The goals expressed in DoDEA’s Community Strategic Plan
(CSP) plus compelling educational research provide the basis
for the Quality
Indicator Map (QI Map). The QI Map is divided
into four main areas called clusters. The Curriculum,
Instruction, Assessment, and Environment clusters were selected
based on the relevance these areas have in implementing standards-based
programs.
The Environment Cluster emphasizes that the physical surroundings,
allotted time, and climate in which instruction takes place
is respectful, trusting, fair, and safe. The
components of the Environment Cluster are:
Each component (best practice) of the QI Map identifies several
dimensions of the best practice which are outlined in the
QI Map so you can see the layout of the elements and the
continuum. Moving from left to right the quality indicators
increase in complexity and rigor. Implementation is
the standard level of performance that we wish to obtain
for all programs and classroom. Innovation will
evolve from committed and talented teachers given the resources
to achieve.
The terms used to identify each level of the continuum are:
Environment Cluster Continuum
| |
Initiation |
Involvement |
Implementation |
Innovation |
| E-1. The
teacher promotes a safe and flexible physical environment,
meeting the needs of diverse learners |
The teacher addresses his/her space needs first
before addressing student needs in the learning
environment. |
The teacher considers the typical needs of students
when providing materials and resources and arranging
the learning environment. |
The teacher designs the physical environment to meet
the diverse needs of all students. |
The teacher creates a physical environment that
supports student learning needs and enhances
their personal productivity. |
| The physical learning environment is unchanging. |
The teacher occasionally changes the physical environment
to meet instructional needs. |
The teacher modifies the work space according to
instructional needs, allowing for varying learning
activities to occur simultaneously. |
Students use the classroom as a place adaptable
to the learning situation.
Changes in the physical environment are made purposefully. |
| Students rely on instructions from the teacher to
access materials for their on-going learning needs. |
The teacher structures access to resources and materials
to support the learning objectives. |
Students have ready access to resources and materials
to achieve learning objectives. |
Students use the workspace productively, locating
and accessing resources as needed. |
| The teacher has awareness of safety practices but
is not proactive in planning and organizing for safety. |
The teacher adheres to age and/or subject matter
safety practices when organizing materials and learning
activities. |
The teacher adheres to and promotes age and/or subject
matter safety practices when organizing materials
and learning activities. |
The teacher adheres to and promotes age and/or subject
matter safety practices when organizing materials
and learning activities. |
| Students’ knowledge and use of best practices
for classroom safety are varied. |
Students are varied in their knowledge and use of
best practices for classroom safety. |
Students are knowledgeable of and use best practices
for classroom safety. |
Students are knowledgeable of and use best practices
for classroom safety. |
| E-2. Instructional
time is maximized to support all students in meeting/exceeding
standards. |
The teacher plans learning activities without a standards
focus. |
The teacher plans lessons to cover content related
to standards, but often time blocks are poorly matched
to the accomplishment of the learning objectives. |
The teacher plans for efficient use of time, anticipating
the amount of time likely to be needed for an activity
or assignment. |
The teacher guides students to use instructional
time productively, providing options for getting
information and help to complete assignments. |
| Time for learning activities is connected to a schedule
rather than to learning objectives. |
Routines and procedures for managing instructional
and non-instructional activities are established
but enforced inconsistently. |
The teacher and students use efficient routines and
procedures for accomplishing tasks and transitioning
between activities. |
Routines and procedures are well established, with
students assuming considerable responsibilities for
efficient transitions and operations. |
There are many interruptions during instructional
time, and time is lost moving from one activity
to another.
The teacher expects all students to follow the
same time allotments for learning activities
and assignments. |
The teacher makes some whole class adjustments to
requirements for completing activities and assignments. |
Time is spent on learning activities that are
directly matched to standards and often incorporate
multiple standards.
The teacher makes accommodations for students
needing more time to complete learning activities
and assignments. |
The teacher provides individual flexibility in the
amount of time provided to students for completing
learning activities. |
E-3. The
teacher provides a supportive climate and promotes
a learning community. |
The teacher relates to students as a conveyor of
knowledge, limiting interpersonal interactions.
|
The teacher shows evidence of interest in students
as individuals.
|
The teacher interacts with all students both as learners
and individuals. |
The teacher demonstrates care, encouragement, and
respect for all students and becomes familiar with
their individual interests and accomplishments. |
| The teacher provides critiques of student work and
behavior with minimum encouragement or praise. |
The teacher serves as the director of all learning,
and students respond to teacher expectations. |
The teacher provides the degree of guidance, intervention,
and discipline necessary to maintain individual
student engagement.
|
|
The rules of conduct are unclear.
|
Rules of conduct are developed by the teacher. |
Expectations for student conduct are very clear,
with students participating in the development of
rules for conduct. |
Students show empathy and are supportive of one another,
providing help (academic, social, emotional, physical)
on their own initiative. |
Adult assistance is generally given to the class
as a whole. |
Adult assistance is provided for students through
clear directions. |
Adult support is provided to encourage learning and
assist students toward competence, independence and
challenge. |
Students monitor their own behavior, guided by rules
of conduct they helped to develop. |
The teacher works independently, engaging in limited
conversations about teaching and learning.
Communication
with parents occurs at their request. |
The teacher engages in limited sharing and collaboration
with other teachers and plans limited communications
with parents in assisting students to meet/exceed
standards. |
The teacher collaborates with professional peers
and communicates with parents in supporting standards-based
learning for all students. |
Adult support is provided, and students give input
into the type of assistance needed in reaching their
learning goals and becoming more independent learners.
The teacher collaborates with professional peers,
communicates with parents, and seeks community assistance
to help all students meet/exceed standards. |
