Module 2 Program Outcome Objectives

3A Competency: Positive Interpersonal Relationships

Teacher’s interactions with students are genuine and consistent, showing concern and respect for individual students, and demonstrate a balance between friendliness and professionalism. Students like and trust the teacher, including with sensitive or personal information. There is positive affect in the classroom, and everyone enjoys each other and the learning in which they are engaged. Students demonstrate genuine care for one another, show one another support, and monitor one another’s behavior respectfully.

3A Indicators

Observable Practices:

·       Teacher greets every student

·       Teacher calls students by name

·       Teacher holds brief side conversations with students

·       Teacher shares relevant personal stories

·       Students and teacher smile, laugh, and/or otherwise demonstrate enjoyment in their work together

·       Students are consistently supportive of each other

Records of Practice:

·       Teacher’s analysis of genuine interactions with individual student(s) that demonstrates sincere care for the student and a balance between being friendly and professional

·       Teacher’s description of proactive practices within his/her class and in other areas of the school (e.g. extracurricular activities), used to get to know, motivate, help, and teach students

·       Stories that teacher has shared in class, with the rationale or purpose behind sharing it

3B Competency: Student Investment, Interest and Autonomy

Teacher uses specific knowledge of students to motivate them to accomplish ambitious learning objectives.   Teacher connects his/her students to school by intentionally incorporating virtually all students’ interests, experiences and prior knowledge into the lessons. S/he also finds extemporaneous opportunities to incorporate students’ prior knowledge (‘teachable moments’). Teacher provides multiple opportunities for students to demonstrate autonomous behavior and leadership skills (e.g. making responsible decisions, providing choices, a relaxed structure in the classroom, etc.). Teacher draws upon a community problem or need or resource as a basis for learning in the unit or lesson.

3B Indicators

Observable Practices:

·       Teacher uses class mantras/chants

·       Teacher uses affirmative praise

·       Teacher references students interests, experiences, and prior knowledge in connection with the content

·       Teacher identifies and takes advantage of “teachable moments”

·       Teacher provides students with choices

·       Teacher uses a community problem, need, or resource as a basis for teaching and learning content

Records of Practice:

·       Student work samples that serve as evidence of students’ motivation to learn

·       Teacher’s demonstration of  using specific knowledge of students to motivate them to accomplish ambitious learning objectives

·        Teacher’s  articulation of effective practices that have motivated student(s) to accomplish ambitious learning objectives, and supported with compelling supporting evidence from student work samples

·       Anecdotal, qualitative, and quantitative data about students’ motivation to learn, along with sound interpretations based on these data

·       Data interpretations that are connected to ideas about students’ relationships to others in the class, the content, the teacher, their family, and the community

·       Insightful analysis on the research-based best practices that have been attempted and what may or may not have supported student investment