Teachers should know and be able to: Effectively manage student behavior. 5c. Unsatisfactory Progressing Proficient Exemplary Has not established classroom Most students seem to understand the Explicit classroom and standards of Students contributed to designing the rules and/or procedures. classroom rules and standards of conduct are clear to all students. classroom rules and standards of Plan Standards of conduct are conduct. Consequences for Consequences for inappropriate conduct upheld by all members of the unclear to students. The inappropriate behavior are behavior are reasonable and classroom. Consequences for teacher attempts to control inconsistently applied. The teacher consistently applied. The teacher inappropriate behavior are reasonable, the classroom through is generally aware of student demonstrates awareness of events in clear, and consistently applied. threats of referral or by behavior, but may miss the the classroom and often anticipates Monitoring by the teacher of events in Management increasing vocal intensity. misbehavior of some students. and prevents potential problems. the classroom is subtle and proactive. The teacher spends an inordinate amount of time dealing with behavior Behavior issues. EFFECTIVENESS Lessons have numerous The teacher’s repertoire of techniques While students self-monitor their own Students monitor their own and their peers’ disruptions. to manage student behavior is behavior, the teacher is skilled at behavior, correcting one another OF limited; resulting in too much time using a variety of techniques to respectfully. The focus of behavior spent redirecting student students back to the task of management is to maximize student misbehavior. learning. learning time and students show a respect for the rights of other students to Techniques Re-direction learn. Remains basically stationary Utilizes proximity to students during Circulates during instruction and learning Circulates during instruction and learning and is inaccessible to learning activities to prevent activities to support engagement, activities to interact with students, many students. disruptive behavior. interact with students and monitor prompt student thinking and assess INDICATORS behavior and learning. progress. Exhibits a heightened During awareness of the learning that occurs in Circulation Instruction all of the classroom. 5c. Performance ELEMENT I I II III Unsatisfactory Progressing Progressing II Proficient Proficient Proficient Exemplary Rating
Teachers should know and be able to: 5c. Effectively manage student behavior. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Behavior Management Plan Has not established classroom rules and/or procedures. Standards of conduct are unclear to students. The teacher attempts to control the classroom through threats of referral or by increasing vocal intensity. The teacher spends an inordinate amount of time dealing with behavior issues. Most students seem to understand the classroom rules and standards of conduct. Consequences for inappropriate behavior are inconsistently applied. The teacher is generally aware of student behavior, but may miss the misbehavior of some students. Explicit classroom and standards of conduct are clear to all students. Consequences for inappropriate behavior are reasonable and consistently applied. The teacher demonstrates awareness of events in the classroom and often anticipates and prevents potential problems. Students contributed to designing the classroom rules and standards of conduct upheld by all members of the classroom. Consequences for inappropriate behavior are reasonable, clear, and consistently applied. Monitoring by the teacher of events in the classroom is subtle and proactive. Re-direction Techniques Lessons have numerous disruptions. The teacher’s repertoire of techniques to manage student behavior is limited; resulting in too much time spent redirecting student misbehavior. While students self-monitor their own behavior, the teacher is skilled at using a variety of techniques to students back to the task of learning. Students monitor their own and their peers’ behavior, correcting one another respectfully. The focus of behavior management is to maximize student learning time and students show a respect for the rights of other students to learn. Circulation During Instruction Remains basically stationary and is inaccessible to many students. Utilizes proximity to students during learning activities to prevent disruptive behavior. Circulates during instruction and learning activities to support engagement, interact with students and monitor behavior and learning. Circulates during instruction and learning activities to interact with students, prompt student thinking and assess progress. Exhibits a heightened awareness of the learning that occurs in all of the classroom. 5c. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary