Manages Classroom Procedures and Student Behavior. Element Ineffective Developing Effective Highly Effective Management of instructional groups Students not working with the teacher are not productively engaged in learning. Students in only some groups are productively engaged in learning while unsupervised by the teacher. Small-group work is well organized, and most students are productively engaged in learning while unsupervised by the teacher. Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. Management of transitions Transitions are chaotic, with much time lost between activities or lesson segments. Only some transitions are efficient, resulting in some loss of instructional time. Transitions occur smoothly, with little loss of instructional time. Transitions are seamless, with students assuming responsibility in ensuring their efficient operation. Management of materials and supplies Materials and supplies are handled inefficiently, resulting in significant loss of instructional time. Routines for handling materials and supplies function moderately well, but with some loss of instructional time. Routines for handling materials and supplies occur smoothly, with little loss of instructional time. Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation. 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, 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 and response to student behaviors Student behavior is not monitored, and teacher is unaware of what the students are doing. Teacher does not respond to misbehavior, or the response is inconsistent, is overly repressive, or does not respect the student’s dignity. Teacher is generally aware of student behavior but may miss the activities of some students. Teacher attempts to respond to student misbehavior but with uneven results, or there are no major infractions of the rules. Teacher is alert to student behavior at all times. Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate. Monitoring by teacher is subtle and preventati...
