1. 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

2. 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]

3. 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

4. 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

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

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

26. 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.

27. 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.

28. 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.

29. The Environment Domain

30. 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.

31. 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.

32. 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.

33. 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.

34. 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”)

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