2B+-+Establishing+a+Culture+for+Learning

====(2nd ed. pg 69 - 1st ed. pg 82) The elements are presented in a different order. ==== Component 2b: Establishing a Culture for Learning Elements: **Importance of the content • Expectations for learning and achievement • Student pride in work** ||
 * ~ ====Domain 2: The Classroom Environment ====
 * ~ ELEMENT ||||||||~ Level of Performance ||
 * ^  ||~ UNSATISFACTORY ||~ BASIC ||~ PROFICIENT ||~ DISTINGUISHED ||
 * **Importance of the content** || Teacher or students convey a negative attitude toward the content, suggesting that it is not important or has been mandated by others. || Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students. || Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value. || Students demonstrate through their active participation, curiosity, and taking initiative that they value the importance of the content. ||
 * **Expectations for learning and achievement** || Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some students. || Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement. || Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students. || Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all students. Students appear to have internalized these expectations. ||
 * **Student pride in work** || Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than to do high-quality work. || Students minimally accept the responsibility to do good work but invest little of their energy into its quality. || Students accept the teacher's insistence on work of high quality and demonstrate pride in that work. || Students demonstrate attention to detail and take obvious pride in their work, initiating improvements in it by, for example, revising drafts on their own or helping peers. ||