Evaluators should date the evidence when observed. Ineffective Developing Skilled Accomplished TEACHING II little or no evidence of a positive routines and procedures are in place, transitions between learning activities positive rapport with students rapport between the teacher and but require teacher prompting and and uses instructional time effectively demonstrates respect for and interest in LEARNING students direction when students are unclear or has positive rapport with students and individual student’s experiences, thoughts ENVIRONMENT no evident routines or procedures; idle demonstrates respect for and interest in and opinions (Standards 1&5) students seem unclear about what they fair in the treatment of students and all students routines and procedures run smoothly and should be doing establishes a basic rapport with them routines and procedures run smoothly the lesson progresses at a quick pace transitions are inefficient and lessons attention is paid to the safety of the throughout the lesson, and students effectively maximizes instructional time and Transitions progress slowly enough that students classroom environment assume age-appropriate levels of combines independent, collaborative, and Rapport are frequently disengaged transitions between learning activities, responsibility for the efficient operation whole-class learning situations Routines and learning environment may pose safety but occasionally loses some of the classroom classroom management system has been procedures hazards for students instructional time in the process classroom management system has been designed, implemented, and adjusted with Appropriate tasks expectations for behavior are not appropriate expectations for behavior implemented that is appropriate and student input and is appropriate for the Classroom established or are inappropriate and/or are established, but some expectations responsive to classroom and individual classroom and individual student needs management/ no monitoring of behaviors occurs are unclear or do not address the needs needs of students students are actively encouraged to take behavioral responds to misbehavior of individual students clear expectations for student behavior responsibility for their behavior expectations inappropriately inconsistently monitors behavior are evident uses effective strategies to lessen disruptive monitoring of student behavior is behaviors and reinforce positive behaviors consistent, appropriate, and effective
Evaluators should date the evidence when observed. TEACHING II Ineffective Developing Skilled Accomplished LEARNING ENVIRONMENT (Standards 1&5) Transitions Rapport Routines and procedures Appropriate tasks Classroom management/ behavioral expectations little or no evidence of a positive rapport between the teacher and students no evident routines or procedures; students seem unclear about what they should be doing transitions are inefficient and lessons progress slowly enough that students are frequently disengaged learning environment may pose safety hazards for students expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs responds to misbehavior inappropriately routines and procedures are in place, but require teacher prompting and direction when students are unclear or idle fair in the treatment of students and establishes a basic rapport with them attention is paid to the safety of the classroom environment transitions between learning activities, but occasionally loses some instructional time in the process appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students inconsistently monitors behavior transitions between learning activities and uses instructional time effectively has positive rapport with students and demonstrates respect for and interest in all students routines and procedures run smoothly throughout the lesson, and students assume age-appropriate levels of responsibility for the efficient operation of the classroom classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students clear expectations for student behavior are evident monitoring of student behavior is consistent, appropriate, and effective positive rapport with students demonstrates respect for and interest in individual student’s experiences, thoughts and opinions routines and procedures run smoothly and the lesson progresses at a quick pace effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs students are actively encouraged to take responsibility for their behavior uses effective strategies to lessen disruptive behaviors and reinforce positive behaviors