Criterion 5

Fostering and managing a safe, positive learning environment. 

Criterion 7

Communicating and collaborating with parents and the school community. 

CEC1 Classroom Environment & Culture – Use of Physical Environment: Arrangement of classroom
The physical environment is safe, and the arrangement supports student learning and the purpose of the lesson. Teacher and students use the physical arrangement for learning.

The ED has several pictures showing lab table setup during labs, table arrangement in and outside of labs, safe layout of classroom and opportunities to collaborate based on arrangement.  Sample Seating chart also provided.

CEC2 Classroom Environment & Culture – Use of Physical Environment: Accessibility and use of materials
The resources, materials and technology in the classroom relate to the content or current unit studied, are accessible to all students and are intentionally used by both teacher and student to support learning. Students are familiar and comfortable with using the available resources.
Images of the following are located on the ED: 
Student Computer Station
Textbooks
Additional Text Resources
Projector
Front Desk
Access to both Exits
Hand In Bins
Lab Stations
Supply Cabinets

CEC4 Classroom Environment & Culture – Classroom Routines & Rituals: Use of learning time
All available time is maximized in service of learning. Transitions are student-managed, efficient, and maximize instructional time.

-In ED there are samples of activities to begin and end lessons that take students bell to bell.  Examples are filling in TOC, writing POC, Writing targets, Attaching Notes, Writing Summaries, highlighting notes, Going over missing assignments, making corrections, answering follow up questions, etc.

CEC5 Classroom Environment & Culture – Classroom Routines & Rituals: Managing student behavior
Teacher responds to student misbehavior by following classroom routines and building discipline procedures. Student behavior is appropriate. Students manage themselves, assist each other in managing behavior, or there is no student misbehavior.

Tardy Policy
Late Assignment Policy
Exit Slip Assignments
10-10 Rules
Referral Policy
Sign In/Out Sheet
-On ED there are sample sub plans, seating charts, exit slps, schedules, outputs, tests pre and post, rubrics.  Primary source for this section in so far as routines and rules is the informational packet students receive at beginning of the year.  This is posted over board throughout the year.

CEC6 Classroom Environment & Culture – Classroom Culture: Student status
Teacher and students demonstrate appropriate teacher-student and student-student relationships that foster students’ well-being and adapt to meet individual circumstances. Patterns of interaction between teacher and students and among students indicate that all are valued for their contributions. Teacher creates opportunities for students’ status to be elevated.
Student Project Display
Student Lab Image Displays
Constructive Criticism on Student Assignment
Gallery Walk Display
Classroom Lab Images Displayed on ED
Artwork Displayed on ED

CEC7 Classroom Environment & Culture – Classroom Culture: Norms for learning
Classroom norms are evident and encourage risk taking, collaboration, respect for divergent thinking and students’ culture. Teacher and students refer to the norms and/or interactions consistently align with the norms. Students remind one another of the norms. 
-Independent Group Selection
-Much of the work shown in ED is located in student INB, which is used daily.  I chose to include all examples of work with a single concept, conclusion writing, to display how work is revisited repeatedly.  Pre and Post Assessment samples are also included.  Many assignments observed in different sections of this portfolio demonstrate instances where students can select their own groups.
PCC3 Professional Collaboration & Communication – Communication and Collaboration: Parents and guardians
Teacher communicates with all parents and guardians about goals of instruction and student progress using multiple tools to communicate in a timely and positive manner. Teacher considers the language needs of parents and guardians. Teacher effectively engages in two-way forms of communication and is responsive to parent and guardian insights.
-General and Specific Parent Communication Samples are on ED.

PCC4 Professional Collaboration & Communication – Communication and Collaboration: Communication within the school community about student progress
Teacher maintains accurate and systematic student records. Teacher communicates student progress information to relevant individuals within the school community in a timely way. Teacher and student communicate accurately and positively about student successes and challenges. 
-On the ED are communications between staff, students and community members including emails and flyers for science olympiad.  There are also a few examples of IEP feedback forms given to SPED teachers during evaluation meetings for SPED students.