Charlotte Danielson Framework 2 A Creating an Environment

Charlotte Danielson Framework 2 A Creating an Environment of Respect & Rapport

Component 2 A: Creating an Environment of Respect & Rapport Elements of this component: • Teacher interaction with Students, including both words and actions. • Student Interactions with One Another, including both words and actions.

Accomplished vs. Exemplary Accomplished Indicators Exemplary Indicators • Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. • Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. • Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. • Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class.

Accomplished vs. Exemplary Accomplished Indicators • Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Exemplary Indicators • Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.

Accomplished vs. Exemplary Accomplished Critical Attributes Exemplary Critical Attributes • Teacher responds to disrespectful behavior among students. • Teacher makes superficial connections with individual students. • Teacher demonstrates knowledge and caring about individual students' lives beyond school. • When necessary, students correct one another in their conduct toward classmates. • There is no disrespectful behavior among students. • The teacher's response to a student's incorrect response respects the student's dignity.

Accomplished vs. Exemplary Accomplished Examples Exemplary Examples • Teacher greets students by name as they enter the class or during the lesson. • Teacher inquires about a student's soccer game last week-end (or extracurricular activities or hobbies). • Students attend fully to what the teacher is saying. • Students hush classmates causing a distraction while the teacher or another student is speaking. • Students wait for classmates to finish speaking before beginning to talk. • Students applaud politely following a classmate's presentation to the class. • Students clap enthusiastically after one another's presentations for a job well done. • The teacher says: "That's an interesting idea, Josh, but you're forgetting. . . "

Self Reflection Component 2 A • What is your performance level for this component? • Discuss and share strategies that could be used to raise the level of performance of a teacher from Accomplished to Exemplary.

Component 2 B: Establishing a Culture for Learning Elements of the component: • Importance of the Content and Learning • Expectations for Learning and Achievement • Student Pride in Work

Accomplished vs. Exemplary Accomplished Indicators Exemplary Indicators • Classroom culture is a cognitively busy place with high expectations for learning for most. • Classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. • Teacher conveys that with hard work students can be successful. • Students consistently expend effort to learn. • Classroom interactions support learning and hard work. • Teacher conveys high expectations for learning by ALL students and insists on hard work. • Students assume responsibility for high quality by initiating improvements, making revisions, adding details, and/or helping peers.

Accomplished vs. Exemplary Accomplished Critical Attributes Exemplary Critical Attributes • The teacher demonstrates a high regard for student abilities. • The teacher communicates a passion for the subject. • Teacher conveys high expectations of student effort. • Students indicate they are not satisfied until they have a complete understanding. • Students expend good effort to complete work of high quality. • Students questions and comments indicate a desire to understand the material rather than learn a procedure. • Students take initiative in improving the quality of their work.

Accomplished vs. Exemplary Accomplished Examples Exemplary Examples • The teacher explains that a concept is central in understanding a broader topic. • Student asks another student to explain a concept that they didn’t quite understand. • The teacher explains where the learning has application in a real life scenario. • Students question one another on answers. • Student accepts the critique of quality of work from a teacher without complaint • Students get busy on an assignment as soon as it is given. • Student asks the teacher if they can redo their work now that they see how it can be strengthened. • Students work diligently even when the teacher isn’t directing their efforts.

Self Reflection Component 2 B • What is your performance level for this component? • Discuss and share strategies that could be used to raise the level of performance a teacher from Accomplished to Exemplary