secondary class domains, dimensions, indicators, and behavioral markers domain dimension indicator...
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Secondary CLASS Domains, Dimensions, Indicators, and Behavioral Markers
Domain
Dimension
Indicator
Behavioral Marker
Emotional Support
Positive ClimateTeacher SensitivityRegard for Student
Perspectives
Example – Positive Climate:
RelationshipsPositive affectPositive communicationsRespect
Example – Relationships: Physical proximity, peer interactions, shared positive affect, social conversation
Classroom Organization
Negative ClimateBehavior Management
Productivity
Example – Productivity: Maximizing learning time Routines Transitions Preparation
Example –Preparation: Materials ready and accessible, knows lessons
Instructional Support
Instructional Learning Formats
Content Understanding Analysis and InquiryQuality of Feedback
Instructional Dialogue
Example – Analysis and Inquiry Facilitation of higher-order
thinking Opportunities for novel application Metacognition
Example – Opportunities for novel
application: Open-ended tasks, presents cognitive challenges, students apply previous knowledge/skills
Student Engagement
Active engagement
Responding, asking questions, volunteering, sharing ideas, looking at the teacher, active listening, manipulating materials, lack of off-task behavior
Emotional Support Domain
• How teachers help students develop• Warm, supportive relationships with teachers and peers• Enjoyment of and excitement about learning• Motivation to engage in learning activities• Feelings of comfort in the classroom• Willingness to accept academic and social challenges• Appropriate levels of autonomy
Positive Climate
Indicators• Relationships• Positive affect• Positive communications• Respect
Reflects the emotional connection between teachers and students, and the warmth, respect, and enjoyment communicated by verbal and non-verbal interactions.
Teacher SensitivityIndicators
• Awareness• Responsiveness to academic and social/emotional needs and cues• Effectiveness in addressing problems• Student comfort
Reflects the teacher’s timely responsiveness to the academic, social/emotional, behavioral, and developmental needs of individual students and the entire class.
Regard for Adolescent Perspectives
Indicators• Flexibility and adolescent focus • Connections to current life• Support for autonomy and leadership• Meaningful peer interactions
• Captures the degree to which the teacher is able to meet and capitalize on the social and developmental needs and goals of adolescents by providing opportunities for student autonomy and leadership. Also considered are the extent to which student ideas and opinions are valued and content is made useful and relevant to adolescents.