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iRubric: Domain Two: Classroom Environment rubric

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Domain Two: Classroom Environment This is an adaptation of the Framework for Professional Development and teacher evaluation created by Charlotte Danielson. The Framework provides a common language for professional educators to discuss practice as it relates to student achievement and well being. The School District of West Allis West Milwaukee focuses feedback mostly for the purposes of improvement of practice. While this can and ultimately is an evaluation tool, the main function is to focus conversations about practice as it relates to student achievement. It is expected that all teachers, regardless of years of experience or level of expertise, have clearly identified practice improvement goals that relate to student achievement. Rubric Code: T73W4A By WestAllis Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Undergraduate, Graduate

Classroom Environment Enter rubric description
	Unsatisfactory 1 pts	Basic 2 pts	Proficient 3 pts	Distinguished 4 pts
Creating an Environment of Respect
2A Creating Respect and Rapport Teacher interaction with students	Unsatisfactory 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 teachers	Basic Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.	Proficient Teacher-student interactions are friendly and demonstrate general warmth, caring and respect. Such interactions are appropriate to developmental and cultural norms.	Distinguished Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual beyond that for the role.
2A Creating Respect and Rapport Student interactions with other students	Unsatisfactory Student interactions are characterized by conflict, sarcasm, or put-downs.	Basic Students do not demonstrate negative behavior toward one another.	Proficient Student interactions are generally polite and respectful.	Distinguished Students demonstrate genuine caring for one another as individuals and as students.
Establishing a Culture for Learning
2B Culture for Learning Importance of content	Unsatisfactory Teacher or students convey a negative attitude toward the content, suggesting that the content is not important or is mandated by others	Basic Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students	Proficient Teacher conveys genuine enthusiasm for the subject, and students demonstrate consistent commitment to its value.	Distinguished Students demonstrate through their active participation, curiosity and attention to detail that they value the content’s importance.
2B Culture for Learing Expectations for learning and achievement	Unsatisfactory Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement.	Basic Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement.	Proficient Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement.	Distinguished Both student and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment high expectations for the learning of all students.
2B Culture for Learning Student pride in work	Unsatisfactory Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete the task rather that do high quality work.	Basic Students minimally accept the responsibility to do good work but invest little of their energy in the quality of the work.	Proficient Students accept teacher insistence on work of high quality and demonstrate pride in that work.	Distinguished 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.
Managing Classroom Procedures
2C Managing Classroom Procedures Managemen of instructional groups	Unsatisfactory Students not working with teacher are not productively engaged in learning.	Basic Tasks for group work are partially organized, resulting in some off-task behavior when teacher is involved with one group.	Proficient Tasks for group work are organized, and groups are managed so most students are engaged at all times.	Distinguished Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.
2C Managing Classroom Procedures Management of transitions	Unsatisfactory Much time is lost during transitions.	Basic Transitions are sporadically efficient, resulting in some loss of instructional time.	Proficient Transitions occur smoothly with little loss of instructional time.	Distinguished Transitions are seamless with students assuming some responsibility for efficient operation.
2B Managing Classoom Procedures Management of materials and supplies	Unsatisfactory Materials are handled inefficiently resulting in loss of instructional time.	Basic Routines for handling materials and supplies function moderately well.	Proficient Routines for handling materials and supplies occur smoothly with little loss of instructional time.	Distinguished Routines for handling materials and supplies are seamless with students assuming some responsibility for efficient operation.
2C Managing Classroom Procedures Performance of noninstructional duties	Unsatisfactory Considerable instructional time is lost in performing non-instructional duties.	Basic Systems for performing non-instructional duties are fairly efficient, resulting in little loss of instructional time.	Proficient Efficient systems for performing non-instructional duties are in place, resulting in minimal loss of instructional time.	Distinguished Systems for performing non-instructional duties are well established with students assuming considerable responsibility for efficient operation.
2B Managing Classoom Procedures Supervision of volunteers and paraprofessionals	Unsatisfactory Volunteers and educational assistants have no clearly defined duties or do nothing most of the time.	Basic Volunteers and educational assistants are productively engaged during portions of class time but require frequent supervision.	Proficient Volunteers and educational assistants are productively and independently engaged during the entire class.	Distinguished Volunteers and educational assistants make substantive contribution to the classroom environment.
Managing Student Behavior
2B Managing Student Behavior Expectations	Unsatisfactory No standards of conduct appear to have been established, or students are confused as to what the standards are.	Basic Standards of conduct appear to have been established for most situations, and most students seem to understand them.	Proficient Standards of conduct are clear to all students.	Distinguished Standards of conduct are clear to all students and appear to have been developed with student participation.
2B Managing Student Behavior Monitoring of student behavior	Unsatisfactory Student behavior is not monitored, and teacher is unaware of what students are doing.	Basic Teacher is generally aware of student behavior but may miss the activities of some students.	Proficient Teacher is alert to student behavior at all times.	Distinguished Monitoring by teacher is subtle and preventive. Students monitor their own and their peers behavior, correcting one another respectfully.
2B Managing Student Behavior Response to student misbehavior	Unsatisfactory Teacher does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity.	Basic Teacher attempts to respond to student misbehavior but with uneven results, or no serious disruptive behavior occurs.	Proficient Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.	Distinguished Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.
Organizing Physical Space
2E Organizing Physical Space Safety and accessibility	Unsatisfactory The classroom is unsafe, or the furniture arrangement is not suited to the lesson activities, or both.	Basic 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.	Proficient The classroom is safe, and the furniture arrangement is a resource for learning activities.	Distinguished The classroom is safe, and students adjust the furniture to advance their own purposes in learning.
2E Organizing Physical Space Arrangement of furniture and use of physical resources	Unsatisfactory Teacher uses physical resources poorly, or learning is not accessible to some students.	Basic Teacher uses physical resources adequately, and at least essential learning is accessible to all students.	Proficient Teacher uses physical resources skillfully, and all learning is equally accessible to all students.	Distinguished Both teacher and students use physical resources optimally, and students ensure that all learning is equally accessible to all students.

Keywords:

environement, respect, rapport, physical space, classroom procedures, culture for learning, expectations

Subjects:

Education

Types:

Assessment

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