Component A: Habits (Element 1-4)

Element 1: How do I encourage perseverance (growth mindset) in my learning environment? 2: HowStudents

Stds- do my students utilize mastery
can articulate choice? + 3: How is responsibility visible in the learning environment? 4: How do I provide a safe environment for interaction?
Choice Accountability make choices with the teacher Self-awareness Self-Reflections
Supporting claims related to academic Celebrate risk taking Purposeful instructional strategies
Reflection/Goal Setting Failue ok, skills based, learning focused Multiple ways to demonstrate learning Fluid grouping decisions/thinking Morning meetings Modeling
Peer Review/learning Freedom with support Differentiated assessment Say Yes Rubrics + Checklists Compliment wall empathy tone, body language,
diversity,
Promote Risk Taking Feedback Prior knowledge Flexible seating Journals/Notetaking Shared roles + Voice Opportunities
Metacognitive skills Recording strategies Connect to core-values - Self-awareness Have challenging options Procedures, expectations, schedule, seats Democratic and open discussions Self-reflections
Use their own words (paraphrase) Opportunities for discourse Strengths Communicate expectations Evidence Teach routines to promote discourse
Student chats Roles Connect to values Options Charts Responding to student issues
Mindfulness Peer Editing/process Consider interests Help each other Thoughtful pairing
Positive reinforcement Feedback Small group instruction
Indicators
Flexible Authentic Experiences
Modelingself-directed learning
Develop Application Model mutual respect, risk taking, shared
skills/advocacy Supportive roles, voice, empathy
Mutual Respect Differentiated assessment Assessment opportunities
Procedures, expectations, schedule and Teach routines
seating
Promote discourse

Peer support Respond to student need

Component B: Respect (Element 1-3)

Element 1: How does the environment encourage respect in relationships? 2: How does the environment encourage a sense of community? 3: How do I ensure a caring environment?
Listening Choice Individual success tied to group success Chances to try and fail Tone Modeling mutual respect
Fair, tangible consequences Size of class Peer support Inclusion Communication Establishing rules of respect
Dialogue Communicate Trust Student centered Positivity Student Voice
Boundaries Conflict resolution strategies Diversity Equity (not always equal) Authenticity Conflict resolution
Positive Open-minded Collaboration Communicate/feedback Build relationships Rapport
Community based Collaboration Accepting Address needs Modeling mutual respect
Clear expectations Celebrate Non-judgemental Sense of order Acknowledge differences
Indicators
Safe Buddy up students Flexible groupings Safe Supportive
Accepting Partner work Home/school partnerships Non-judgemental Compassion
Care Think pair share Inclusion Love Nurturing
Reciprocity Taking turns Sharing Acknowledgment Safe
Modeling behaviour, voice, tone, vocab. etc. Trust Roles/Contribution Patience Inclusive
Voice, ownership, common goals Sharing Choice of roles Interest outside of class
Connecting as individuals Feedback Showing that the teacher is human

Component C: Learning Culture (Element 1-3)

Element 1: How does the learning environment inspire action? 2: How does the learning environment engage students? 3: How doe sthe learning evnironment promote risk-taking in the learning environment?
Inquiry Leave the room Choice/Voice/Curiosity Flipped classroom Safe-environment/Supportive Extensions
Choice Movement Availability of technology Questioning Complements and celebrations Challenging Options
Interactive Trust/Safe Supporting Independence
Intedisciplinary Clear expectations
Accessibility
Inspiring, Positive, Motivating

Celebrate
Share successclass etc.) with
(assembly, Clear expectations Collaboration/Communication Differentiation Positive language Growth progression
Indicators community Feedback manipulatives Fun opportunities Conferencing and goal-setting Goals/support
Service learning Opportunities Use of phenomena Model learning/personal experience Multiple opportunities to demo mastery Inspire
Pitch to the panel Resources Purposeful lesson design, Passions Purposeful lesson design Modelling
Solve problems Purpose High, achievable expectations Authentic experiences Multiple correct answers Encouragement/Accepting
Research opportunities Relationships healthy disequilibrium Relevance Self-assessment Feedback
Small groups Concrete assessments Build knowledge about relevance No consequence for failure Scaffold
Purposeful/age appropriate activities Relationships Fun Relationships/Respectful
Incorporate relevant technology Listening
Flexibility

Component D: Physical Space (Element 1-2)

Element 1: How do I design my learning environment so that it is purposeful? 2: How do I ensure a safe learning environment?
Flexible seating Movement connected to task Protective equipment Proactive
Option to stand Respect voice Clear procedures/expectations/routines Address inapporpriate behaviours
Stations/Centers Mutual respect
Student input structure
Elbow resources clear procedures/expectations/routines Encouraging
Positive
Student input
Indicators Furniture organization
Using wall space/anchor charts Small groups Norms and essential agreements Organized
Organization Expectations related to purpose Strategic questioning Sufficient space
Accessible/age/level appropriate Personalize space purpose Light, fun Apply logic
Inviting/welcoming Attractive/meaninful resources Dialogue Promote good hygiene
Affirmation Useful exemplars Awareness First aid kits
Equipment safety skills Visibility Communicate concerns
Eliminate clutter Comprehensive
 Component A: Habits (Element 1-4)
Element 1: How do I encourage perseverance 2: How do my students utilize choice? 3: How is responsibility visible in the 4: Howmutual
Model do I provide a safe
respect, environment
risk taking, sharedfor 2: How do my students utilize choice?
(growth
Choice mindset)
with
Self-regulation in my learning
accountability
through appropriate Differentiated assessment learning
Includes environment?
Facilitates Peer support
learners in defining procedures, interaction?
roles, voice, empathy Reflection Self-awareness
environment?
reflection
Demonstrate andmutual
assessment
respect, support and Consider relevance expectations, schedule and setting Teach routines Collaboration
flexibility
Promote risk-taking and psychological Enhance collaboration Provides assessment opportunities Promote discourse Inquiry Say Yes
safety Communicate expectations Respond to student need Freedom
Indicators Encourage input
Stds- Students can
articulate mastery + make
choices with
Multiple waysthe
to teacher
demonstrate learning
Differentiated assessment

Component B: Respect (Element 1-3) Fluid grouping

Element 1: How does norms
Demonstrate the environment encourage
of collaboration and 2: How does the
Demonstrates environmenttoencourage
responsibility the a 3: How do I ensure
Demonstrates a caringeffective
appropriate, environment? Flexible seating
respect in
communication
Demonstrate relationships?
and support empathetic sense of community?
community communication Prior knowledge
Connect to core-values -
behaviour
Responds to students in conflict with peers Demonstrates acceptance of diversity Models mutual respect Self-awareness Have challenging
fairly, tangibly
Establishes norms of behaviour, Builds rapport with students Strengths options
Communicate
boundaries and expectations Supports building student peer rapport Connect to values expectations
Indicators Consider interests Options

Component C: Learning Culture (Element 1-3)

Element 1: How does the learning environment 2: How does the learning environment 3: How does the learning environment
inspire action? engage students?
is accessible promote risk-taking in the learning
encourages trusting relationships environment?
Foster a socio-emotionally safe
environment. Developmentally appropriate provide relevancy through student input
freedom of movement. Clear expectations
Indicators displayed in developmentally appropriate
language.

Component D: Physical Space (Element 1-2)

1: How do I design my learning 2: How do I ensure a safe learning
Element
environment so that it is purposeful? environment?
inviting clear routines/procedures (student voice)
flexible visibility
movement proactive
developmentally appropriate physical and emotional safety
Indicators
 Environmental Component A: Habits
Teaching Standard 1A:
People Learning Behaviors 1A:
Responsible

Component A: Habits
Element 1: How do I encourage perseverance (growth mindset) in my learning enviro

Beginning
LS teacher does not take into account student voice, nor allows for exploration. There
teacher in the area of student self-regulation and reflection. There is no form of asses

Dan Approaching
LS teacher provide choice, demonstrate mutual respect and flexibility

Meeting LS teachers provide choice with accountability, promote risk-taking in a safe environm
respect, support and flexibility and enhance self-regulation through appropriate reflect

Exceeding Programs provide choice, accountability, risk-taking in a safe, mutually respectful envi
students assess and adjust the environment through reflective assessment.

Component A: Habits
Element 2: How do my students utilize choice?

Beginning

Approaching

Dan
Meeting LS teachers communicate expectations that involve input from students through a coll
considers relevance and is improved through assessment.

Exceeding

Component A: Habits
Element 3: How is responsibility visible in the learning environment?

Beginning

Dan Approaching

Meeting
Dan

Meeting LS teachers create an environment that allows for learner input, provides peer suppor
assessment.

Exceeding

Component A: Habits
Element 4: How do I provide a safe environment for interaction?

Beginning
Dan
Approaching

Meeting LS teachers model expectations for appropriate interactions, establish routines for the
discourse and respond to the needs of students.
Exceeding
onent A: Habits

Indicators from full staff meeting

Habits
owth mindset) in my learning environment? Choice with accountability
Self-regulation through appropriate
reflection and assessment
e, nor allows for exploration. There is a lack of support from the Demonstrate mutual respect, support
flection. There is no form of assessment observable. and flexibility
Promote risk-taking and
psychological safety
pect and flexibility

mote risk-taking in a safe environment, demonstrate mutual

gulation through appropriate reflection and assessment.

in a safe, mutually respectful environment. The teacher and

h reflective assessment.

Habits
dents utilize choice? Differentiated assessment
Consider relevance

Enhance collaboration
Communicate expectations

Encourage input

e input from students through a collaborative approach that

ssment.

Habits
e in the learning environment? Facilitates Peer support
Includes learners in defining
procedures, expectations, schedule
and setting

Provides assessment opportunities

earner input, provides peer support and is improved through

Habits
Model mutual respect, risk taking,
environment for interaction?
shared roles, voice, empathy
Teach routines
Promote discourse
Respond to student need

eractions, establish routines for these interactions, promote

Student Interaction
 Environmental Component B: Respect
Person/s Teaching Standard 1B:
Responsible Learning Behaviors 1B:
Indicators from full staff meeting Student Interaction
Component B: Respect
Element 1: How does the environment encourage respect in relationships?
Demonstrate norms of collaboration
Beginning and communication
Demonstrate and support
empathetic behaviour
Responds to students in conflict
Matt and Molly with peers fairly, tangibly
Approaching
Establishes norms of behaviour,
boundaries and expectations

Meeting
LS teachers model collaboration, act as responsive empathetic supporters in an environment where behavior expectations are clear

Exceeding

Component B: Respect
Demonstrates responsibility to the
Element 2: How does the environment encourage a sense of community?
community
diversity
Beginning

Approaching

Meeting LS teachers foster a learning environment that acknowledges and celebrates the diversity of our community while emphasizing the
responsibility that we share in developing a postive sense of respectful community.

Exceeding

Demonstrates appropriate, effective

Component B: Respect
communication
Element 3: How do I ensure a caring environment? Models mutual respect
Builds rapport with students
Beginning Supports building student peer
Michelle and rapport
Colleen
Approaching

Meeting
LS teachers model and support respectful and effective communication to build a positive classroom rapport.
Exceeding
 Component C: Learning Culture
Person/s Teaching Standard 1C:
Responsible Learning Behaviors 1C:
Indicators from full staff
Student Interaction
meeting
Component C: Learning Culture
Element 1: How does the learning environment inspire action?
Beginning
Foster a socio-emotionally
Approaching safe environment.
Developmentally
appropriate freedom of
Meeting The LS learning environmnet fosters a socio-emotionally safe environment where students have freedom to move where expectations are movement. Clear
clearly displayed in developmentally appropriate language. expectations displayed in
developmentally appropriate
Exceeding language.

Component C: Learning Culture

Element 2: How does the learning environment engage students?
Beginning
is accessible, encourages
trusting relationships, and
Matt and Molly Approaching
provides relevancy through
student input
Meeting LS learning environments are accessible for all students and are a place that encourages trusting relationships while ensuring relevancy
through student input
Exceeding

Component C: Learning Culture

Element 3: How does the learning environment promote risk-taking in the learning environment?
Beginning encourages, accepts failure
and setbacks, growth
Sam and Andrew Approaching progression, purposeful
leasson design, challenging
Meeting LS learning environment challenges students to extend their learning beyond their comfort zones, is a place where students are known as options.
individuals, and encourages students to use their minds well.
Exceeding
 Component D: Physical Space
Person/s Teaching Standard 1D:
Responsible Learning Behaviors 1D:
Indicators from full staff
Student Interaction
meeting
Component D: Physical Space
Element 1: How do I design my learning environment so that it is purposeful?
Beginning

Matt & Molly Approaching

inviting, flexible, movement,
developmentally appropriate
Meeting LS learning environments are purposefully designed to encourage inviting spaces that are flexible, developmentally and
contextually appropriate
Exceeding

clear routines/procedures
Component D: Physical Space (student voice)
Element 2: How do I ensure a safe learning environment? visibility
proactive
physical and emotional
Beginning
safety
Coleen, Matt and
Approaching
Molly
Meeting LS learning environments are proactive in nature, clear student-centered routines are established ensuring a physically and
emotionally safe space.
Exceeding