DOMAIN 2: THE CLASSROOM ENVIRONMENT

Teacher Name: Monica Golson

Subject: Mathematics-7

ELEMENT
Domain 2a: Creating and
Environment of Respect and
Rapport

2a.1 Teacher interaction with

students

Date: 11/11/2015

LEVEL OF PERFORMANCE
INEFFECTIVE

MINIMALLY EFFECTIVE

EFFECTIVE

Teacher student interactions are Teacher student interactions are

Teacher interaction with at least generally appropriate but may
friendly and demonstrate
some students is negative,
reflect occasional
general caring and respect.
demeaning, sarcastic, or
inconsistencies, favoritism, or
Such interactions are
inappropriate to the age or
disregard for students' cultures.
appropriate to the age and
culture of the students.
Students exhibit only minimal
cultures of the students.
Students exhibit disrespect for respect for the teacher.
Students exhibit respect for the
the teacher.
teacher.

2a.2 Student interactions with

other students

Students interactions are

characterized by conflict,
sarcasm, or put-downs.
Domain 2b. Establishing a
Culture for Learning

Students do not demonstrate

disrespect for one another.

Student interactions are

generally polite and respectful.

2b.1 Importance of the content

2b.2 Expectations for learning and

achievement

2b.3 Student Pride in Work

2c: Managing Classroom

Procedures

Teacher or students convey a

negative attitude toward the
Teacher communicates
Teacher conveys genuine
content, suggesting that it is not importance of the work, but enthusiasm for the content, and
important or has been
with little conviction and only students demonstrate consistent
mandated by others.
minimal apparent buy-in by the commitment to its value.
students.

Instructional outcomes,
Instructional outcomes,
activities and assignments, and activities, and assignments, and
Instructional outcomes,
classroom interactions convey classroom interactions convey activities, and assignments, and
low expectations for at least
only modest expectations for classroom interactions convey
some students.
student learning and
high expectations for most
achievement.
students.

Students demonstrate little or

no pride in their work. They
seem to be motivated by the Students minimally accept the
desire to complete a task rather responsibility to do good work
than to do high-quality work.
but invest little of their energy
into its quality.

Students accept the teacher's

insistence on work of high
quality and demonstrate pride
in that work.

2c.1 Management of instructional

groups

Small-group work is well

Students not working with the Students in only some groups organized, and most students
teacher are not productively
are productively engaged in
are productively engaged in
engaged in learning.
learning while unsupervised by learning while unsupervised by
the teacher.
the teacher.

2c.2 Management of Transitions

Transitions are chaotic, with

much time lost in between
activities or lesson segments.

2c. 3 Management of Materials

and Supplies

Only some transitions are

efficient, resulting in some loss Transitions occur smoothly,
of instructional time.
with little loss of instructional
time.

Materials and supplies are

Routines for handling materials
handled inefficiently, resulting
and supplies function
Routines for handling materials
in significant loss of
moderately well, but with some and supplies occur smoothly,
instructional time.
loss of instructional time.
with little loss of instructional
time.

2c. 4 Performance of NonInstructional Duties

2c. 5 Supervision of volunteers

and paraprofessionals

Systems for performing

Efficient systems for
Considerable instructional time noninstructional duties are only performing noninstructional
is lost in performing
fairly efficient, resulting in
duties are in place, resulting in
noninstructional duties.
some loss of instructional time. minimal loss of instructional
time.

Volunteers and
Volunteers and
paraprofessionals are
paraprofessionals have no
productively engaged during
clearly defined duties and are
portions of class time but
idle most of the time.
require frequent supervision.

Volunteers and
paraprofessionals are
productively and independently
engaged during the entire class.

2d: Managing Student Behavior

2d.1 Expectations
No standards conduct appear to
have been established, or students Standards of conduct appear to
are confused as to what the
have been established, and most
standards are.
students seem to understand them. Standards of conduct are clear to
all students.

2d. 2 Monitoring of Student

Behavior
Student behavior is not monitored, Teachers is generally aware of
and teacher is unaware of what student behavior but may miss the
Teacher is alert to student
the students are doing.
activities of some students.
behavior at all times.

2d.3 Response to Student

Behavior

Teacher does not respond to

Teacher response to
misbehavior, or the response is Teacher attempts to respond to misbehavior is appropriate and
inconsistent, is overly
student misbehavior but with
successful and respects the
repressive, or does not respect uneven results, or there are no
student's dignity, or student
the student's dignity.
major infractions of the rules.
behavior is generally
appropriate.

2e. Organizing Physical Space

2e.1 Safety and Accessibility

The classroom is unsafe, or

learning is not accessible to
some students.

The classroom is safe, and at

least essential learning is
The classroom is safe, and
accessible to most students.
learning is equally accessible to
all students.

2e.2 Arrangement of Furniture

and use of Physical Space

The furniture arrangement Teacher uses physical resources

hinders the learning activities, adequately. The furniture may Teacher uses physical resources
or the teacher makes poor use
be adjusted for a lesson, but
skillfully, and the furniture
of physical resources.
with limited effectiveness.
arrangement is a resource for
learning activities.
42

Totals
Observation Average:

Effective

Comments: Student was asked to demonstrate a problem using the number line. Students instructed to
persevere through the partner work and ask their partner before asking Mrs. Golson about the answer. Golso
explained to students the expectation for working with a partner and conferring with them first before comin
her for help.
Questions: How do students know w
to partner with? Do you think it would help if you literally stood back and did not interact with them for a
moment as they "persevere" through the problem with their partner? Does your active presence from the
beginning of their work time possibly tempt them to lean on you for the answer? Do you use a timer to kee
track of how much time is being used for partner work?

Date: 11/11/2015

HIGHLY EFFECTIVE

Teacher interactions with

students reflect genuine respect
and caring for individuals as
well as groups of students.
Students appear to trust the
teacher with sensitive
information.

Students demonstrate genuine

caring for one another and
monitor one another's treatment
of peers, correcting classmates
respectfully when needed.

Students demonstrate through

their active participation,
curiosity, and taking initiative
that they value the importance
of the content.

Instructional outcomes,
activities, and assignments, and
classroom interactions convey
high expectations for all
students. Students appear to
have internalized these
expectations.

Students demonstrate attention

to detail and take obvious pride
in their work, initiating
improvements in it by, for
example, revising drafts on
their own or helping peers.

Small-group work is well

organized, and students are
productively engaged at all
times, with students assuming
responsibility for productivity.

Transitions are seamless, with

students assuming
responsibility in ensuring their
efficient operation.

Routines for handling materials

and supplies are seamless, with
students assuming some
responsibility for smooth
operation.

Systems for performing

noninstructional duties are well
established, with students
assuming considerable
responsibility for efficient
operation.

Volunteers and
paraprofessionals make a
substantive contribution to the
classroom environment.

Standards of conduct are clear to

all students and appear to have
been developed with student
participation.

Monitoring by teacher is subtle

and preventive. Students monitor
their own and their peers'
behavior, correcting one another
respectfully.

Teacher response to
misbehavior is highly effective
and sensitive to students'
individual needs, or student
behavior is entirely appropriate.

The classroom is safe, and

students themselves ensure that
all learning is accessible to all
students.

Both teacher and students use

physical resources easily and
skillfully, and students adjust
the furniture to advance their
learning.
4

line. Students instructed to

Golson about the answer. Golson
ng with them first before coming to
ons: How do students know who
not interact with them for a
our active presence from the
er? Do you use a timer to keep