ELEMENT

LEVEL OF PERFORMANCE

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Teacher Interaction with Students

Teacher Interaction with at least some students is negative, demeaning, sarcastic or inappropriate to the age or culture of the students.  Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward one another.

Student Interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students

ELEMENT

LEVEL OF PERFORMANCE

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Importance

of the

Content

Teacher or students convey a negative attitude toward the content, suggesting that the content is not important or is mandated by others.

Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher conveys genuine enthusiasm for the subject, and students demonstrate consistent commitment to its value.

Students demonstrate through their active participation, curiosity, and attention to detail that they value the content’s importance.

Student

Pride in Work

Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than do high-quality work.

Students minimally accept the responsibility to “do good work” but invest little of their energy in the quality of the work.

Students accept teacher insistence on work of high quality and demonstrate pride in that work.

Students take obvious pride in their work and initiate improvements in it, for example, by revising drafts on their own initiative, helping peers, and ensuring that high-quality work is displayed.

Expectations for Learning and Achievement

Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement.

Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement.

Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement.

Both students and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment high expectations for the learning of all students.

ELEMENT

LEVEL OF PERFORMANCE

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Management of Instructional Groups

Students not working with the teacher are not productively engaged in learning.

Tasks for group work are partially organized, resulting in some off-task behavior when teacher is involved with one group.

Tasks for group work are organized, and groups are managed so most students are engaged at all times.

Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.

Management of Transitions

Much time is lost during transitions

Transitions are sporadically efficient, resulting in some loss of instructional time.

Transitions occur smoothly, with little loss of instructional time.

Transitions are seamless, with students assuming some responsibility for efficient operation.

Management of Materials and Supplies

Materials are handled inefficiently, resulting in loss of instructional time.

Routines for handling materials and supplies function moderately well.

Routines for handling materials and supplies occur smoothly, with little loss of instructional time.

Routings for handling materials and supplies are seamless, with students assuming some responsibility for efficient operation

Performance of Non-instructional Duties

Considerable instructional time is lost in performing noninstructional duties.

Systems for performing noninstructional duties are fairly efficient, resulting in little loss of instructional time.

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

Systems for performing noninstructional duties are well established, with students assuming considerable responsibility for efficient operation.

Supervision of Volunteers and Paraprofessionals

Volunteers and paraprofessionals have no clearly defined duties or do nothing most of the time.

Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision

Volunteers and paraprofessionals are productively and independently engaged during the entire class.

Volunteers and paraprofessionals make a substantive contribution to the classroom environment.

ELEMENT

LEVEL OF PERFORMANCE

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Expectations

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Standards of conduct appear to have been established for most situations, and most students seem to understand them.

Standards of conduct are clear to all students.

Standards of conduct are clear to all students and appear to have been developed with student participation.

Monitoring of Student Behavior

Student behavior is not monitored, and teacher is unaware of what students are doing

Teacher is generally aware of student behavior but may miss the activities of some students.

Teacher is alert to student behavior at all times

Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior; correcting one another respectfully.

Response to Student Misbehavior

Teacher does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity.

Teacher attempts to respond to student misbehavior but with uneven results, or no serious disruptive behavior occurs.

Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.

Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.

ELEMENT

LEVEL OF PERFORMANCE

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Safety and Arrangement of Furniture

The classroom is unsafe, or the furniture arrangement is not suited to the lesson activities, or both.

The classroom is safe, and classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture, but with limited effectiveness.

The classroom is safe, and the furniture arrangement is a resource for learning activities.

The classroom is safe and students adjust the furniture to advance their own purposes in learning.

Accessibility to Learning and Use of Physical Resources

Teacher uses physical resources poorly, or learning is not accessible to some students.

Teacher uses physical resources adequately, and at least essential learning is accessible to all students.

Teacher uses physical resources skillfully, and all learning is equally accessible to all students.

Both teacher and students use physical resources optimally, and students ensure that all learning is equally accessible to all students.