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DOMAIN 2: CLASSROOM CULTURE

Section:
Exceeds the Standard
Meets the Standard
Partially Meets the Standard
Does Not Meet the Standard

A.
Motivation of Students
The teacher inspires in most students a love of learning and high internal standards for both academic and personal success. This motivation is a clearly visible attribute of the classroom culture.
The teacher communicates high expectations for all students’ learning and conduct. S/he utilizes approaches to help students develop readiness for learning, maintain motivation while learning, and develop their own quality standards for successful learning
The teacher attempts to meet the standards but the efforts are sporadic, designed for only some of the students, or act on only some parts of the process.
The teacher often neglects aspects of motivation in daily interactions with students. The classroom culture visibly lacks a love of learning.
Evidence
* Photos (I have attached a few pictures showing the range of students and activities that I use to work with students.Photos are often worth 1000 words. These photos show students actively involved.)IMG_0977.JPGIMG_0533.JPGIMG_0606.JPGIMG_0859.JPG
  • PPE video (The following link is to a 10 minute video showing a pre-lesson discussion, an overview of a class activity and then students involved in an activity. This video was submitted with my recertification for the National Board)
Link to 10 minute video used in NBPTS recertification


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B.
Group Relationships
Teacher effectively and consistently creates and fosters a classroom culture that promotes a positive, open learning community.
Teacher creates and fosters a classroom culture that usually promotes positive group relationships.
Teacher attempts to create and foster a classroom culture that sometimes promotes positive group relationships.
Teacher fails to create and foster a classroom culture that promotes positive group relationships.
Evidence
  • Photos (see photos above. I teach a wide variety of students. Many students have not been typically engaged in learning or have had learning difficulties while others are highly motivated. These pictures show the range of learners.)
  • Course Evaluation student comments (Once again the course evaluation that I give each quarter is a good snapshot of how students perceive their learning experience.)




C.
Relationship with Students
Teacher creates and nurtures positive, respectful interpersonal relationships with nearly all students.
Teacher creates and nurtures positive, respectful interpersonal relationships with most students.
Teacher attempts to create and nurture positive, respectful relationships but is successful only part of the time or with some students.
Teacher fails to create positive interpersonal relationships with a significant number of students.
Evidence




D.
Management of Student Behavior
Teacher evidences flexibility and deep understanding in dealing with a variety of student behaviors to create an environment in which students are inspired to learn.
Teacher establishes an orderly and productive learning environment by effectively managing student behavior.
Teacher attempts to establish an orderly and productive learning environment by addressing student behavior, but the attempts are sporadic or inappropriate.
Teacher fails to establish an orderly and effective learning environment.
Evidence

E.
Use of Time, Resources, Equipment, and the Instructional Environment
The instructional environment dynamically responds to and supports changing learning situations. Resources, time and equipment are used effectively.
The instructional environment assists in meeting identified learning objectives. Resources, time and equipment are used effectively.
The instructional environment is at times inefficient or a distraction from learning objectives. Resources, time and equipment are sometimes not used effectively.
The instructional environment is chaotic or not conducive to learning. Resources, time and equipment are often not used effectively.

Evidence
  • Course evaluation (Again, the evaluation provides evidence to support this standard)

  • Changing Class Configuration (Typically the class is set-up so there are two rows of 4 tables. Throughout the year we move the VERY heavy tables into two large table areas on opposite sides of the room. This gives us an open space in the middle that is more conducive to activities that are more active. And the the new table configuration is set up more like a seminar where students can have discussions in the round.)

  • Changing Working Groups(One class structure that I use is to change table groups at least 2 times per quarter. Table groups are determined by some sort of ice-breaker activity. Example: Right before the recent election we did a 4 corner, where students had to choose one corner that best represented them. In honor of the election, they had to choose who they would vote for if the following candidates were running for President today. The candidates were George Washington, Thomas Jeffereson, Abraham Lincoln, and John Kennedy. Once students selected their corner they shared why they selected that president and then I grouped the students based on their selection. Each activity is based on different criteria. The very first grouping of the year is based on geographic location to CHRHS. This lets me mix students from the fivetowns together.)

  • TIS (I am a member of the Technology Integration Squad. The members self-selected based on willingness to share schoolwide and classroom-based expertise in one to one laptop integration. In the first two years of the school 1 to 1, we were a very active team. This is evidence of my commitment to making sure that students are learning in environments that will prepare them for a world we can't comprehend now.)
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  • School garden (In the 4.3 years that I have been at CHRHS we have built a real school garden that was installed with money raised by students. We have a 60 tree orchard and a beautiful terraced garden. This year we harvested close to 360 lbs of fresh produce with a market value of around $1100. This will only grow in years to come.)
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  • Windplanners and Energy 4 ME (I became co-advisor of Windplanners when I arrived here. Students raised over $370,000, defended the project to the community and saw the installation of a 100kw wind turbine. Students are now understanding how this school uses energy and are focused on how can we use energy more efficiently so that the energy we produce from our wind turbine and solar panels represent a larger percentage of our use.)
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Energy 4 ME
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