Guiding Questions: Does the teacher have clear, posted standards of conduct that are referred to regularly? Does the teacher foster positive relationships and address concerning behavior appropriately? Is teacher aware of student conduct? Does the teacher reinforce positive behavior? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary There appear to be no established Standards of conduct appear to have Student behavior is generally Student behavior is entirely appropriate. standards of conduct and little or been established, but their appropriate. Students take an active role in monitoring no teacher monitoring of student implementation is inconsistent. The teacher monitors student behavior their own behavior and that of other behavior. Teacher with uneven results, to against established standards of students against standards of conduct. Students challenge the standards monitor student behavior and respond conduct. Teachers’ monitoring of student behavior of conduct. to student misbehavior. Teacher response to student is subtle and preventive. Response to students’ misbehavior There is inconsistent implementation of misbehavior is consistent, Teacher’s response to student is repressive or disrespectful of the standards of conduct. proportionate, respectful to students, misbehavior is sensitive to individual student dignity. and effective. student needs and respects students’ dignity. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The classroom environment is Teacher attempts to maintain in the Standards of conduct appear to have In addition to the characteristics of chaotic, with no apparent standards classroom but with uneven success; been established. “proficient”: of conduct. standards of conduct, if they exist, are Student behavior is generally Student behavior is entirely appropriate; not evident. The teacher does not monitor appropriate. there no evidence of student misbehavior. student behavior. Teacher attempts to keep of The teacher frequently monitors student The teacher monitors student behavior student behavior, but with no apparent Some students violate classroom behavior. without speaking just moving about. – system. rules, without apparent teacher Teacher’s response to student Students respectfully intervene as awareness. The teacher’s response to student misbehavior is effective. appropriate with classmates to ensure misbehavior is inconsistent, at times When the teacher notices student compliance with standards of conduct. Teacher acknowledges good behavior. very harsh, other times lenient. misbehavior, s/he appears helpless to do anything about it. Standard 2e: Organizing Physical Space Guiding Questions:
Guiding Questions: Does the teacher have clear, posted standards of conduct that are referred to regularly? Does the teacher foster positive relationships and address concerning behavior appropriately? Is teacher aware of student conduct? Does the teacher reinforce positive behavior? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary There 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 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. Teachers’ monitoring of student behavior is subtle and preventive. Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The classroom environment is chaotic, with no apparent standards of conduct. The teacher does not monitor student behavior. Some students violate classroom rules, without apparent teacher awareness. When the teacher notices student misbehavior, s/he appears helpless to do anything about it. Teacher attempts to maintain in the classroom but with uneven success; standards of conduct, if they exist, are not evident. Teacher attempts to keep of student behavior, but with no apparent system. The teacher’s response to student misbehavior is inconsistent, at times very harsh, other times lenient. Standards of conduct appear to have been established. Student behavior is generally appropriate. The teacher frequently monitors student behavior. Teacher’s response to student misbehavior is effective. Teacher acknowledges good behavior. In addition to the characteristics of “proficient”: Student behavior is entirely appropriate; there no evidence of student misbehavior. The teacher monitors student behavior without speaking – just moving about. Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct. Standard 2e: Organizing Physical Space Guiding Questions:
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