Evidence Component Ineffective Developing Accomplished Exemplary 2c Much instructional time is lost Some instructional time is lost is little loss of Instructional time is maximized Managing through inefficient classroom through only partially effective instructional time because of because of efficient routine Classroom routines and procedures. classroom routines and effective classroom routines and procedures. Procedures There is little or no evidence procedures. and procedures. Students contribute to the that the teacher is managing The teacher’s management of The teacher’s management of management of instructional instructional groups, instructional groups, instructional groups and the groups, transitions, and the transitions, and /or the transitions, and/or the handling of materials and handling of materials and handling of materials and handling of materials and supplies are consistently supplies. supplies effectively. supplies is inconsistent, the successful. Routines are well understood There is little evidence that result being some disruption With minimal guidance and and may be initiated by students know or follow of learning. prompting students follow students. established routines. With regular guidance and established classroom prompting¸ students follow routines. established routines.
Evidence Component Ineffective Developing Accomplished Exemplary 2c Managing Classroom Procedures Much instructional time is lost through inefficient classroom routines and procedures. There is little or no evidence that the teacher is managing instructional groups, transitions, and /or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines. Some instructional time is lost through only partially effective classroom routines and procedures. The teacher’s management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, the result being some disruption of learning. With regular guidance and prompting¸ students follow established routines. is little loss of instructional time because of effective classroom routines and procedures. The teacher’s management of instructional groups and the handling of materials and supplies are consistently successful. With minimal guidance and prompting students follow established classroom routines. Instructional time is maximized because of efficient routine and procedures. Students contribute to the management of instructional groups, transitions, and the handling of materials and supplies. Routines are well understood and may be initiated by students.
Teacher%20Evaluation%20Field%20Test%20Guide%202012-0.docx