- The teacher is enthusiastic about the content and regularly voices high expectations for all students.
- Student work is displayed on the classroom walls and students work independently and cooperatively in purposeful learning activities. Students and teacher engage in purposeful communication and mutual respect for ideas is apparent. When disruptions or inappropriate behaviors do occur, the teacher demonstrates respect to the students while restoring classroom order.
- In addition to Performance Level B, students are encouraged to experiment with new ideas and ways of learning. Expectations for student interactions, academic discussions, and individual and group responsibilities are explicit.
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- The teacher displays a positive disposition toward the content and sometimes verbalizes the belief that all students can be successful.
- The teacher uses classroom management techniques that encourage student self-control and self-discipline. Appropriate strategies are used to de-escalate potential conflicts. When inappropriate behavior is recognized, the teacher demonstrates knowledge of reasonable and acceptable management techniques.
- In addition to Performance Level A, purposeful, challenging, learning interactions are generally evident. Norms for academic discussions and individual and cooperative work are established.
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- The teacher demonstrates a positive disposition toward the content area, but high expectations for all students are not verbalized.
- Expectations for student behavior are inconsistent. When inappropriate behavior is recognized, the teacher demonstrates knowledge of reasonable and acceptable management techniques.
- Students are held accountable for completing assignments, and participating in classroom discussions.
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