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 the teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.

Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some students.

Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all students. Students appear to have internalized these expectations.

Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than to do high-quality work.

Students minimally accept the responsibility to do good work but invest little of their energy into its quality.

Students accept the teacher’s insistence on work of high quality and demonstrate pride in that work.

Students demonstrate attention to detail and take obvious pride in their work, initiating improvements in it by, for example, revising drafts on their own or helping peers.

ElementIneffectiveMinimally EffectiveEffectiveHighly EffectiveTeacher Interaction with StudentsStudent Interactions with Other StudentsElementIneffectiveMinimally EffectiveEffectiveHighly EffectiveImportance of the ContentExpectations for Learning and AchievementStudent Pride in WorkElementIneffectiveMinimally EffectiveEffectiveHighly EffectiveManagement of Instructional GroupsManagement of TransitionsManagement of Materials and Suppliesnon-instructional duties are only fairly efficient, resulting in some loss of instructional time.

Supervision of Volunteers and ParaprofessionalsElementIneffectiveMinimally EffectiveEffectiveHighly EffectiveExpectationsMonitoring of Student BehaviorResponse to Student BehaviorElementIneffectiveMinimally EffectiveEffectiveHighly EffectiveSafety and AccessibilityArrangement of Furniture and Use of Physical Space