The teacher establishes clear expectations for safe and respectful conduct, monitors student behavior, and swiftly addresses any student misconduct that interrupts the learning process.
| Components of Standard II-E | DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| II-E-1: Establishing Expectations |
Does not establish clear standards of conduct. Leaves students confused about the behaviors that are expected of them. Does not adhere to accepted strategies of classroom management, such as use of time, space, routines, and momentum. | Establishes general standards of conduct and shares them with students, but enforces them inconsistently. Incorporates some accepted strategies of classroom management, such as use of time, space, routines, and momentum. | Establishes specific routines, procedures, and standards of conduct, including consequences for positive and negative behaviors, and ensures that all students understand them. Posts the procedures and standards in the classroom. Establishes parameters for an environment that is both physically and emotionally safe. | Empowers students to contribute to the development of classroom procedures and clear standards of conduct with a focus on creating a caring and collaborative classroom community. Posts the standards in the classroom and encourages students to refer to them during the day. Creates a culture that celebrates student accomplishments |
| II-E-2: Monitoring Student Behavior | Does not monitor student behavior and is generally unaware of the impact of students’ positive and negative behaviors. Does not provide adequate supervision to ensure student safety. | Is partially aware of student behavior, but overlooks some activities of some students, thereby missing teachable moments. Provides adequate supervision to support student safety. | Is alert to student behavior at all times and uses positive and negative incidents to reinforce the established standards of conduct. Consistently provides a level of supervision that ensures student safety. | Monitors student behavior in a subtle fashion, with a goal of preventing misbehavior. Guides students to monitor their own and their peers’ behavior. Consistently provides a level of supervision that ensures student safety. |
| II-E-3: Responding to Student Misbehavior |
Ignores student misbehavior, or responds in a manner that is inconsistent, repressive, or disrespectful of the student’s dignity. Uses inappropriate or ineffective strategies to reinforce positive behavior or respond to behavior that interferes with student learning. | Attempts to address student misbehavior in a positive manner, but does so inconsistently. Does not routinely use strategies that prevent and/or stop behavior that interferes with student learning. Maintains classroom order in such a way that major infractions are rare. | Responds to misbehavior in a manner that is appropriate and successful, respects the student’s dignity, and helps students learn from mistakes. Maintains classroom routines to promote student behavior that is generally appropriate and to prevent most behaviors that interfere with student learning. Talks with and listens to students, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as appropriate to remedy problems. | Responds to misbehavior in a manner that is sensitive to students’ individual needs and diminishes the likelihood of a reoccurrence. Maintains a classroom structure in which students play an active role—individually and collectively—in preventing behaviors that interfere with learning. Supports students in respectfully reminding one another of classroom standards. Is able to model this component for other teachers. |
