Planning: Dimension 2.1

Dimension 2.1 Achieving Expectations:

The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.


Clarifying Statement:

There is a direct correlation between high expectations and high levels of student performance. The overall goal is to ensure that students are achieving at their highest potential and connecting learning. This dimension focuses on ensuring that high expectations are consistently and systematically communicated and expected as a part of the classroom and school culture to develop goal setting as a lifelong skill.


Standards Basis:

Standards Basis: 1B, 1D, 1E, 2A, 2C, 3B, 4A, 4D, 5B

Possible Sources of Evidence:

  • Conferences and Conversations with the Teacher
  • Formal Observations/ Walkthroughs
  • Student Growth Processes
  • Analysis of Student Data

  • T-TESS Alignment to Practice

  • Key Questions

Distinguished

The Teacher
  • Provides opportunities for students to establish high academic and social-emotional expectations for themselves.
  • Persists with the lesson until there is evidence that all students demonstrate mastery of the objective.
  • Provides opportunities for students to self-monitor and self-correct mistakes.
  • Systematically enables students to set goals for themselves and monitor their progress over time.

Accomplished

The Teacher
  • Provides opportunities for students to establish high academic and social-emotional expectations for themselves.
  • Persists with the lesson until there is evidence that most students demonstrate mastery of the objective.
  • Anticipates student mistakes and encourages students to avoid common learning pitfalls.
  • Establishes systems where students take initiative of their own learning and self-monitor.

Developing

The Teacher
  • Sets academic expectations that challenge most students.
  • Persists with the lesson until there is evidence that some students demonstrate mastery of the objective.
  • Sometimes addresses student mistakes.
  • Sometimes provides opportunities for students to take initiative of their own learning.

Improvement Needed

The Teacher
  • Sets expectations that challenge few students.
  • Concludes the lesson even though there is evidence that few students demonstrate mastery of the objective.
  • Allows student mistakes to go unaddressed or confronts student errors in a way that discourages further effort.
  • Rarely provides opportunities for students to take initiative of their own learning.
Student-Centered Actions
Teacher-Center Actions