negative culture is partially high and teacher for learning, successful, with expectations for passion for the characterized by little teacher most students subject create a low teacher commitment to the and genuine culture for commitment to subject, modest commitment to learning in which the subject, low expectations for the subject by everyone shares expectations for student both teacher a belief in the student achievement, and and students, importance of the achievement, little student pride with students subject and all and little or no in work. Both the demonstrating students hold student pride in teacher and pride in their themselves to work. students appear to work. high standards of be only "going performance--for through the example, by motions." initiating improvements to their work. 2c - Managing Classroom Procedures INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE Much Some instructional Little instructional time is lost instructional Students time is lost because time is lost contribute to the because of classroom routines because of seamless inefficient and procedures for classroom operation of classroom transitions, routines and classroom routines and handling of procedures for routines and procedures for supplies, and transitions, procedures for transitions, performance of handling of transitions, handling of noninstructional supplies, and handling of supplies, and duties are only performance of supplies, and performance of partially effective. noninstructional performance of noninstructional duties, which noninstructional duties. occur smoothly. duties. 2d - Managing Student Behavior
negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both the teacher and students appear to be only "going through the motions." high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance--for example, by initiating improvements to their work. 2c - Managing Classroom Procedures INEFFECTIVE Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. PROGRESSING Some instructional time is lost because classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties are only partially effective. EFFECTIVE Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly. HIGHLY EFFECTIVE Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. 2d - Managing Student Behavior
EdReflect_TESS_Rubric_Descriptors.jun.18.docx