The Learning Environment

Unsatisfactory Satisfactory Proficient

Sets minimal standards of conduct for student behavior and inconsistently implements management procedures.

Routinely establishes and generally requires student adherence to classroom rules and standards

Routinely establishes, conveys, and always requires student adherence to appropriate classroom rules and standards Attempts to respond to student misbehavior but

with uneven results.

Consequences are in place for student misbehavior. Adequate management procedures are implemented.

Consistently applies consequences for student misbehavior and effectively establishes management procedures.

The classroom environment conveys only modest expectations for student achievement

Instructional goals and activities,

interactions and the classroom environment convey some high expectations for the students.

Instructional goals and activities, interactions, and the classroom

environment convey high expectations for student achievement.

Does not have an organized, productive, orderly classroom environment

Maintains an appropriately organized, productive and safe classroom environment

Consistently creates and maintains an efficient, productive and safe classroom environment.

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

Tasks for group work are organized and most students are engaged at all times.

Groups working independently are productively engaged at all times.

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, maximizing instructional time.

The classroom culture does not reflect mutual respect.

Encourages an atmosphere of mutual respect.

Establishes and consistently maintains an atmosphere of mutual respect.

Students exhibit disrespect for the teacher and/or peers and interactions are characterized by conflict.

Student interactions are generally polite and respectful

Students consistently exhibit respect for the teacher and peers.

The teacher fails to consistently express and reinforce high expectations for students with regard to attendance, achievement and

behavior

The teacher expresses and reinforces high expectation for students with regard to attendance, achievement, and behavior

The teacher consistently expresses and reinforces high expectations for students with regard to attendance, achievement and behavior.

The classroom culture does not make appropriate use of academic learning time

The classroom culture makes appropriate use of academic learning time

The classroom culture maximizes academic learning

Domain 3: Instruction

Unsatisfactory Satisfactory Proficient

Spoken and written language contains many grammar and usage errors.

Spoken and written language is clear and precise and uses the conventions of standard English

Spoken and written language is clear, correct and expressive. All the

conventions of standard English are in place.

Directions or procedures are confusing to students.

Directions and procedures are clarified if there is confusion.

Directions and procedures are clear and contain appropriate levels of details.

Content knowledge is questionable. Content errors are made and student content errors are not corrected

Displays solid content knowledge and attempts to correct inaccurate information from students.

Displays extensive content knowledge and ensures that students’ understanding of material is clear and accurate.

Questions are of low quality. There are too few variations in questioning and discussion techniques. Interaction is predominantly lecture style.

A variety of questioning and discussion techniques are used. Questions reflect a combination of cognitive levels with adequate time for response.

Questions are of uniformly high levels and promote critical thinking and creative problem-solving. A wide variety of questioning and discussion techniques are used.

Reinforcement is either not provided or is of uniformly low quality and is not provided in a timely manner.

Reinforcement is usually of good quality and generally presented in time for students to benefit.

Reinforcement is of consistently high quality and is provided in a timely manner for student reflection.

Little effort is made to relate subject matter to other subjects and practical situations

Subject matter is related to other subjects and practical situations when appropriate.

Efforts are routinely made to relate subject matter to other subjects and practical situations.

Few learner-centered techniques are used to develop basic skills and acquire knowledge.

Critical thinking and problem solving are seldom used to support instruction.

Learner-centered techniques support the acquisition of basic skills and knowledge.

Critical thinking and problem solving are regularly included in instruction.

Learner-centered techniques support the acquisition of basic skills and knowledge.

Critical thinking and problem solving are consistently a part of instruction.

Instruction does not reflect modifications that address the instructional needs of groups and individual students nor does it reflect the needs identified on Individual Education Plans.

Instruction contains modifications that address the instructional needs of groups and individual students, including students with Individual Education Plans.

Instruction contains varied approaches that reflect Individual Education Plans,

differences in learning styles, modalities and multiple intelligences.

Domain 3: Instruction

Unsatisfactory Satisfactory Proficient

Information about individual student progress and/or class progress is not analyzed or interpreted. There is little reflection about student growth.

Information about individual student progress and/or class progress is analyzed and interpreted. The teacher reflects on student growth to guide instruction.

Information about individual student progress and/or class progress is analyzed, interpreted and reflected upon to refine instruction to increase student

achievement.

Student assessment data are either not analyzed or ineffectively analyzed. Re-teaching rarely occurs. Little effort is made to evaluate the effectiveness of teaching materials and strategies.

Student assessment data are analyzed and used to guide instruction. Re-teaching occurs as needed. Efforts to evaluate the effectiveness of teaching materials and strategies take place.

Student assessment data are analyzed to guide 'instruction and to provide a variety of opportunities for students to re-learn. A continuous evaluation of the effectiveness of teaching materials and strategies take place.

Information about student prior knowledge is either not used or rarely used to guide

instruction

Information about student prior knowledge is used to guide instruction.

Information about student prior knowledge is consistently used to guide instruction.

Instruction provides appropriate

remediation and extensions for students.

Assessment criteria are unclear or not clearly communicated to students. Monitoring of assessment criteria rarely occurs.

Assessment criteria and standards are monitored and communicated to the students.

Continuous monitoring and

communication of clear assessment criteria and standards provide opportunities for students to review progress