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An effective system of teacher evaluation accomplishes two things: it ensures quality teaching and it promotes professional learning. The quality of teaching is the single most important determinant of student learning; a school district’s system of teacher evaluation is the method by which it ensures that teaching is of high quality. Therefore, the system developed for teacher evaluation must have certain characteristics; it must be rigorous, valid, reliable and defensible, and must be grounded in a research-based and accepted definition of good teaching. -C. Danielson
Domain 2: The Classroom Environment Component Highly Effective Effective Needs Improvement or Developing Unsatisfactory 2a: Creating an environment of respect and rapport [FEAPs (a)2.d.f.h.; (a)3.e.] Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class. Classroom interactions between teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students’ cultural backgrounds, and characterized by sarcasm, put-downs, or conflict. Critical Attributes
In addition to the characteristics of “effective,”
Teacher demonstrates knowledge and caring about individual students’ lives beyond school.
The teacher’s response to a student’s incorrect response respects the student’s dignity.
When necessary, students correct one another in their conduct toward classmates.
Talk between teacher and students and among students is uniformly respectful.
Teacher makes connections with individual students.
Students exhibit respect for the teacher.
During the lesson, the teacher offers encouragement to students as they struggle with complex learning. This may be 2b, expectations.
The quality of interactions between teacher and students or among students is uneven, with occasional disrespect.
Teacher attempts to respond to disrespectful behavior, with uneven results.
Teacher attempts to make connections with individual students, but student reactions indicate that the efforts are not successful.
Teacher uses disrespectful talk toward students.
Student body language indicates feelings of hurt or insecurity.
Teacher does not address disrespectful interactions among students.
Teacher displays no familiarity with or caring about individual students’ interests or personalities.
Students use disrespectful talk toward one another with no response from the teacher.
“ At least 50% of evaluation must be based on student learning growth assessed annually and measured by statewide assessments or, for subjects not measured by statewide assessments, by district assessments.” (Student Success Act)