Classroom Culture Specialist

2016-2017 TEACHER SUPPORT DOCUMENT/RUBRIC

OPA BY ROLE

Use this document to identify the strengths, needs, and areas of support for the teachers you support.

Name: Alicia Lopez Carretero. Campus: Law Elementary School

INSTRUCTIONAL PRACTICE CRITERION

Primary Focus Areas:

I-10, I-9 & I-7

Just as a football coach tracks the statistics of players on the field, effective teachers track the progress of students in the
classroom. Documenting the progress of students is a valuable tool which allows students to see that they are making
progress towards their student learning goals.

Effective Teachers:

Determine and track student progress (plan for creating a caring, positive, energetic, safe, orderly and student-
centered classroom environment, select or develop a tracking system, collect & organize data into the tracking
tool, and modifies procedures, routines, arrangements, expectations, consequences, systems and celebrations as
needed)
Develops, adjusts, and consistently implements discipline management plans (strategic planning for teaching, re-
teaching, proactive intervention and practice when necessary)
Invest students in order to serve as a model for completing complex tasks and persevering when facing a
challenge (brainstorm strategies and consequences based on student needs and learning styles, plan for student
academic and behavior goal setting and allow for student input/feedback/ownership)
Supplant team building, discipline, and student-to-student engagement activities based on student inventories and
social-emotional needs within academic plans (identify desired results, determine acceptable evidence then plan
learning experience)
Creates a learning environment that not only has consistent follow-through with consequences but allows students
to demonstrate their understanding of the rules that require little teacher direction within the classroom setting
(establish community time, student Code of conduct meetings and discipline continuums that allow students to
cooperatively, flexibly and cross culturally problem solve behavior issues within the classroom
Establish or develop essential behavioral understandings, problem-solving routines, systems and protocols (class
behavior objectives, parent communication, and multiple levels of celebration)

As a Teacher Leader, you will be assisting teachers to become more effective. Using the Instructional Practice
Criteria, you will give teachers concrete, measurable feedback that will allow them to work on one skill at a time. This
action will provide a clear avenue of growth for the teacher while allowing you to heighten accountability with the goal of
student achievement at the forefront.

MEASURING TEACHER EFFECTIVENESS

At the close of each month, you will use this form to assess the teachers you serve. You will use this information
with your SSM to guide the conversation during your check in.
After completing the CAL with each teacher, use the rubric below to determine where teachers fall. From there,
determine which supports you can provide each teacher.
EFFECTIVE TEACHER SKILL #1: COMMUNICATES AND REINFORCES POSITIVE
EXPECTATIONS
LEAST EFFECTIVE
Teacher does not
communicate or
reinforce positive
expectations.
40 % of total faculty
EFFECTIVE TEACHER SKILL #2: SUPPORTS STUDENTS IN DEMONSTRATING
RESPECT AND RESPONDING POSITIVELY TO EACH OTHER AND THE
TEACHER
LEAST EFFECTIVE
Teacher inconsistently
demonstrates respect for
students.
Teacher inconsistently
communicates and
reinforces expectations for
student behavior and
positive interactions
between students.
Students interactions with
the teacher and their peers
are frequently disrespectful.
30 % of total faculty
SOMEWHAT
EFFECTIVE
Teacher
communicates
positive expectations
but does not reinforce
desired behaviors.
30 % of total faculty
SOMEWHAT
EFFECTIVE
Teacher demonstrates
respect for all students but
may occasionally use a
negative tone with students.
Teacher communicates
expectations for positive
student behavior and
interactions between
students.
Students respect the teacher
but may inconsistently show
respect for their peers.
30 % of total faculty
MOSTLY EFFECTIVE
Teacher
communicates,
reinforces positive
interactions that
promote diversity and
inclusion.
20 % of total faculty
MOSTLY EFFECTIVE
Teacher demonstrates caring
and respect for all students
and creates a positive,
energetic, and orderly
climate and culture in the
classroom.
Teacher communicates and
reinforces expectations for
positive student behavior
and interactions between
students, including a respect
for individual, cultural, and
linguistic differences.
Teacher arranges and
organizes furniture,
supplies, reference
materials, and student work
in a way that supports
learning activities.
Students demonstrate
respect by actively listening
and responding positively to
each other and to the
teacher.
30 % of total faculty
HIGHLY EFFECTIVE
Students cooperate
and collaborate
without teacher
direction,
encourage one
another and hold
each other
accountable.
10 % of total faculty
HIGHLY EFFECTIVE
Students demonstrate
ownership of classroom
environment by
encouraging their peers to
interact positively with
one another.
Students cooperate and
collaborate without
teacher direction to
support their peers and
encourage them to achieve
academic success.
10 % of total faculty
EFFECTIVE TEACHER SKIL #3: TEACHER EFFECTIVELY IMPLEMENTS DISTRICT
AND CAMPUS DISCIPLINE MANAGEMENT PROCEDURES
LEAST EFFECTIVE
Teacher may attempt to
redirect student behaviors
that disrupt the learning
process, but the intervention
may not be appropriate to
the level of student
behavior, or those attempts
are not successful at
changing student behaviors,
or teacher does not address
misbehavior.
Students do not consistently
adhere to behavioral
expectations and rules.
20 % of total faculty
EFFECTIVE TEACHER SKIL #5: TEACHER COMMUNICATES AND REINFORCES THE
EXPECTATION THAT ALL STUDENTS WILL GROW
LEAST EFFECTIVE
Teacher does not
consistently convey the
belief that students will be
successful in the class or
reinforces the expectation
that students will not meet
annual learning goals.
SOMEWHAT
EFFECTIVE
Teacher sets and
communicates high
behavior expectations with
students.
Teacher redirects student
behavior in a manner that
slows lesson momentum
and disrupts the learning
process.
Teacher assigns
consequences for
misbehavior that are logical,
appropriate to the level of
student behavior, and
successfully change student
behaviors, but may not do
so consistently with all
students.
Students adhere to
behavioral expectations and
rules, but require frequent
redirection from teacher.
40 % of total faculty
SOMEWHAT
EFFECTIVE
Teacher consistently
conveys the belief that all
students will be successful,
although that belief may not
be explicitly tied to
performance expectations
for specific goals.
Teacher emphasizes the
need for students to work
hard but does not connect
MOSTLY EFFECTIVE
Teacher effectively
implements district and
campus discipline
management procedures.
Teacher consistently
communicates high
behavioral expectations
with students, addresses
non-compliance, and
reinforces appropriate
behavior, as needed.
Teacher maintains lesson
momentum because there is
no inappropriate or off-task
behavior, or because the
teacher redirects it in a
subtle and preventative
manner.
Teacher consistently
follows-through with
consequences that are
logical, appropriate to the
level of student behavior,
and effective at changing
student behavior, when
necessary.
Students demonstrate a
clear understanding of
behavioral expectations and
rules through their actions.
30 % of total faculty
MOSTLY EFFECTIVE
Teacher communicates and
reinforces the expectation
that all students will meet
annual learning goals and
connects this achievement
to students long-term or
personal goals.
Teacher encourages students
to work hard towards
mastering lesson objectives
HIGHLY EFFECTIVE
Students demonstrate a clear
understanding of behavioral
expectations and rules
through their actions and
require little or no
redirection from the teacher.
Students demonstrate a
sense of ownership of
behavioral expectations by
holding each other
accountable for meeting
them.
Students express the
understanding that
classroom behavioral
expectations and rules
facilitate academic success.
10 % of total faculty
HIGHLY EFFECTIVE
Teacher reinforces the
expectation with students
that they will meet annual
learning goals and creates a
sense of possibility by
articulating specific
strategies by which
individual students will
overcome academic
challenges.

30 % of total faculty
student effort with lesson
objectives.
40 % of total faculty
and to persist when faced
with difficult material.
Teacher highlights examples
of recent student work that
meet high expectations.
20 % of total faculty 10 % of total faculty

EFFECTIVE TEACHER SKIL #6: CREATES AN ENVIRONMENT WHERE STUDENTS

COMPLETE COMPLEX TASKS AND PERSEVERE WHEN FACING CHALLENGES
LEAST EFFECTIVE SOMEWHAT
EFFECTIVE
Never expresses a Expresses a belief but
belief in the students. not explicitly tied to
student goals.
MOSTLY EFFECTIVE HIGHLY EFFECTIVE
Expresses a belief Reinforces and
that is directly articulates specific
connected to long- individualized
term or personal strategies to students
student goals. to overcome
challenges.

30 % of total faculty 30 % of total faculty 30 % of total faculty 20 % of total faculty

Next Steps for the Teacher Leader:

Use the resources and documents provided in all the PLCs, Skill Building sessions I am attending as well as the
ones provided by CHAMPS to work on the weaknesses of my school teachers and staff.