California Standards for the Teaching Profession

Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

Key Element2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it!

“How do I...” or “Why do I...”

model and promote fairness, equity, and respect in a classroom atmosphere that values all individuals and cultures?

help all students accept and respect diversity in terms of cultural, religious, linguistic, and economic backgrounds; learning differences and ability; gender and gender identity; family structure and sexual orientation; and other aspects of humankind?

engage students in shared problem-solving and conflict resolution? • provide learning opportunities that encourage student-to-student communication with empathy and

understanding? develop students’ leadership skills and provide opportunities to apply them? create a classroom culture where students feel a sense of responsibility to and for one another? help students to appreciate their own identities and to view themselves as valued contributors to society? develop activities that support positive interactions among students and that help students get to know

each other?

EOI Skill Relationship to Teaching Standard What to look for ExampleFormulating Objective Teacher formulates an objective that

will make knowledge accessible to all students recognizing individual differences within a diverse group

Does teacher create objective that makes knowledge accessible to all students within a diverse group? Does the teacher have an objective formulated so that it is differentiated enough so that objective can be achieved in different ways?

Make sure objective also meets standards

Teach to different learning styles Know students’ needs without

pointing out differences Take into account a variety of

academic and personal backgrounds

Incorporate cultural/language diversity into the curriculum

Take into account 504 accommodations

Teaching to the Objective Teacher uses a variety of ways of presenting (IQAR).

Does the teacher present IQAR to accommodate a variety of learning styles?

Teacher demonstrates they can differentiate when a student asks a question and the teacher can answer it in a variety of ways

Teachers teach to different learning styles as much as possible (visual/auditory)

Able to answer a wide array of questions

Organization of material (matrices, etc.)

Scaffolding in terms of organizational skills

Transitions (into, through, and beyond)

Structured notes Assignment sheets Posting or copying notes Variety of presentation skills

(lectures, video discussion, overheads, notes on board)

Active Participation, Set, Closure Teacher varies active participation (by keeping content the same but varying level of cognition, form of active participation, conditions of activity, level of performance) in order to accommodate individual differences

Has teacher planned lesson to take into account individual difference in learning style and ability?

Extension activities built into an assignment provides for differentiation

Allow student to master objective over time

Projects: students make children’s books, artistic posters, go do-volunteer, interview someone in field, make a game

Group projects Labs

Powerpoint Advanced warning for

participation Give questions ahead of time to

allow processingMonitor and Adjust Teacher monitors learning and adjusts

teaching (by keeping content the same but varying level of cognition, form of active participation, conditions of activity, level of performance) to different levels of learning and achievement. (Monitoring is not about differentiating, but rather diagnosing learning problems and reteaching. Formulating the objective is more relevant here.)

Does teacher check for understanding, re-teach as necessary using approaches that make the objective and content clear to a diverse student population?

Do we as teacher provide several ways to achieve a certain objective? (Math) allow students to do test/quiz corrections orally to show they know the material – very time-consuming

Teacher allows different ways t o complete a project

Have a student who understands concept teach it

Ask students to voice what questions they still have and build next unit or activities

Give options for completing projects or assessments

Posting solutions, not just answers, student can check own work

One-on-one appointments for extra help

Peer Evaluation (French, Social Studies, Physics) Collaborate with a different partner each week (French, Social Studies) Random draw partners (Social Studies) Alternate responsibilities Group builder activities, review games (Math) Encourage to help each other, mixed grades, “we’re in it together is

encouraged, older helps younger” (Spec Ed) Groups write goals together (Math) Conflict resolution mini-unit, teach about different cultures (Social Studies) Re-writing American myths from Native Americans’ perspective Pizza party provided when class meets certain behavioral benchmarks “Discretionary minutes” of free time when entire group does well on task,

completes assignments on time

Whole class gets A if each person does well Students include their own opinion in essays Career and interest surveys (FOS) Semester class on career exploration/job training (DHH) Creative writing – daily free-writing about own life/writer’s voice Philosophy – study how to disagree respectfully, politely Creative writing – how to give constructive criticism, team-building games,

rotate leadership in small groups Kudos for random acts of kindness Counting multi-culturally (in Korean, Russian, Spanish) Touching upon history of the sport at hand (PE) Cultural questions in new cooperative groups each unit (Science)

California Standards for the Teaching Profession

Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

Key Element2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it!

“How do I...” or “Why do I...”

arrange and adapt classroom seating to accommodate individual and group learning needs? establish a stimulating, curriculum-rich learning environment that supports content learning and

academic vocabulary development? ensure that students develop an appreciation of diversity? provide students access to resources, technologies, and comfortable workspaces? create an environment that promotes optimal learning for each student? construct an equitable learning environment for all students?

EOI Skill Relationship to Teaching Standard What to look for Example/Talking PointsFormulating Objective Teacher formulates an objective that

will make motivate and engage students’ minds and hearts in activites and challenging tasks which will allow them to experience success.

Does teacher create objectives at the appropriate level of difficulty/challenge?

Objective must be challenging enough for everyone (student participation is a good indicator).

Clear standards for the curriculum help guide objectives congruent to the state standards.

Teacher must know students’ individual ability levels in order to create good objectives.

Make relevant. Paint big picture, build on past.

Active Participation With principles of learning in mind, teacher develops a variety of meaningful activities, which motivate participation of all students.

Does teacher use active participation to:

Affect level of concern Create interest

Have students think first and then answer

Teacher has one-on-one moments with students to build relationship

Create opportunities for success Make everyone feel valued – equal

time Class discussion within

comfort/range of each student Group quiz, songs/chants, dance Mentoring – students mentor other

students Students write test questions Review games with prizes Grouping in different ways: even

skills, random in fun ways, personality strengths

Pairing ½ artistic, ½ writing, students have clear roles and responsibilities

Students write own review questions

Teaching to the objective, Monitor and Adjust

Teacher responses provide students with knowledge of results.

Do teacher responses provide knowledge of results?

Use real world stories to spark interest in students.

Maintain students accountable for in-class work/product

Stop and reintroduce Running mile – giving state

benchmarks – give feedback every lap, motivation feedback, match students with someone at same ability level.

Teacher apologies when appropriate/acknowledges mistake Create warm atmosphere: knowing about students’ lives Teach systems and expectations early Teacher, be committed to your group, don’t give up on them Spend a few minutes – how was your weekend? Door greeting/exiting Learn names right away Change seating charts (name game, get to know each other) Provide structure for success – seating chart if necessary Always look for best in students – let go of stereotypes – what is your mental

concept of each student? Give students opportunity to be a teacher Include pieces of literature to provide alternate perspective (English) Community building games related to curriculum (FOS) Computers in classroom – access for students who don’t have at home (FOS) Ipads, document camera and laser pointer (help deaf students keep up with

oral reading (DHH) Practice cumulative vocabulary every day (English)

Enriching activities on website for increased challenge (English) Editing papers with document cameras (English) On-line programs for vocab. Cards and review Manage groups to maximize work (“group worthy tasks” so they need a

group) (Math) Groups that utilize different talents/strengths (Art) Constant refiguring of groups to experience strengths of others (Theatre) Seating placement for students in group learning (Math) Learning pods (high-end, middle, lower, 504/IEP) (Social Studies) Ice breakers when changing seats (Math) No putdowns (Math) Units about different cultures and populations (Social Studies) Welcome sign in classroom, talk to students in a positive manner (Social

Studies) Greet students by name (Math) Drawing names for participation from popsicle sticks (Languages) Pick favorite holiday for project rather than be assigned (Languages)

California Standards for the Teaching Profession

Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

Key Element2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it!

“How do I...” or “Why do I...”

arrange the learning environment to facilitate positive and productive classroom interactions? encourage, support, and recognize the achievements and contributions of all students? encourage students to take risks and to express thoughtful and respectful opinions related to the topic or

subject of discussion? foster the development of each student's self-esteem? create a safe, accessible learning environment for all students?

EOI Skill Relationship to Teaching Standard (state as what teacher does)

What to look for (simplify, and state as a question: does the teacher . . .?)

Example/Talking Points

Formulating Objective Teacher formulates objectives related to learning classroom expectations and routines

Does teacher have objectives related to teaching routines and self-management?

Printed syllabus Classroom procedures Discussion of classroom rules Statement of objective or agenda

Active Participation, Set, Closure Teacher uses these principles of learning to effectively teach classroom expectations and routines

Does teacher use active participation, set, and closure when teaching routines and self-management?

Using stories to reinforce need for routines

Consistent with your routines, start and end

Clear routines for recording tardies, making up homework, turning in homework, etc.

Teaching to the objective Teacher gives information, asks questions, implements activities, and responds to student effort in a way that helps students learn routines and expectations

Are teacher actions (IQAR) congruent to the objectives related to teaching routines and self-management?

Posting agenda for the day or the week

Monitor and Adjust Teacher checks to see if students have understood the expectations and routines and reteaches if necessary

Does teacher check for understanding when teaching routines and management objectives?Does teacher reteach routines if necessary?

Adapt routines to the audience

Rotating partners to create feeling of connection to everyone (motivation) (English)

Rewrite existing patronizing myths about Native Americans and Mexican Americans, e.g., Davy Crockett, from MA and NA perspectives (Anticipatory Set) (English)

Create social norms with vocabulary usage examples (English) Clear behavior contract (FOS) Semi-circle arrangement of desks so all students can see one another (all) Integrating “Integrity” into content, again so students absorb norms (all) Using document camera so deaf students can see all written materials (all) Being honest with feedback & criticism. Separate person from behavior

(Theatre) Zero tolerance of kids making fun of other kids (all) Let them establish their own communities within the classroom (Art) Find out and focus on strengths and integrate them into the day (Social

Studies)

Check in with kids and celebrate achievements; individual talks (Social Studies)

Individual conversations, check-ins, one-to-one connections (Social Studies) Thoughtful group arrangements that foster productivity (Math) “Difficult” problems get a lot of input/thoughts on board and we work it out

encouraging students not to look at a question as “wrong”

Does the teacher have effective expectations and routines?Evidence: in and out box for student work by period, pass back homework system – question of the day while teacher passes out work, clearly established routines for coming into class and leaving, are routines adaptive to audience? Photo seating chart, taking roll while students are working, posting agenda for the day or week.(May need to teach these procedures, especially for Special Ed. students)

California Standards for the Teaching Profession

Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

Key Element2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it!

“How do I...” or “How might I...”

establish a productive, achievement-oriented climate in my classroom? set high expectations for all of my students? motivate all students to initiate their own learning and strive for challenging learning goals? provide all students opportunities to examine and evaluate their own work and to learn from the work of their peers? ensure access to challenging and diverse academic content for all students?

EOI Skill Relationship to Teaching Standard What to look for Example/Talking PointsFormulating Objective Teacher formulates an objective that

will make motivate and engage students’ minds and hearts in activites and challenging tasks which will allow them to experience success.

Does teacher create objectives at the appropriate level of difficulty/challenge?

Objective must be challenging enough for everyone (student participation is a good indicator).

Clear standards for the curriculum help guide objectives congruent to the state standards.

Teacher must know students’ individual ability levels in order to create good objectives.

Make relevant. Paint big picture, build on past.

Active Participation With principles of learning in mind, teacher develops a variety of meaningful activities, which motivate participation of all students.

Does teacher use active participation to:

Affect level of concern Create interest

Have students think first and then answer

Teacher has one-on-one moments with students to build relationship

Create opportunities for success Make everyone feel valued – equal

time Class discussion within

comfort/range of each student Group quiz, songs/chants, dance Mentoring – students mentor other

students Students write test questions Review games with prizes Grouping in different ways: even

skills, random in fun ways, personality strengths

Pairing ½ artistic, ½ writing, students have clear roles and responsibilities

Students write own review questions

Teaching to the objective, Monitor and Adjust

Teacher responses provide students with knowledge of results.

Do teacher responses provide knowledge of results?

Use real world stories to spark interest in students.

Maintain students accountable for in-class work/product

Stop and reintroduce Running mile – giving state

benchmarks – give feedback every lap, motivation feedback, match students with someone at same ability level.

Teacher apologies when appropriate/acknowledges mistake Create warm atmosphere: knowing about students’ lives Teach systems and expectations early Teacher, be committed to your group, don’t give up on them Spend a few minutes – how was your weekend? Door greeting/exiting Lear names right away Change seating charts (name game, get to know each other) Provide structure for success – seating chart if necessary Always look for best in students – let go of stereotypes – what is your mental

concept of each student? Give students opportunity to be a teacher Create posters and teach the topic to the class (Social Studies) “Stations” activities – students rotate in groups throughout the period to

answer questions at stations (Math) Including outside supplemental material (Social Studie) Six vocabulary levels for 10 students (English) Creative Writing: regular contact with Special ed. teachers (English) Provide opportunity to rewrite essays; required re-write if low skills (English)

Set goal every week (FOS) Self-evaluation; grade themselves on behavior for writing (rubric provided)

(FOS) Provide for coverage of all English literature by using films (captioned) if not

able to read (English) Introduce students to new writing to provide new perspective on themes

emphasized in class (English) For rough drafts, go over each rubric point to make sure students can identify

these in their own writing (English) Strict rubric on class participation using 7 criteria (5 determined in their

“cooperative groups”) (English) Personal assessment goals (English) Peer evaluation on projects with honest discussion with follow-up from

teacher (Math) Expectations already exist in AP classes (Math) Review “recruitment” into AP/Honors classes (Guidance) Backward Planning: set process/steps to achieve goals (Guidance) Academic Gift Certificate gives students one-day extension (Guidance)

California Standards for the Teaching Profession

Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

Key Element2.5 Developing, communicating, and maintaining high standards for individual and group behavior

What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it!

“How do I...” or “Why do I...”

facilitate student participation in classroom decision-making? foster and support appropriate student behavior? collaborate with students, families, and communities to establish, maintain, and communicate

standards for student behavior? understand the underlying causes of student behavior, including developmental and individual

needs, and utilize that knowledge in support of positive classroom conduct? work proactively to prevent and respond quickly to minimize behavioral issues? understand and respond to inappropriate behaviors in an efficient, fair, and equitable way? help all students learn to take responsibility for their own behavior and actions?

EOI Skill Relationship to Teaching Standard What to look for ExampleFormulating the Objective Teacher uses monitoring to formulate

new/progressive objectives for instruction.

Does teacher continually monitor student progress and use these assessments to adjust objective?

Write in journal Log Monitor sheets

Teaching to the Objective Teacher uses questions, responses and activities to assess student progress.

Does teacher use a variety of IQAR that are congruent to the objective consistently to check student progress?

Vocal polling to see if students understand concept

Adjust level of questions/scaffolding (factual recall, evaluative, analysis)

Warm-up exercises done together (guided instruction)

Teacher rephrasing Vocab, act out word Ask questions of each

person/groupActive Participation Teacher provides covert and overt

activities for students to evaluate their own learning.

Teacher provides covert and overt opportunities to receive peer feedback.

Does teacher use covert and overt activities to provide students the opportunity to evaluate themselves or peers?

Small group discussion Pair-share (everyone talking) Wait time Daily oral language Review questions on the board Visualize

Monitor and Adjust Teacher gives congruent, immediate, specific feedback.

Does teacher continually monitor student progress and use the assessments to adjust instruction?

Does teacher provide feedback to students and report feedback to parents as needed?

Does teacher make adjustments during a lesson and in short- and long-term planning?

Listen and correct Validate thinking but redirect

factual information Send student back into the text

(English) How many agree? Disagree?

Return to original do they agree still – disagree

Post-It, ask question, student writes first step, second step, and pass on

Literary evidence of agree/disagree Formal assessment tools, review

after conferences

Reinforce “old” material throughout the school year Provide students a chance to teach each other Adjust sequence, speed, focus of lesson Quizzes, discussion, check HW, exit quiz Weekly performance evaluation (peer and teacher) Direct, immediate feedback Give them a task, keep them accountable with their goals (Art) Talk one-on-one (Art) Make sure they’re motivated (Art) Be specific in feedback: address skills, give vocabulary (Theatre) Seating chart – being strategic about where kids are (Math) Stamp sheet – clear expectations with daily feedback (Math) Have a conversation with students to generate “group norms” that

students agree to and classroom expectations and appropriate behaviors (Math)

Provide time to address the inappropriate behaviors immediately (though a respectful conversation) (PE)

Department slide show about policies and procedures (PE) Department grading system available online (PE) Quiz on policies and procedures during first week (Chemistry) Suggestion box students and use to comment about classroom

environment (teacher then makes changes to accommodate) (Social Studies)

Develop individual responsibility with students (Physics) Collect classroom and homework at end of unit (Physics) Notebook collection at end of unit (World History and AP Hist) (Social

Studies) Student responsibility, keeping up with direction of course (Social

Studies) Few basic rules – but expectations are clear (French) Establish sense of personal responsibility (all)

California Standards for the Teaching Profession

Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

Key Element2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it!

“How do I...” or “Why do I...”

involve all students in the development of classroom procedures and routines? = help students transition smoothly and efficiently from one instructional activity to the next? • apply

knowledge of students’ physical, social, cognitive, and emotional development to ensure that adequate time and support are provided for students

to complete learning activities? develop daily schedules, timelines, classroom routines, and norms that maximize learning? connect district, site, and classroom procedures to promote a climate of fairness and respect for all

students? adapt routines, procedures, and norms to ensure the success of students with special needs?

EOI Skill Relationship to Teaching Standard (state as what teacher does)

What to look for (simplify, and state as a question: does the teacher . . .?)

Example/Talking Points

Formulating Objective Teacher formulates objectives related to learning classroom expectations and routines

Does teacher have objectives related to teaching routines and self-management?

Printed syllabus Classroom procedures Discussion of classroom rules Statement of objective or agenda

Active Participation, Set, Closure Teacher uses these principles of learning to effectively teach classroom expectations and routines

Does teacher use active participation, set, and closure when teaching routines and self-management?

Using stories to reinforce need for routines

Consistent with your routines, start and end

Clear routines for recording tardies, making up homework, turning in homework, etc.

Teaching to the objective Teacher gives information, asks questions, implements activities, and responds to student effort in a way that helps students learn routines and expectations

Are teacher actions (IQAR) congruent to the objectives related to teaching routines and self-management?

Posting agenda for the day or the week

Monitor and Adjust Teacher checks to see if students have understood the expectations and routines and reteaches if necessary

Does teacher check for understanding when teaching routines and management objectives?Does teacher reteach routines if necessary?

Adapt routines to the audience

Get to the “core” of what you want to teach/assess – teach to the objective (PE)

Mini-closure activities to help transition between classroom activities. Provide an agenda at start of class (Math)

Class historian is selected (using alphabetical order) who recaps activities from day before (Social Studies)

Cooperative grouping – active participation (Chemistry) Asking questions encouraged, no put-downs (Physics) “Bell Ringer” – warm-up, focusing attention (French)

“Question of the Day” – Geography, Trivia, Current Events. Focus students on subject matter (Social Studies)

Explain what’s due and when (Social Studies) Have agendas and weekly/daily plans (all) Create collective security among teacher and students (all) Explain what’s coming, when it’s due, etc. (all) Awareness of differing expectations by different teachers (adaptability)

(all)

Does the teacher have effective expectations and routines?Evidence: in and out box for student work by period, pass back homework system – question of the day while teacher passes out work, clearly established routines for coming into class and leaving, are routines adaptive to audience? Photo seating chart, taking roll while students are working, posting agenda for the day or week.

(May need to teach these procedures, especially for Special Ed. students)

California Standards for the Teaching Profession

Standard 2 Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.

Key Element2.7 Using instructional time to optimize learning

What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it!

“How do I...” or “Why do I...”

organize instruction to optimize learning time? pace instruction to accomplish learning goals? re-direct students’ off-task behavior to make the most of instructional time? adjust instructional time so that all students remain engaged and challenged? structure time for both independent and collaborative learning opportunities? balance instructional, preparation, administrative, and managerial time?

EOI Skill Relationship to Teaching Standard (state as what teacher does)

What to look for (simplify, and state as a question: does the teacher . . .?)

Example/Talking Points

Formulating Objective Teacher formulates objectives related to learning classroom expectations and routines

Does teacher have objectives related to teaching routines and self-management?

Printed syllabus Classroom procedures Discussion of classroom rules Statement of objective or agenda

Active Participation, Set, Closure Teacher uses these principles of learning to effectively teach classroom expectations and routines

Does teacher use active participation, set, and closure when teaching routines and self-management?

Using stories to reinforce need for routines

Consistent with your routines, start and end

Clear routines for recording tardies, making up homework, turning in homework, etc.

Teaching to the objective Teacher gives information, asks questions, implements activities, and responds to student effort in a way that helps students learn routines and expectations

Are teacher actions (IQAR) congruent to the objectives related to teaching routines and self-management?

Posting agenda for the day or the week

Monitor and Adjust Teacher checks to see if students have understood the expectations and routines and reteaches if necessary

Does teacher check for understanding when teaching routines and management objectives?Does teacher reteach routines if necessary?

Adapt routines to the audience

Individual journals for personal reflection, small group work, discuss prompts (Social Studies)

Monitoring behavior (Math) Student-teacher proximity (Math) MBWA – managing by walking around (Math) Predictable structure to the class time (Math) Differentiate in tasks to help all students be engaged (Math)

Sensing when things are going well and stretch out the time to allow students to explore (Art/Theatre)

Unit calendar entailing detailed information for a 3-week unit (subtopics, due dates, etc.) (Chem & PE)

Pyramic Foundation (assessment, foundation, practical performance, etc.) (Chem & PE)

Re-direct by giving leadership roles, use as “example” (Chem & PE)

Does the teacher have effective expectations and routines?Evidence: in and out box for student work by period, pass back homework system – question of the day while teacher passes out workclearly established routines for coming into class and leaving, are routines adaptive to audience? Photo seating chart, taking roll while students are working, posting agenda for the day or week.

(May need to teach these procedures, especially for Special Ed. students)