TEACHER

PROFICIENCIE
S
Positive
Framing and
Teacher Tone

Advanced

o
o
o

Student Joy &

Engagement

o
o
o
o
o

Strong Voice

o
o
o
o
o

What to Do

o
o
o

Proficient

Teacher is always upbeat, positive, motivated, and

inspiring in the classroom.
The general tone of classroom is always efficient,
respectful and positive.
Frequently narrates positive student behaviors (rather than
calling out the negative) and uses praise, challenge and
talking aspiration to motivate the students.

All students seem to be joyful and excited to be in class

90-100% of students are engaged in classroom activities.
Students internalize and model behavioral expectations
without teacher supervision.
100% of students have strong posture
100% of students have tall hands

Economy of language: always uses minimal language to

build student compliance
Do not talk over: teacher never allows student side
conversations
Do not engage: teacher never engages student
excuses/distractions during correction of student
misbehavior
Non-verbal authority: teacher always uses square up/stand
still and proximity to maintain student compliance
Quiet power: teacher always speaks slowly and quietly to
develop compliance
Directions are specific, concrete, sequential and
observable
Steps are small enough that every student easily complies
Always narrates compliance instead of telling what not to
do

o
o

o
o
o
o
o
o
o
o
o
o
o
o

100%

o
o
o
o

Least invasive interventions (mostly non-verbals, group

reminders, positive framing)
Redirects are always done at the right time and follow
through is ensured
100% of hands raised during review of material
100% of students are able to answer upon being coldcalled

o
o
o
o

Teacher is mostly upbeat, positive, motivated,

and inspiring in the classroom.
The general tone of the classroom is mostly
efficient, respectful and positive.
Narrates positive student behaviors (rather than
calling out the negative) and uses praise,
challenge and talking aspiration to motivate the
students.
Most students seem to be joyful and excited to be
in class
80-90% of students are engaged in classroom
activities.
Students internalize and model behavioral
expectations with minimal teacher supervision.
80-90% of students have strong posture
80-90% of students have tall hands
Economy of language: most of the time, minimal
language is used to build student compliance
Do not talk over: teacher rarely allows student
side conversations while talking
Do not engage: teacher rarely engages student
excuses/distractions during correction of student
misbehavior
Non-verbal authority: teacher almost always uses
square up/stand still and proximity to maintain
student compliance
Quiet power: teacher almost always speaks
slowly and quietly to develop compliance
Directions are mostly specific, concrete,
sequential and observable
Sometimes more specific steps need to be
offered and some students do not comply on first
attempt
Mostly narrates compliance instead of telling
what not to do
Least invasive interventions (some verbal and
some non-verbal redirects)
Redirects are mostly done at the right time and
follow through is mostly ensured
90% of hands raised during review of material
90% of students are able to answer upon being
cold-called

Working Towards

o
o
o

o
o
o
o
o
o
o
o
o
o
o
o
o

o
o
o
o

Needs Improvement

Teacher is occasionally upbeat, positive, motivated,

and inspiring in the classroom.
The general tone of the classroom is inconsistent in
efficiency, respectfulness, and positivity.
Teacher narrates negative student behaviors as often
as positive, or teacher uses positive framing
inconsistently

While some students seem joyful, there are notable

instances of student disinterest.
70-80% of students are engaged in classroom
activities.
Students have not internalized behavioral expectations
and are resistant to those expectations.
70-80% of students have strong posture
70-80% of students have tall hands
Economy of language: more language is used than
needed to build student compliance
Do not talk over: teacher sometimes allows student
side conversations while talking
Do not engage: teacher sometimes engages student
excuses/distractions during correction of student
misbehavior
Non-verbal authority: teacher sometimes uses square
up/stand still and proximity to maintain student
compliance
Quiet power: teacher sometimes speaks slowly and
quietly to develop compliance
Directions sometimes lack being specific, concrete,
sequential and/or observable
More specific directions are not offered when students
do not comply
Teacher sometimes narrates what not to do

o
o

Teacher frequently uses invasive interventions (verbal

reminders and redirects; too much teacher talk)
Redirects are sometimes done at the right time and
follow through is sometimes ensured
80% of hands raised during review of material
80% of students are able to answer upon being coldcalled

o
o

o
o
o
o
o
o
o
o
o
o

o
o
o

Student
Response to
Correction

o
o
o
o

Do it Again

o
o
o

Tracking

o
o

Teacher always notices and addresses misbehavior

immediately
Student response is always immediate, silent, positive and
respectful
Teacher always uses the least invasive method of
correction to achieve compliance
Behavior does not reoccur within the same period

Student group actions are mostly done uniformly. When

done incorrectly, teacher has class repeat actions 100% of
the time
Actions are always repeated until 100% of students are
compliant
Do it Again always ends in success with students reacting
positively
100% tracking of teachers
90-100% tracking of peers

o
o
o

o
o
o
o

Teacher mostly notices and addresses

misbehavior in the moment
Student response is mostly immediate, silent,
positive and respectful
Teacher consistently uses the least invasive
method of correction to achieve compliance
Behavior rarely reoccurs within the same period

When student group actions are done incorrectly,

teacher has class repeat actions most of the time
Actions are repeated until 100% of the students
are compliant
Do it Again mostly ends in success with students
reacting positively

100% tracking of teachers

80-90% tracking of peers

o
o

o
o
o

o
o

There is usually wait time before misbehavior is

addressed
Student response is inconsistently immediate, silent,
positive or respectful.
Teacher inconsistently uses the least invasive method
of correction
Student action has to be corrected multiple times within
a period
When student group actions are done incorrectly,
teacher inconsistently has class repeat actions
Actions are repeated until 90% of the students are
compliant
Do it Again sometimes ends in compliance but may feel
negative

o
o
o

90% tracking of teachers

70-80% tracking of peers

o
o

o
o

Teacher is uninspiring and/or negative in the

classroom
The general tone of classroom is inefficient and/or
negative.
Does not use positive framing, and does not work to
motivate students.
Students generally seem disinterested in class
Less than 70% of students are engaged in classroom
activities.
Students have not internalized behavioral
expectations and are more resistant to those
expectations
Less than 70% of students have strong posture
Less than 70% of students have tall hands
Economy of language: teachers are so verbose that
students do not understand compliance requested
Do not talk over: student side conversations often
occur while teacher is talking
Do not engage: teacher often engages student
excuses/distractions during correction of student
misbehavior
Non-verbal authority: teacher rarely uses square
up/stand still and proximity to maintain student
compliance
Quiet power: teacher rarely speaks slowly and
quietly to develop compliance
Directions are vague and difficult to
follow/understand
Teacher often narrates what not to do

Teacher uses all invasive interventions (verbal

reminders and redirects; too much teacher talk;
rhetorical questions)
Redirects are rarely done at the right time and follow
through is rarely ensured
Less than 80% of hands raised during review of
material
Less than 80% of students are able to answer upon
being cold-called
Teacher does not address student misbehavior
Student response is disrespectful
Teacher correction does not match the severity of the
situation, causing situations to escalate
Student only responds after the threat of a serious
consequence.
Teacher does not ask student to repeat incorrect
group actions regularly
When repeated, student behavior still is
noncompliant

Less than 90% tracking of teachers

Less than 70% tracking of peers

TEACHER
PROFICIENCIE
S
Notes

Advanced

Overall Rubric
Rating

Proficient

Working Towards

Needs Improvement