Environment Cluster of the Quality Indicator Map

The goals expressed in DoDEA’s Community Strategic Plan (CSP) and educational research provide the basis for the Quality Indicator Map (QI Map) which 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:

  • E-1.  The teacher promotes a safe and flexible physical environment, meeting the needs of diverse learners.
  • E-2.  Instructional time is maximized to support all students in meeting/exceeding standards.
  • E-3.  The teacher provides a supportive climate and promotes a learning community.

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:  

  • Initiation  -  The beginning stages of using a practice.
  • Involvement - Limited use and or partial implementation.
  • Implementation - Fully functioning and meeting expectations.
  • Innovation - Exemplary level of use with additional creative enhancement of the practice.
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 physical learning environment is unchanging.
  • Students rely on instructions from the teacher to access materials for their on-going learning needs.
  • The teacher has awareness of safety practices but is not proactive in planning and organizing for safety.
  • Students’ knowledge and use of best practices for classroom safety are varied.
  • The teacher considers the typical needs of students when providing materials and resources and arranging the learning environment.
  • The teacher occasionally changes the physical environment to meet instructional needs.
  • The teacher structures access to resources and materials to support the learning objectives.
  • The teacher adheres to age and/or subject matter safety practices when organizing materials and learning activities.
  • Students are varied in their knowledge and use of best practices for classroom safety.
  • The teacher designs the physical environment to meet the diverse needs of all students.
  • The teacher modifies the work space according to instructional needs, allowing for varying learning activities to occur simultaneously.
  • Students have ready access to resources and materials to achieve learning objectives.
  • The teacher adheres to and promotes age and/or subject matter safety practices when organizing materials and learning activities.
  • Students are knowledgeable of and use best practices for classroom safety.
  • The teacher creates a physical environment that supports student learning needs and enhances their personal productivity.
  • Students use the classroom as a place adaptable to the learning situation.
  • Changes in the physical environment are made purposefully.
  • Students use the workspace productively, locating and accessing resources as needed.
  • The teacher adheres to and promotes age and/or subject matter safety practices when organizing materials and learning activities.
  • 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.
  • Time for learning activities is connected to a schedule rather than to learning objectives.
  • 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 plans lessons to cover content related to standards, but often time blocks are poorly matched to the accomplishment of the learning objectives.
  • Routines and procedures for managing instructional and non-instructional activities are established but enforced inconsistently.
  • The teacher makes some whole class adjustments to requirements for completing activities and assignments.
  • The teacher plans for efficient use of time, anticipating the amount of time likely to be needed for an activity or assignment.
  • The teacher and students use efficient routines and procedures for accomplishing tasks and transitioning between activities.
  • 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 guides students to use instructional time productively, providing options for getting information and help to complete assignments.
  • Routines and procedures are well established, with students assuming considerable responsibilities for efficient transitions and operations.
  • 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 provides critiques of student work and behavior with minimum encouragement or praise.
  • The rules of conduct are unclear.
  • Adult assistance is generally given to the class as a whole.
  • The teacher works independently, engaging in limited conversations about teaching and learning.
  • Communication with parents occurs at their request.
  • The teacher shows evidence of interest in students as individuals.
  • The teacher serves as the director of all learning, and students respond to teacher expectations.
  • Rules of conduct are developed by the teacher.
  • Adult assistance is provided for students through clear directions.
  • 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 interacts with all students both as learners and individuals.
  • The teacher provides the degree of guidance, intervention, and discipline necessary to maintain individual student engagement.
  • Expectations for student conduct are very clear, with students participating in the development of rules for conduct.
  • Adult support is provided to encourage learning and assist students toward competence, independence and challenge.
  • The teacher collaborates with professional peers and communicates with parents in supporting standards-based learning for all students.
  • The teacher demonstrates care, encouragement, and respect for all students and becomes familiar with their individual interests and accomplishments.
  • Students show empathy and are supportive of one another, providing help (academic, social, emotional, physical) on their own initiative.
  • Students monitor their own behavior, guided by rules of conduct they helped to develop.
  • 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.

Curriculum Cluster | Instruction Cluster   |  Assessment Cluster   |  Environment Cluster   |  Return to QI Map overview

 

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