established procedures for distributing There appear to be established Routines for distribution and collection Students themselves ensure that and collecting materials. routines for distribution and collection transitions and other routines are of materials and supplies work of materials, but students are confused accomplished smoothly. efficiently. A considerable amount of time is spent about how to carry them out. Volunteers and paraprofessionals take off task because of unclear procedures. Classroom routines function smoothly. initiative in their work in the class. Classroom routines function unevenly. Volunteers and paraprofessionals work Volunteers and paraprofessionals have with minimal supervision. no defined role and/or are idle much of Volunteers and paraprofessionals the time. require frequent supervision. 2d: Managing Student Behavior - Select Critical Attributes & of Performance The classroom environment is chaotic, The teacher attempts to maintain Student behavior is entirely Standards of conduct appear to have with no standards of conduct evident. order in the classroom, referring to appropriate; any student misbehavior is been established and implemented classroom rules, but with uneven very minor and swiftly handled. successfully. The teacher does not monitor student success. The teacher silently and subtly monitors behavior. Overall, student behavior is generally student behavior. The teacher attempts to keep track of appropriate. Some students disrupt the classroom, student behavior, but with no apparent Students respectfully intervene with without apparent teacher awareness or system. The teacher frequently monitors classmates at appropriate moments to with an ineffective response. student behavior. ensure compliance with standards of The teacher's response to student conduct. misbehavior is inconsistent: sometimes The teacher's response to student harsh, other times lenient. misbehavior is effective. There are physical hazards in the The physical environment is safe, and The classroom is safe, and all students Modifications are made to the physical classroom, endangering student safety. most students can see and hear the environment to accommodate students are able to see and hear the teacher or teacher or see the with special needs. see the board. Many students can’t see or hear the There is total alignment between the teacher or see the board. The physical environment is not an The classroom is arranged to support learning activities and the physical impediment to learning but does not the instructional goals and learning environment. Available technology is not being used enhance it. activities. even if it is available and its use would Students take the initiative to adjust the enhance the lesson. The teacher makes limited use of The teacher makes appropriate use of physical environment. available technology and other
established procedures for distributing and collecting materials. A considerable amount of time is spent off task because of unclear procedures. Volunteers and paraprofessionals have no defined role and/or are idle much of the time. There appear to be established routines for distribution and collection of materials, but students are confused about how to carry them out. Classroom routines function unevenly. Volunteers and paraprofessionals require frequent supervision. Routines for distribution and collection of materials and supplies work efficiently. Classroom routines function smoothly. Volunteers and paraprofessionals work with minimal supervision. Students themselves ensure that transitions and other routines are accomplished smoothly. Volunteers and paraprofessionals take initiative in their work in the class. 2d: Managing Student Behavior - Select Critical Attributes & of Performance The classroom environment is chaotic, with no standards of conduct evident. The teacher does not monitor student behavior. Some students disrupt the classroom, without apparent teacher awareness or with an ineffective response. The teacher attempts to maintain order in the classroom, referring to classroom rules, but with uneven success. The teacher attempts to keep track of student behavior, but with no apparent system. The teacher's response to student misbehavior is inconsistent: sometimes harsh, other times lenient. Standards of conduct appear to have been established and implemented successfully. Overall, student behavior is generally appropriate. The teacher frequently monitors student behavior. The teacher's response to student misbehavior is effective. Student behavior is entirely appropriate; any student misbehavior is very minor and swiftly handled. The teacher silently and subtly monitors student behavior. Students respectfully intervene with classmates at appropriate moments to ensure compliance with standards of conduct. There are physical hazards in the classroom, endangering student safety. Many students can’t see or hear the teacher or see the board. Available technology is not being used even if it is available and its use would enhance the lesson. The physical environment is safe, and most students can see and hear the teacher or see the The physical environment is not an impediment to learning but does not enhance it. The teacher makes limited use of available technology and other The classroom is safe, and all students are able to see and hear the teacher or see the board. The classroom is arranged to support the instructional goals and learning activities. The teacher makes appropriate use of Modifications are made to the physical environment to accommodate students with special needs. There is total alignment between the learning activities and the physical environment. Students take the initiative to adjust the physical environment.
Teacher_Self_Review_Form.docx