are no established Procedures for transitions and Transitions between large- Students take the initiative with procedures for distributing and for distribution/ collection of and small-group activities are their classmates to ensure that collecting materials. materials seem to have been smooth. their time is used productively. established, but their operation is rough. Procedures for other activities Routines for distribution and Students themselves ensure are confused or chaotic. collection of materials and that transitions and other Classroom routines function supplies work efficiently. routines are accomplished unevenly. smoothly. Classroom routines function smoothly. Students take initiative in distributing and collecting materials efficiently. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED appear to be no Standards of conduct appear Student behavior is Student behavior is entirely established standards of to have been established, but generally appropriate. appropriate. conduct and little or no teacher their implementation is The teacher monitors Students take an active role monitoring of student behavior. inconsistent. student behavior against in monitoring their own Students challenge the Teacher tries, with uneven established standards of behavior and that of other standards of conduct. results, to monitor student conduct. students against standards of behavior and respond to conduct. Response to students’ Teacher response to 2d (SC5) student misbehavior. misbehavior is repressive or student misbehavior is Teacher’s monitoring of Managing disrespectful of student dignity. There is inconsistent consistent, proportionate, student behavior is subtle student behavior implementation of the respectful to students, and and preventive. standards of conduct. effective. Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity. Critical Attributes
are no established procedures for distributing and collecting materials. Procedures for other activities are confused or chaotic. Procedures for transitions and for distribution/ collection of materials seem to have been established, but their operation is rough. Classroom routines function unevenly. Transitions between large- and small-group activities are smooth. Routines for distribution and collection of materials and supplies work efficiently. Classroom routines function smoothly. Students take the initiative with their classmates to ensure that their time is used productively. Students themselves ensure that transitions and other routines are accomplished smoothly. Students take initiative in distributing and collecting materials efficiently. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 2d (SC5) Managing student behavior appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to students’ misbehavior is repressive or disrespectful of student dignity. Standards of conduct appear to have been established, but their implementation is inconsistent. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct. Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Teacher’s monitoring of student behavior is subtle and preventive. Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity. Critical Attributes