| Indicator |
Beginning (1) |
Progressing (2) |
Proficient (3) |
Advanced (4) |
| Creates a positive classroom environment, mutual respect, and a caring atmosphere |
Classroom interactions are often disrespectful and/or uncaring |
Recognizes factors that create a positive classroom environment and is beginning to implement them |
Maintains a positive, respectful and democratic classroom |
Facilitates (P-12) students' responsibility to develop a positive, respectful and democratic classroom |
| Establishes classroom routines, procedures, and expectations |
Rarely establishes expectations or hold students accountable |
Classroom routines and procedures and student accountability are established but only function with CT assistance |
Classroom routines and procedures are established and functional with little loss of instructional time. Students are held accountable. |
Classroom routines and procedures function smoothly with students assuming responsibility for classroom behavior |
| Effectively manages transitions |
Instructional time is lost during transitions; behavioral problems result |
Smooth transitions occur on occasion; some loss of instructional time |
Transitions occur smoothly with little loss of instructional time |
Transitions are smooth with students assuming responsibility; no instructional time is lost. |
| Manages time and materials |
Limited evidence of time management and organization of materials resulting in lost instructional time and increased behavioral problems |
Daily schedule and routines for management of materials/equipment are in place and utilized inconsistently resulting in lost instructional time |
Daily schedule and routines for management of materials/equipment are in place and utilized consistently |
Daily schedule and routines for management of materials/equipment are in place and utilized consistently and students also assume responsibility for classroom efficiency |
| Monitors student behavior and uses a variety of behavioral management strategies |
Rarely monitors student behavior and/or inconsistently or incorrectly uses behavioral management strategies. Insensitive to student differences |
Beginning to recognize and monitor student behavior and uses behavioral management strategies that sometimes yield desired results. Usually sensitive to student differences |
Intentionally monitors student behavior and uses a variety of behavioral management strategies to yield desired results. Interventions are sensitive to student differences |
Anticipates student behavior and implements preventative behavior management strategies to yield desired results. Interventions are sensitive to student differences |
| Non-instructional activities are completed promptly and professionally |
Not performing non-instructional activities when asked, or doing them incorrectly |
Participates when specifically asked to perform non-instructional activities successfully |
Non-instructional activities are completed accurately and professionally without much supervision or prompting |
Seeks out opportunities to become involved in non-instructional activities |
| Demonstrates high expectations for learning and achievement for students |
Shows little or no evidence of adapting or adjusting instruction to meet individual needs |
Acknowledges the value of high expectations for learning and achievement for students; is attempting to adjust and adapt instruction |
Demonstrates high expectations for learning and achievement for all students by adjusting and adapting instruction by adapting at the classroom level |
Demonstrates high expectations for learning and achievement for individual students by adjusting and adapting instruction |
| Develops relationships with students |
Has no or inappropriate relationships with students; relates with only selected students; misunderstands adult/student relationships |
Is beginning to understand the educational importance of appropriate adult/student relationships |
Intentionally initiates and maintains appropriate adult/student relationships based on mutual respect resulting in a more positive learning environment |
Intentionally initiates and maintains appropriate adult/student relationships based on mutual respect resulting in a more positive learning environment; begins to initiate relationships with families and/or community. |