Beginning proficiency level: Elementary

 

Support materials:
Video clip #246
Conversation with Evaluator (Excerpt)

Overall rating & analysis

Overall rating: Two BP ratings equal an overall BP rating.

Beginning

Advanced

Exemplary

Strand 1: The relevance of welcoming environment messages to students.

Effectively chooses a range of generic messages to support a welcoming environment (e.g., respect, tolerance, kindness and collaboration)

Effectively chooses messages applicable to student subgroups within the classroom (e.g., respect and appreciation for students? diverse academic levels, skills, learning styles, special needs, language barriers, races, classes, ethnicities, sexual orientations, and backgrounds, etc.)

Effectively chooses messages applicable to student subgroups within the classroom and beyond and ensures that each student is affirmed and supported for the unique individual s/he is

Strand 2: The teacher’s effectiveness at establishing and maintaining a welcoming environment.

Adequately sets basic expectations for a welcoming environment as necessary, and consistently and effectively responds to breaches, using them as opportunities to convey messages that support the welcoming environment

Effectively sets expectations for a welcoming environment as necessary, anticipates and prevents most breaches by proactively using a variety of methods (e.g., explicit lessons, classroom jobs, community building) that will support a welcoming environment and effectively responds to breaches when they occur

Compellingly sets expectations for a welcoming environment as necessary, effectively empowers students to become leaders in sustaining a respectful, collaborative environment for all by teaching them to affirm and support their classmates and to resolve all conflicts in peaceful and enduring ways

 

Analysis: Why did the teacher receive these ratings?

Rating: BP Strand 1: The relevance of welcoming environment messages to students.

Why BP?

  • The teacher chooses “generic messages to support a welcoming environment” as illustrated in the classroom norms (i.e,. “Bee Respectful”. “Bee Responsible”, and “Bee Brilliant”).
  • The teacher explains that students should be able to apply these principles to their interactions both inside and outside of the classroom.
  • The messages are comprehensive enough to encompass a wide range of aspects of a welcoming environment.
  • We can assume that the students would find the teacher’s messages “important, relevant, and compelling” as a result of having to describe what the classroom norms mean and look like in action.

Why not AP?

  • There is no evidence that the teacher caters strategies to student subgroups.
  • Though the “Caught Being Caring” board is student-centered, it is does not target subgroups. While it leads to students sharing positive support to one another, it does not necessarily ensure “respect and appreciation for students’ diverse academic levels, skills, learning styles, special needs, language barriers, races, classes, ethnicities, sexual orientations, and backgrounds.” Similarly, there’s insufficient evidence that the teacher conveys such messages through the use of the Peace Table.

Rating: BP Strand 2: The teacher’s effectiveness at establishing and maintaining a welcoming environment.

Why BP?

  • The teacher uses the “Peace Table” to “consistently and effectively” respond to breaches in the welcoming environment as they occur. There is no evidence, however, that breaches are anticipated and/or prevented.
  • Students can explain what the teacher expects as evidenced in their descriptions of the norms of the classroom environment.
  • In the conversation with the evaluator, the teacher mentions that she takes advantage of “teachable moments” to remind students of her expectations.

Why not AP?

  • There is no evidence that the teacher “anticipates and prevents most breaches.” The teacher strategies are reactive.
  • The teacher suggests that breaches occur “often.”