Standard+2+-+Meedot+v'Derech+Eretz


 * Standard II: Meedot V’Derekh Eretz** ( מידות ודרך ארץ **). A JCDS teacher models and promotes Derekh Eretz at all times in actions and in instruction****.**
 * Elements || Beginning Practice || Approaching/Developing || Enacting/Applying ||
 * 1. Demonstrates //derekh eretz// (דרך ארץ) towards colleagues, parents and students; || Teacher occasionally speaks, acts, and promotes //derekh eretz// in all contexts with parents, students, and colleagues. The teacher often demonstrates behaviors that are not appropriate for students, parents or colleagues. || Teacher usually speaks, acts, and promotes //derekh eretz// in all contexts with parents, students, and colleagues. The teacher usually serves as a role model for students. || Teacher consistently speaks, acts, and promotes //derekh eretz// in all contexts with parents, students, and colleagues. The teacher serves as a role model for students. ||


 * 2. Teaches Jewish social and moral values and promotes a strong Jewish identity || Teacher rarely seeks to teach social development, and little or no Jewish values or content is used.

Teacher reacts to student behaviors as an isolated occurance. || Teacher seeks to teach social development with occasional reference to Jewish values and texts.

Teacher teaches and models //derech eretz// in response to student behaviors. || Teacher actively seeks to teach social development through Jewish values and how to be both an individual and a member of a community.

Teacher teaches and models //derekh eretz// on an ongoing basis. ||
 * 3. Creates classroom expectations and practices that promote //Meedot v’Derekh Eretz//; || Expectations of //derech eretz// are stated but not clear in order to promote //meedot v'derekh eretz.//

Teacher does not create a successful learning community where all learners are supposed to be accepted socially, intellectually, and spiritually. || Expectations of //derech eretz// are set inside and outside of the classroom, but are sometimes unclear.

Teacher creates a learning community where all learners are supposed to be accepted socially, intellectually, and spiritually, but is challenged to sustain this practice. || Clear expectations of //derech eretz// are set inside and outside of the classroom.

Teacher creates and sustains a learning community where all learners are accepted socially, intellectually, and spiritually. ||
 * 4. Teaches the whole child intellectually, emotionally, socially and spiritually. || Teacher has some knowledge and understanding of child development, but needs to learn how to use this knowledge to teach the whole child intellectually, emotionally, socially and spiritually. || Teacher has some knowledge and understanding of child development, and uses this knowledge to sometimes teach the whole child intellectually, emotionally, socially and spiritually. || Teacher knows and understands child development and actively engages the whole child intellectually, emotionally, socially and spiritually. ||



These are from Sue's draft over vacation. Look for what might be better commentary than elements.