• II-C-2: Maintains Respectful Environment
    Unsatisfactory
     
    Needs Improvement
     
    Proficient
     
    Exemplary
     
    Minimizes or ignores conflicts and/or responds in inappropriate ways. Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities. Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice.
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    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.

    1. Teacher does not demonstrate respect for students and their families and creates a classroom environment that is unwelcoming. Teacher minimizes or ignores conflicts based on individual differences.

    1. Teacher creates a classroom environment that welcomes some students and their families and creates conflicts for other students.

    1. Teacher demonstrates respect for all students and their families. Creates a classroom environment that is welcoming and safe and that responds appropriately to conflicts or misunderstandings in a timely manner.

    1. Teacher demonstrates respect for all students and their families and creates a classroom environment that is welcoming and safe. Teacher has established structures and routines for responding appropriately to conflicts or misunderstandings in a timely manner and has modeled use of these structures and routines for students.

    1. Teacher employs a behavior management system that does not set clear expectations nor allows students to manage their own behavior.

    1. Teacher inconsistently employs behavior management strategies that sometimes help students to understand and prevent conflicts from happening in the future and other times does not address the root cause of student conflict.

    1. Teacher consistently employs behavior management strategies that help students to understand behavioral expectations and prevent conflicts from happening in the future.

    1. Teacher consistently employs behavior management strategies that help students to understand and prevent conflicts from happening in the future. Teacher helps colleagues to establish effective behavior management practices.

    1. Teacher's interactions with students, families, and other professionals do not model appropriate and culturally-sensitive techniques for resolving conflicts.

    1. Teacher's interactions with students, families, and other professionals sometimes model appropriate and culturally-sensitive techniques for resolving conflicts.

    1. Teacher's interactions with students, families, and other professionals consistently model appropriate techniques for resolving conflicts stemming from individual differences such as background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges.

    1. Teacher's interactions with students, families, and other professionals consistently model appropriate techniques for resolving conflicts stemming from individual differences such as background, race, ethnicity, culture, identity, language, family structure, strengths, and challenges. Teacher is instrumental in establishing a culture of respect across the school.
    As a result, the IMPACT on STUDENTS may be...

    1. Students do not demonstrate respect for one another's background, race, ethnicity, culture, identity, language, or family structure.

    1. Students sometimes behave in ways that demonstrates respect for one another's background, race, ethnicity, culture, identity, language, or family structure.

    1. Students consistently behave in ways that demonstrates respect for one another's background, race, ethnicity, culture, identity, language, or family structure.

    1. Students consistently behave in ways that demonstrates respect for one another's background, race, ethnicity, culture, identity, language, or family structure. Students are able to articulate why this is important.

    1. When conflicts arise, students do not have the skills needed to resolve them independently or to enlist adult assistance in resolving them.

    1. When conflicts arise, students occasionally utilize the skills needed to resolve them independently or to enlist adult help.

    1. When conflicts arise, students consistently utilize the skills needed to either resolve them independently or to enlist adult assistance.

    1. When conflicts arise, students consistently utilize the skills needed to resolve them independently.

    1. Students are not involved in establishing classroom rules or taking part in behavior management processes.

    1. Students are involved in a basic way in establishing classroom rules and routines and in taking part in behavior management processes.

    1. Students are consistently involved in establishing classroom rules and routines and take an active and appropriate role in behavior management processes, especially when students' race, ethnicity, culture, identity, language, or family structure are involved.

    1. Students actively and independently shape and maintain classroom rules and routines, especially when students' race, ethnicity, culture, identity, language, or family structures are involved.
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