Teachers should know and be able to: Use effective classroom management procedures. 5b. Unsatisfactory Progressing Proficient Exemplary There are no established Procedures to manage classroom Procedures to manage routine tasks and Procedures to facilitate student classroom routines and /or routines are outlined, although they materials are in place resulting in management for carrying out routine procedures are not are inconsistently followed by the efficient practices that do not interfere and materials management are in reinforced. Students do not students and/or teacher. The with learning time. Routines and place resulting in highly efficient and know classroom procedures teacher spends too much responsibilities for management of tasks practices that maximize time for resulting in confusion and a instructional time redirecting is known to students and accomplished learning. Procedures and routines are significant loss of learning student behavior. efficiently and in ways that do not efficiently managed by self-directed Procedures Routines time characterized by student contribute to time.” learners. “down time off-task. Learning experiences and Learning experiences and activities are Learning experiences and activities are Learning experiences and activities are activities are disorganized primarily managed by the teacher routinely organized by the teacher in highly organized and efficiently and poorly managed. resulting in loss of learning time for such a way that students can maximize facilitated by both the teacher and EFFECTIVENESS some students who must wait for time for learning. students who each assume teacher directions. are some responsibility for maximizing time for OF Experiences inefficiencies in managing routine learning. Activities tasks that take time away from learning. and Learning Procedures for independent In the absence of known procedures, Procedures for independent and/or Students consistently assume and/or cooperative group students spend time waiting for cooperative work are known in responsibility for following and Work work are not established teacher re-direction in order to advance and most students are engaged procedures for independent and/or and/or not reinforced - engage in independent work or throughout the lesson in purposeful cooperative group work and hold INDICATORS resulting in considerable cooperative group work. learning. themselves accountable for where students “down-time” contributing productively to their own are not productively engaged learning. in learning. Cooperative Independent 5b. Performance ELEMENT I I II III Unsatisfactory Progressing II Exemplary Progressing Proficient Proficient Proficient Rating
Teachers should know and be able to: 5b. Use effective classroom management procedures. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary Routines and Procedures There are no established classroom routines and /or procedures are not reinforced. Students do not know classroom procedures resulting in confusion and a significant loss of learning time characterized by student time off-task. Procedures to manage classroom routines are outlined, although they are inconsistently followed by the students and/or teacher. The teacher spends too much instructional time redirecting student behavior. Procedures to manage routine tasks and materials are in place resulting in efficient practices that do not interfere with learning time. Routines and responsibilities for management of tasks is known to students and accomplished efficiently and in ways that do not contribute to “down time.” Procedures to facilitate student management for carrying out routine and materials management are in place resulting in highly efficient practices that maximize time for learning. Procedures and routines are efficiently managed by self-directed learners. Learning Experiences and Activities Learning experiences and activities are disorganized and poorly managed. Learning experiences and activities are primarily managed by the teacher resulting in loss of learning time for some students who must wait for teacher directions. are some inefficiencies in managing routine tasks that take time away from learning. Learning experiences and activities are routinely organized by the teacher in such a way that students can maximize time for learning. Learning experiences and activities are highly organized and efficiently facilitated by both the teacher and students who each assume responsibility for maximizing time for learning. Independent and Cooperative Work Procedures for independent and/or cooperative group work are not established and/or not reinforced - resulting in considerable “down-time” where students are not productively engaged in learning. In the absence of known procedures, students spend time waiting for teacher re-direction in order to engage in independent work or cooperative group work. Procedures for independent and/or cooperative work are known in advance and most students are engaged throughout the lesson in purposeful learning. Students consistently assume responsibility for following procedures for independent and/or cooperative group work and hold themselves accountable for contributing productively to their own learning. 5b. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
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