InTASC Resources Standard 3: Learning Environments pva

PVA

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Indicator 3.1.a

The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and injury.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 3.1.d

The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners' attention.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 3.1.f

The teacher communicates verbally and non-verbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 3.1.g

The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 3.1.j

The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.

Essential Knowledge

Progression

Indicator 3.1.k

The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures.

Essential Knowledge

Progression

Indicator 3.1.m

The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways.

Essential Knowledge

Progression

Indicator 3.1.n

The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments.

Critical Disposition

Progression

Indicator 3.1.r

The teacher is a thoughtful and responsive listener and observer.

Critical Disposition

Progression