1. Professional Expectations Non-Standard and/or Destructive (Unacceptable) Cooperative (Acceptable) Collaborative (Most Desired) Conflict: Uses conflict to quiet others, “winners/losers” thinking. Often take educational/structural issues personally Non-verbal cues: Eye-rolling, sulking, sighing, body language demonstrates rejection or avoidance. Communication: Sarcastic, resistant, oppositional, sabotaging, hostile, dishonest, polarized (always, never) overgeneralizing, defensive, blaming, Us vs. Them Conflict: Minimal conflict is present and tolerated. Usually moving between polite discussion and skillful discussion. Non-verbal cues: Attentive, pleasant, receptive, respectful, friendly, ethical, self- regulating, managing stress in a professional manner, flexible Communication: Open to ideas of others, tolerant, accepting, positive relationships understands and respects roles, sincere questions, acknowledges contributions of others, seeks positive outcomes for all Conflict: Conflict is understood as inevitable and valuable. Groups members find it very normal to alternate between conflict and consensus, confusion and clarity. Non-verbal cues: Engaged, responsive, focused, positive body language, participates Communication: No-fault approach to problem solving, mutual respect and trust, thinks and asks systemically, shares responsibility for outcomes, future thinking, inclusive, committed

2. Professional Expectations - Classroom Non-Standard and/or Destructive (Unacceptable) Best Practice for Increased Student Achievement Clear Target When asked, students are not clear about the learning target(s). Clear Expectations Students may work with a partner or group, but does not know clear expectations regarding the expectations of group or partner work. Students may “work wit a partner” if they so choose. Engagement The teacher talk/presents for extended lengths of time (over 4-7 minutes) with only a few students interacting. Teacher calls on students who raise hands, allow others to avoid the work or interaction. Formative Assessment The teacher may assess through in class activities or homework. Does not record a data point. May use homework to determine progress. Intervention The teacher is not clear on which students are on target, which need some additional support, and which are far from the target – and does not have a plan to intervene in the immediate future. Clear Target When asked, students are clear about the learning target(s). Clear Expectations Students know and use cooperative learning/partner interaction protocols. Student behavior reflects clear expectations regarding partner or group work. Engagement The teacher provides multiple opportunities (every 4-7 min.) for 100% of the students to interact with the lesson, check for understanding, or otherwise respond. During work periods the teacher is interacting with at least one student every 4-7 minutes. Formative Assessment The teacher records a “data point” of each student’s progress toward the learning target(s) at least two days. Intervention The teacher is clear on which students are on target, which need some additional support, and which are far from the target – and has a plan to intervene. Clear Target When asked, students are clear about the learning target(s). The targets are posted and referred to throughout the lesson. Clear Expectations Students know and use cooperative learning/partner interaction protocols. Student behavior reflects clear expectations regarding partner or group work. Engagement The teacher provides multiple opportunities (every 4-7 min.) for 100% of the students to interact with the lesson, check for understanding, or otherwise respond. During work periods the teacher is interacting with at least one student every 4-7 minutes. The students willingly participate, ask questions, and will take risks in front of peers. Formative Assessment The teacher records a “data point” of each student’s progress toward the learning target(s) at least every two days. The teacher uses the information to differentiate and intervene on the spot. Intervention The teacher know which students are on target, which need some additional support, and which are far from the target. Students are aware of which targets have not been achieved. Students know how to access individual or small group assistance.

3. Professional Expectations – Climate and Culture Non-Standard and/or Destructive (Unacceptable) Best Practice for Increased Student Achievement Clear Expectations The teacher has not clearly defined classroom rules and is inconsistent in his/her expectations Engagement The teacher talk/presents for extended lengths of time (over 4-7 minutes) with only a few students interacting. Teacher calls on students who raise hands, allow others to avoid the work or interaction. Positive Environment The classroom environment is not positive or welcoming. The teacher does not have a relationships with many students. At times students are not treated respectfully. Teacher may seem disgruntled or uninterested in the subject. Consequences Behavior consequences are focused often focused on punishment. The consequences are often unrelated to the problem behavior or may devolve into personal criticism of the student. Interactions may become a power struggle. Attendance & Tardies Tardy and attendance policies are randomly followed, and not always fairly applied to all students. Clear Expectations The teacher has clearly defined classroom expectations, taught them to the students, and consistently and fairly enforces them. Engagement The teacher provides multiple opportunities (every 4-7 min.) for 100% of the students to interact with the lesson, check for understanding, or otherwise respond. During work periods the teacher is interacting with at least one student every 4-7 minutes. Positive Environment The teacher create a positive environment by greeting students, and building relationships with ALL students. The teacher treats all students with respect, all of the time, and each day is a new opportunity to be successful. Praises in public, corrects in private. Consequences Behavior consequences are focused on changing behavior, not on punishment. The consequences are as closely aligned with the problem behavior as possible, and are focused on the behavior, not a personal criticism of the student. Interactions always allow the student to save face. Attendance & Tardies The teacher follows the schoolwide tardy and attendance policies. Clear Expectations The teacher has clearly defined classroom expectations, taught them to the students, and consistently reinforces students for appropriate behavior. Engagement The teacher provides multiple opportunities (every 4-7 min.) for 100% of the students to interact with the lesson, check for understanding, or otherwise respond. During work periods the teacher is interacting with at least one student every 4-7 minutes. The students willingly participate, ask questions, and will take risks in front of peers. Positive Environment The teacher create a positive environment by greeting students, purposefully building relationships with ALL students, particularly the difficult and struggling students, using differentiated strategies to ensure All students achieve a level of success every day. The teacher treats all students with respect, all of the time, and each day is a new opportunity to be successful. Praises in public, corrects in private. Consequences Behavior consequences are focused on changing behavior, not on punishment. The consequences are as closely aligned with the problem behavior as possible, and are focused on the behavior, not a personal criticism of the student. Interactions always allow the student to save face. The teacher tracks behavior, and if the consequence is not changing behavior, there is a deeper look into the issue. Attendance & Tardies The teacher follows the schoolwide tardy and attendance policies and acknowledges students after absences, enquires about the reason, and helps the student plan to catch up on learning targets.