The teacher conveys to at least The teacher conveys high The teacher demonstrates a The teacher communicates a some students that the work is expectations for only some high regard for student genuine passion for the too challenging for them. students. abilities. subject. Students exhibit little or no pride Students comply with the Teacher conveys an Students indicate that they are in their work. teacher’s expectations for expectation of high levels of not satisfied unless they have learning, but they don’t indicate student effort. complete understanding. commitment on own time is devoted more to initiative for the work. socializing than to learning. Students expend good effort Student questions and to complete work of high comments indicate a desire to Many students indicate that quality. understand the content rather they are looking for an than, for example, simply learn “easy path.” a procedure for getting the correct answer. Students recognize the efforts of classmates. Students take initiative in improving the quality of their work. Evidence UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED COMPONENT Much instructional time is lost Some instructional time is lost There is little loss of Instructional time is through inefficient classroom through only partially effective instructional time because of maximized because of routines and procedures. classroom routines and effective classroom routines efficient classroom routines procedures. and procedures. and procedures. There is little or no evidence that the teacher is managing The teacher’s management The teacher’s management Students contribute to the instructional groups, of instructional groups, of instructional groups and management of instructional 2c (SC5) transitions, and/or the handling transitions, and/or the the handling of materials groups, transitions, and the Managing of materials and supplies handling of materials and and supplies are handling of materials and classroom effectively. supplies are inconsistent, the consistently successful. supplies. procedures result being some disruption There is little evidence that With minimal guidance and Routines are well understood of learning. students know or follow prompting, students follow and may be initiated by established routines. With regular guidance and established classroom students. prompting, students follow routines. established routines. Critical Attributes Students not working with the groups are only partially The students are productively In addition to the teacher are not productively engaged while not working engaged during small-group characteristics of “proficient”: engaged or are disruptive to the directly with the teacher. work.
The teacher conveys to at least some students that the work is too challenging for them. Students exhibit little or no pride in their work. time is devoted more to socializing than to learning. The teacher conveys high expectations for only some students. Students comply with the teacher’s expectations for learning, but they don’t indicate commitment on own initiative for the work. Many students indicate that they are looking for an “easy path.” The teacher demonstrates a high regard for student abilities. Teacher conveys an expectation of high levels of student effort. Students expend good effort to complete work of high quality. The teacher communicates a genuine passion for the subject. Students indicate that they are not satisfied unless they have complete understanding. Student questions and comments indicate a desire to understand the content rather than, for example, simply learn a procedure for getting the correct answer. Students recognize the efforts of classmates. Students take initiative in improving the quality of their work. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 2c (SC5) 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 are inconsistent, the result being some disruption of learning. With regular guidance and prompting, students follow established routines. There 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 classroom routines 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. Critical Attributes Students not working with the teacher are not productively engaged or are disruptive to the groups are only partially engaged while not working directly with the teacher. The students are productively engaged during small-group work. In addition to the characteristics of “proficient”:
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