CW Magazine-Winter Edition November 2014 | Page 41

Close to Proficient

Far from Proficient

(Skill is emerging, but not yet to ideal
proficiency. Coaching is recommended.)

(Follow-up professional development and
coaching is critical.)

Teachers know and demonstrate
knowledge about some students'
interests and emotional strengths.
Teachers show their pleasure and
enjoyment of some students.
Teachers sometimes interact in a
responsive and respectful manner.
Teachers rarely show irritability or
aggravation toward students.

Teachers know and demonstrate
knowledge about a few students'
interests and emotional strengths.
Teachers rarely their pleasure and
enjoyment of most students.
Teachers do not often interact in a
responsive and respectful manner.
Teachers often show irritability or
aggravation toward students.

The teachers seek out opportunities
to grow professionally in order to
improve learning for all students.
The teacher uses a few forms of
self-reflection to monitor and build
on opportunities to increase student
-teacher relationships.
The teacher sometimes acts as a
responsible professional in building
student-teacher relationships.

The teachers rarely seek out
opportunities to grow professionally in
order to improve learning for all
students.
The teacher rarely uses various forms
of self-reflection to monitor and build
on opportunities to increase studentteacher relationships.
The teacher rarely acts as a
responsible professional in building
student-teacher relationships.

Teachers know and demonstrate
knowledge about a few students’
backgrounds, strengths and
academic levels.
Teachers offer a few students help
(e.g., answering questions in timely
manner, offering support that
matches the children's needs) in
achieving most academic and social
objectives.
Teacher’s help a few students
reflect on their thinking and
learning skills on a regular basis.

Teachers know and demonstrate
knowledge about hardly any individual
students' backgrounds, strengths and
academic levels.
Teachers offer hardly any students help
(e.g., answering questions in timely
manner, offering support that matches
the children's needs) in achieving
academic and social objectives.
Teacher’s help hardly any students
reflect on their thinking and learning
skills on an in frequent basis.

Effective student-teacher
relationships increase levels
of achievement, as well as
student interest in and
enjoyment of the class.
Effective relationships also
decrease the occurrence of
classroom disruptions.

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