Advanced proficiency level: Title Missing

Support materials:


Video clip #245

Overall rating & analysis

Overall rating: Two AP ratings equal an overall AP 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: APStrand 1: The relevance of welcoming environment messages to students.

Why AP?

  • The teacher "effectively chooses messages applicable to student subgroups” as evidenced by the morning meetings and acknowledgement of students’ differing experiences and backgrounds. The teacher structures the environment to prepare her students to take risks in sharing personal stories and to be willing to make mistakes in their work. The video clip of the students sharing during morning meeting is evidence of the effectiveness of these messages.
  • Through the teacher’s morning meetings and her dialogue wall, she sends messages that instill values of respect, tolerance, and collaboration for all students regardless of the unique needs, circumstances, or backgrounds of students. These messages carry through to her instruction.
  • The teacher discusses the importance of sending messages to her students that they must work together, discover their own way, and take huge risks. Students’ willingness to share personal stories with classmates and their use of appropriate language in discussing difficult academic material (i.e. literature circles, novel studies, solving math problems, etc) attest to the effectiveness of the teacher’s messages in making students feel safe and valued.
  • The teacher chooses strategies that will allow students to explore a number of different concerns. The variety of strategies ensures that students are able to create a welcoming environment in a variety of settings to allow them to get to their goals.

Why not E?

There is no evidence that the teacher sends messages applicable to student subgroups outside of the classroom.

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

Why AP?

  • The teacher "effectively sets expectations for a welcoming environment," as evidenced by the students’ clear understanding of what the teacher expects in the morning meetings.
  • The teacher explains that she wants students to be comfortable taking risks in the classroom – especially as it relates to math – and then structures the environment for such, teaching students to use appropriate vocabulary to discuss various difficult topics (e.g. novel studies, helping each other solve math problems).
  • The teacher "anticipates and prevents most breaches." The interview with the teacher reveals that she use morning meeting outcomes to anticipate breaches that may occur later in the lesson. While there is no evidence that the teacher uses the morning meetings to then prevent potential breaches, the teacher does make mention that after implementing the morning meetings, the number of fist fights decreased dramatically.
  • In addition, the teacher proactively uses "a variety of methods that will support a welcoming environment." The teacher mentions the dialogue wall and morning meeting as community building exercises.

Why not E?

There is no evidence that the teacher “empowers students to become leaders in sustaining a respectful, collaborative environment for all.”