53 12 DOMAIN 2: Classroom Environment COMPONENT 2B: Establishing a Culture for Learning The student teacher conveys a passion for learning and its educational value, so all PK-12 students are challenged and encouraged to achieve expectations. Exemplary • The student teacher communicates a genuine passion for the subject, resulting in student enthusiasm for learning. • The student teacher establishes an environment in which students’ questions and comments demonstrate curiosity beyond teacher expectations. • The student teacher establishes an environment to encourage peer recognition. • Students take initiative in improving the quality of their work. Expected • The student teacher communicates the importance of learning and the assurance that with hard work all students can be successful. • The student teacher demonstrates a high regard for student abilities. • The student teacher conveys an expectation of high levels of student effort. • The student teacher encourages students to take initiative in completing work of high quality. Emergent • The student teacher’s regard for the work is neutral, with minimal expectations for themselves or for student achievement. • The student teacher is inconsistent in conveying high expectations for students. • Students comply with the student teacher’s expectations for learning, but show little initiative for the work. Unsatisfactory • The student teacher demonstrates few, if any, expectations for student achievement and creates a negative learning environment without structure. • Students exhibit little or no pride in their work and are often off-task. Not Observed Discussion Prompts: • How do you communicate the importance of learning and the assurance that with focus, commitment, and hard work, all students can be successful? • How do you communicate to students your high regard for their abilities and efforts? • How do you convey an expectation of high levels of student effort? • How do you measure student motivation toward completing work of high quality? Evidence of Practice: • Expectations supported through both verbal and non-verbal communication • Recognition of student achievement • Expectations for student participation (with adaptations, as needed) • Demonstration of value of learning 12
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