprehension, application/analysis, creation/evaluation Purposeful Moderate frequency Active responses- whole group signaling, choral, group or individual Wait time Balance of students based upon ability and sex Student-generated questions The teacher carefully plans questions that are aligned to the lesson and elicit student thinking The teacher has a system in place to ensure that all students are called on The teacher asks a variety of questions The teacher uses wait time to allow students to process before answering. Student ask questions that lead to further discussion and inquiry Balance of questions Purposeful/planned Balance of students questioned

Rubric Activity: Academic Feedback Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Academically focused, frequent, and high quality Often provided during guided practice and homework review Used to monitor and adjust instruction Engages students in giving feedback to one another Feedback should be related to the lesson objective and sub-objectives Feedback causes students to think Feedback is specific: “Mary, you have three great details that will make a great paragraph. What would be a good summary statement?” Feedback is timely Feedback is varied and unique to the student. Academic Timely Specific

Rubric Activity: Grouping Students Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Grouping adequately enhances student understanding and learning efficiency. Group members know their roles, responsibilities, and expectations Group member are accountable for group work and individual work Group composition is varied Students clearly understand their roles and responsibilities within the group Groups are diverse- ability, gender, etc. Tasks are aligned to the lesson objective Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning. Varied Know expectations Accountable for group and individual work

Rubric Activity: Lesson Structure & Pacing Lesson Structure and Pacing Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Lesson starts promptly Coherent with B,M,E, and reflection Pacing is appropriate- take into account students who progress at different rates Routines for distributing materials are efficient Little loss of instructional time during transitions Teacher is organized and has all materials ready for class. Teacher differentiates instruction based upon needs of students The teacher paces the lesson appropriately There is a definite beginning, middle and ending to the lesson Student have time to reflect on the lesson. Transitions are smooth with little loss of instructional time- students have been trained!! Pacing Routines established Smooth transitions

Rubric Activity: Teacher Content Knowledge Teacher Content Knowledge Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Accurate content knowledge Implements subject-specific instructional strategies to enhance student content knowledge Highlights key concepts and ideas to connect other powerful ideas The teacher displays accurate content knowledge A variety of subject-specific strategies are used to enhance student content knowledge The teacher highlights key concepts and ideas and uses them to connect to other powerful ideas. Accurate Effective Instructional Strategies Key concepts and ideas

Rubric Activity: Teacher Knowledge of Students Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Anticipates student learning difficulties Incorporates student interests and cultural heritage within lessons Differentiates instruction The teacher plans lessons anticipating where students may struggle The teacher knows his/her students and uses this information to plan lessons The teacher knows the academic background/performance of students by reviewing performance/test data The teacher differentiates instruction based upon the needs of students Anticipates learning difficulties Student Interests Differentiation

Rubric Activity: Thinking Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Teaches at least two types of thinking: Analytical Practical Creative Research-based Student provided opportunity to generate a variety of ideas and alternatives Analyze problems from multiple perspectives and viewpoints Analytical: Students evaluate different methods for solving work problems and explain the method chosen Practical: Students compose a persuasive proposal for changing eh cafeteria food. They research the requirements for healthy food, create a two-week menu, and create a shopping list with a cost analysis. Creative: Students apply knowledge they have learned during a unit on measurement and geometry to design a new playground for the school. Research-based: Student read multiple versions of Cinderella. Using evidence from each version that supports what the character did and said, students identify a character trait that is well-supported with evidence from multiple readings. Multiple Perspectives: An art class studies predominate symbols in Western art and Easters art and compares and contrasts the two art forms Types of thinking Students generated ideas Analyze from multiple perspectives

Rubric Activity: Problem Solving Key Words Looks Like/Sounds Like Teacher and Students What is the essence of the indicator? (2 to 3 words) Abstraction Categorization Drawing conclusions/justifying solution Predicting outcomes Observing and experimenting Improving solutions Identifying relevant /irrelevant information Generating ideas Creating and designing Abstraction: Students solve math problems using mental math as opposed to using concrete objects. Categorization: Students develop categories in which to sort vocabulary works: common meanings, spelling patterns, parts of speech, etc. Drawing Conclusions: Students have studies a variety of geometric shapes. They apply their knowledge of these shapes to various types of architecture and draw conclusions as to why the architect selected the shapes utilized. Predicting Outcomes: When students are presented a new concept, such as finding the area of a closed figure, students are asked to predict the formula they may use based on their knowledge of perimeter, etc. Observing and Experimenting: In a poem, the students identify similes and metaphors. They also describe the visual images the similes and metaphors provide them as the reader and use these images to explain the poet’s purpose for use of figurative language. Improving Solutions: During a basketball unit, students watch videos of various plays and develop ways to make them more successful. Identifying Relevant/Irrelevant Information: When solving word problems in math. Students identify information that is necessary and unnecessary to use in developing their solution. Generating Ideas: Students are working on a descriptive writing assignment and brainstorm for descriptive words to use in their writing. Problem Solving Types

Planning Domain Trainer leads the highlighting activity by modeling and asking questions of the group for Instructional Plans

Planning Domain – Instructional Plans Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Instructional plans include: Measurable and explicit goals aligned to state content standards; Activities, materials and assessments that Are aligned to state standards, Are sequenced from basic to complex, Build on prior student knowledge, are relevant to students’ lives, and integrate other disciplines, Provide appropriate time for student work, student reflection, and lesson and unit closure; Evidence that plan is appropriate for the age, knowledge, and interests of all learners, and; Evidence that the plan provides regular opportunities to accommodate individual student needs. Goals aligned to state content standards; Activities, materials, and assessments that: Build on prior student knowledge, Provide appropriate time for student work, and lesson and unit closure; Evidence that plan is appropriate for the age, knowledge, and interests of most learners, and: Evidence that the plan provides some opportunities to accommodate individual student needs. Some goals align to state content standards. Are sometimes aligned to state standards. Are sometimes sequenced from basic to complex. Sometimes build on prior knowledge. Sometimes provide appropriate time for student work, and lesson and unit closure. Some evidence that plan is appropriate for the age, knowledge, and interests of most learners. Evidence that the plan provides some opportunities to accommodate individual student needs.. Few goals aligned to state content standards; Are rarely aligned to state standards, Are rarely logically sequenced, Rarely build on prior student knowledge, Inconsistently provide time for student work, and lesson and unit closure; Little evidence that the plan is appropriate for the age, knowledge, or interests of the learners, and; Little evidence that the plan provides some opportunities to accommodate individual student need. S/O PIC LSP TKS Trainer will model with one descriptor key words and connections to Instruction Rubric.

Planning Domain – Student Work Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Assignments require students to: organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it. draw conclusions, make generalizations, and produce arguments that are supported through extended writing. connect what they are learning to experiences, observations, feelings, or situations significant in their daily lives both inside and outside of school. interpret and analyze information rather than reproduce it. draw conclusions and support them through writing. connect what they are learning to prior learning and some life experiences. interpret information rather than reproduce it. Sometimes draw conclusions and support them through writing. Sometimes connect what they are learning to prior learning mostly reproduce information. rarely draw conclusions and support them through writing. rarely connect what they are learning to prior learning or life experiences. Trainer will model with one descriptor key words and connections to Instruction Rubric.

Planning Domain – Assessment Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Assessment Plans: are consistently aligned with state content standards. have clear appropriate measurement criteria. measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test. require extended written tasks. are portfolio-based with clear illustrations of student progress toward state content standards. include descriptions of how assessment results will be used to inform future instruction. are aligned with state content standards. have clear measurement criteria. measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). require written tasks. include performance checks throughout the school year. are sometimes aligned with state content standards. have measurement criteria. measure student performance in more than one way (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). require limited written tasks. include performance checks but may not be monitored consistently. are rarely aligned with state content standards. have ambiguous measurement criteria. measure student performance in less than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). include performance checks, although the purpose of these checks is not clear. Trainer will model with one descriptor key words and connections to Instruction Rubric.

The Environment Domain

Descriptors for Environment Domain Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) The classroom: Welcomes all members and guests. Is organized and understandable to all students and encourages student collaboration. Supplies, equipment, and resources are easily and readily accessible for all students. Displays student work that frequently changes. Is consistently arranged to promote individual and group learning. Welcomes most members and guests. Is organized and understandable to most students. Supplies, equipment, and resources are accessible for most students. Displays student work Is arranged to promote individual and group learning. Welcomes some members and guests. Is organized and understandable to some students. Supplies, equipment, and resources are accessible. Displayed student work is not updated regularly. Is sometimes arranged to promote individual and group learning. Is somewhat cold and uninviting. Is not well organized and understandable to students. Supplies, equipment, and resources are difficult to access. Does not display student work. Is not arranged to promote group learning. Environment Trainer will make connections with the Instruction Domain and Environment Domain.

Descriptors for Environment Domain Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Teacher sets high and demanding academic expectations for every student. Teacher encourages students to learn from mistakes. Teacher creates learning opportunities where all students can experience success. Students take initiative and follow through with their own work. Teacher optimizes instructional time, teaches more material, and demands better performance from every student. Teacher creates learning opportunities where most students can experience success. Students complete their work according to teacher expectations. Teacher sets high and demanding academic expectations for most students. Teacher creates learning opportunities where some students can experience success. Teacher expectations for student work are not clear for all students. Teacher expectations are not sufficiently high for every student. Teacher creates an environment where mistakes and failure are not viewed as learning experiences. Students demonstrate little or no pride in the quality of their work. Expectations Trainer will make connections with the Instruction Domain and Environment Domain.

Descriptors for Environment Domain Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Teacher-student interactions demonstrate caring and respect for one another. Students exhibit caring and respect for one another. Teacher seeks out, and is receptive to the interests and opinions of all students. Positive relationships and interdependence characterize the classroom. Teacher-student interactions are mostly friendly, but may reflect occasional inconsistencies. Students exhibit respect for the teacher, and are often polite to each other. Teacher is often receptive to the interests and opinions of students. Teacher-student interactions are sometimes friendly, but may reflect occasional inconsistencies, favoritism, or disregard for students' cultures. Students exhibit respect for the teacher, and are generally polite to each other. Teacher is sometimes receptive to the interests and opinions of students. Teacher-student interactions are sometimes authoritarian, negative, or inappropriate. Students exhibit disrespect for the teacher. Student interaction is characterized by conflict, sarcasm, or put-downs. Teacher is not receptive to interests and opinions of students. Respectful Culture Trainer will make connections with the Instruction Domain and Environment Domain.

Descriptors for Environment Domain Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Students are consistently well-behaved, and on task. Teacher and students establish clear rules and expectations for learning and behavior. The teacher consistently uses techniques such as intrinsic motivation, social approval, contingent activities, and consequences to maintain appropriate student behavior. The teacher overlooks inconsequential behavior. The teacher deals with students who have caused disruptions rather than the entire class. The teacher attends to disruptions quickly, firmly and consistently with no interruption to instruction. Students are mostly well- behaved, and on task, some minor learning disruptions may occur. Teacher establishes rules for learning and behavior. The teacher uses several techniques such as intrinsic motivation, social approval, contingent activities, and consequences to maintain appropriate student behavior. The teacher overlooks most inconsequential behavior, but other times addresses it stopping the lesson. The teacher attends to disruptions firmly and consistently with minimal interruption to instruction. Student behavior is inconsistent with several students off task, minor learning disruptions are frequent. The teacher uses some techniques such as intrinsic motivation, social approval, contingent activities, and consequences to maintain appropriate student behavior. The teacher overlooks some inconsequential behavior, but other times addresses it stopping the lesson. The teacher inconsistently deals with students who have caused disruptions, and frequently addresses the entire class. Students are not well-behaved and are often off-task. Teacher establishes few rules for learning and behavior. The teacher uses few techniques to maintain appropriate student behavior. The teacher does not distinguish between inconsequential behavior and inappropriate behavior. Disruptions frequently interrupt instruction. Managing Student Behavior Trainer will make connections with the Instruction Domain and Environment Domain.

Professionalism We want the participants to understand that the environment/thinking/problem solving are aligned and dependent on one another. Thinking and problem solving are high and the Environment Indicators are low? (students are learning but possibly not up to their potential- in a positive environment they could learn even more) Thinking and problem solving are low and the Environment Indicators are high? (students are happy and the classroom is respectful but the challenge is not there- the environment is positive but not a “learning environment”)

Professionalism Domain Trainer will make connections with the Instruction Domain and Environment Domain.