Standard II: Teaching All Students / II-B-1. Sintes Safe Learning Environment Video

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Teacher: Anita Sintes, Dever Elementary School

Subject: Language Arts, Spanish

Grade Level: Kindergarten

Running Time: 10:00

Key Look-Fors

II-A-1. Quality of Effort and Work

Proficient	Exemplary
Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice.	Consistently defines high expectations for quality work and effort and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element.

For TEACHERS this may look like:
Unsatisfactory	Needs Improvement	Proficient	Exemplary
Teacher does not refer to criteria for exemplary work, or criteria are not rigorous.	Teacher may communicate characteristics of high quality work, however, teacher does not refer to criteria when modeling tasks or rarely reminds students of the criteria for high quality work.	Teacher defines criteria for high quality work by using examples, rubrics, and models high quality work with guided practice.	Teacher defines criteria for high quality work by crafting detailed, comprehensive exemplars and rubrics with students, and models quality work with guided practice.
Teacher does not explain or model expectations for quality effort, or expectations are low.	Teacher rarely explains or models expectations for quality effort, such as students' participation, time management, attention, and integration of feedback into work.	Teacher explains or models expectations for quality effort, such as students' participation, time management, attention, and integration of feedback into work.	Teacher regularly explains and models expectations for quality effort, such as students' participation, time management, attention, and integration of feedback into work.
Teacher does not provide students with strategies to persevere in completing challenging tasks.	Teacher may evaluate student work and effort, but does so inconsistently or does not hold uniformly high expectations for all students.	Teacher evaluates student work and effort against specified criteria and expectations, and often provides students and parents with feedback.	Teacher routinely evaluates student work and effort against specified criteria and expectations, and provides students and parents with feedback.
Teacher communicates low expectations for student ability to complete	Teacher provides few resources or strategies that support students to persevere in completing challenging tasks.	Teacher explains to students how and when to utilize resources and strategies to persevere in completing challenging tasks and holds students accountable for doing so.	Teacher consistently explains to students how and when to utilize resources and strategies to persevere in completing challenging tasks, and students hold each other accountable for doing so.

For STUDENTS this may look like:
Unsatisfactory	Needs Improvement	Proficient	Exemplary
When prompted, students are unable to articulate criteria for exemplary work and effort.	When prompted, students may be able to articulate certain criteria for exemplary work or effort.	When prompted, students articulate the criteria for exemplary work and effort.	Students contribute to defining criteria for exemplary work and effort.
Students do not conduct self or peer assessments of work or effort.	Students rarely conduct self or peer assessments of work or effort, or assessments are not linked to exemplary criteria.	Students use criteria for exemplary work and effort to conduct self and/or peer assessments.	Students routinely use criteria for exemplary work and effort to conduct rigorous self and peer assessments.
Students do not use additional resources or strategies for support when faced with a challenging task, or when asked, are unable to identify learning resources or strategies.	Students rarely use additional resources or strategies for support when faced with a challenging task, or use resources and strategies that are not relevant to instructional goals.	Students use additional resources or strategies for support when faced with a challenging task	Students use and create additional resources and strategies for support when faced with a challenging task.

Ratings and Rationale

Ratings and Rationale

This clip was rated PROFICIENT on II-B-1. Safe Learning Environment: Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. This rating was based on the fact that the teacher had established clear procedures for transitions, getting students’ attention, and monitoring behavior. Additionally, the teacher promoted and modeled respectful interactions, reinforced positive behavior, and encouraged students to participate and take risks in their learning.

To read the entire rationale, click here.