Classroom Framework Rubric

Classroom
Culture
Indicators
Building Positive
Relationships:
Teacher builds relationships
with and among students
based on mutual respect, trust,
and appreciation to create a
safe environment for all.
Teacher leads a self-managing classroom by building positive relationships, maintaining physical space,
sustaining classroom routines and procedures, and holding students accountable to behavioral expectations.
Ineffective Developing Effective Exemplary
A) Teacher does not attempt to B) Teacher develops and teaches D) Teacher demonstrates care and F) Students collaborate and
build relationships or attempts at expectations for respectful respect in interactions with all engage in positive, supportive
building relationships are not interactions among students. students. relationships with one another.
successful at relationally engaging
students. C) Teacher and student E) Students demonstrate care and
interactions are intentionally respect for the teacher and one
planned and are focused on another.
creating personal connections.

Universal Look-fors: positive phone calls/ notes, affirmations/ praise from students and teachers, team-building activities, referring to the class/social contract, highlighting
Moral Focus virtues, greeting, Good News/ celebrations, launch, rewards/ incentive system(s) utilized, established rules and expectations (posted, verbally referenced, student
explanation), students redirect self and others appropriately with minimal loss to learning time, students assist each other without prompting, teacher utilizes personal connections
with students, teacher models expectations and behaviors, self-managing cooperative groups, etc.

Universal Red Flags: students talking during teaching, redirecting behavior causes a loss in learning time, harsh tones, yelling, sarcasm, short fuse, loss of temper, nagging,
negative body language, put downs, public corrections, ineffective or lack of routines and procedures, not revisiting expectations, students struggle with class expectations, lack of
positive behavior supports, etc.

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 Classroom Framework Rubric
Indicators Ineffective Developing Effective Exemplary
A) Teacher does not maintain B) Teacher maintains a clutter free E) Teacher arranges the learning G) Students utilize materials and
Physical Environment: physical space in a way that environment. space in a way that organizes furniture arrangement to further
optimizes student learning. movement, collaboration (student- their learning.
Teacher optimizes the physical C) Teacher purposefully arranges student, teacher-student) and
space of the classroom for the learning space. presentation. H) Students self-manage and
student learning by maintaining a contribute to maintaining the
clutter free and print-rich D) Teacher arranges materials for F) Teacher creates a print-rich cleanliness and order of the
environment, providing access to students to access. environment that comprises a classroom.
materials, as well as arranging majority of authentic student or
space for movement and teacher created materials, along
collaboration. with real life materials (maps,
newspaper, etc.)
Universal Look-fors: bright/ well lit, clean and orderly, everything has a space (labeled, systematic), student materials are organized and easily accessible, teacher/ student
created materials (anchor charts, posters, books, etc.), active word/ vocabulary wall, real world print utilized, content materials posted, student led activities, procedures/
expectations clearly posted, , students self-manage cleanliness, easy access to all students, small group instruction space, etc., room for movement, safe (hazard free, OSHA
compliant, allergen safe), authentic and relevant student work posted, white board configuration utilized, clear sight lines to all students and room spaces, designed learning seating/
stations

Universal Red Flags: messy/ disorganized environment, dirty, sterile environment, places for students to “hide” from supervision, obstructions/ movement hazards, broken/
inoperable materials or furniture, students destroying materials/ furniture, etc.

Indicators Ineffective Developing Effective Exemplary

A) Teacher has not effectively B) Teacher has established basic C) Teacher maximizes instructional D) Students are motivated to
Routines and taught classroom routines and classroom routines and procedures. time by effectively upholding meet expectations and follow
Procedures: procedures. classroom routines and routines and procedures without
procedures. prompting.
Teacher establishes, models, and
practices effective classroom
routines and procedures that
allow students to move
seamlessly throughout the day
without disruption of learning.

Universal Look-fors: smooth/ quick transitions, clearly stated and established routines, instruction of expectations, effective attention signal, class/social contract utilized,
Moral Focus utilized, nonverbal cues, peer checking, student led routines, SLANT/ CHAMPs utilized effectively, permission to move, students are motivated, consistent follow-
through, use of bell/ timer, self-managed behavior, maximized instruction, public praise, ownership/ pride in behavior, students follow procedures without prompting, maximized
instructional time, etc.

Universal Red Flags: routines not posted, redirections not utilized, nagging, lengthy/ disorganized transitions, chaos, student/ teacher apathy, public correction, etc.

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 Classroom Framework Rubric
Indicators Ineffective Developing Effective Exemplary
A) Teacher does not clearly B) Teacher establishes, models, and D) Teacher effectively anticipates G) Students are respectful of one
Student Behavior and establish behavioral practices behavioral expectations. and responds to student behavior. another and self-correct off-task
expectations. When appropriate, teacher or disruptive behavior.
Moral Focus: C) Teacher explicitly teachers Moral references Moral Focus virtues.
Teacher establishes, models, and Focus virtues through lessons and H) Students exemplify Moral
practices high behavioral activities. E) Teacher uses positive and Focus virtues in their behavior.
expectations for all students proactive strategies to increase
including implicit and explicit student motivation, engagement,
teaching of moral focus virtues in and positive behavior.
order to create a self-managed
classroom. F) Students can identify and define
the monthly Moral Focus virtues,
including examples of behaviors
that exemplify them.
Universal Look-fors: evidence/ display/ use of Moral Focus virtues, display/ reference to class/social contract, teacher models expectations and Moral Focus, procedures are
taught, modeled and practiced, positive incentive system utilized, 5 Questions used to redirect, intentional circulation, CHAMPs/ SLANT utilized, affirmations, positive redirections
used, effective nonverbal redirections, consistent, peer-to-peer positive reinforcement/ checking, student problem-solving/ conflict resolution, peer mediation, appropriate
consequences, teacher remains calm and patient, utilizes proactive plan for challenged students, replacement behaviors taught, etc.

Universal Red Flags: use of SBS as punishment, no record of SBS in myNHA, reactive teacher behavior, harsh punishments, loss of temper, short fuse, yelling, sarcasm,
frequent student removals from class, focus on punitive measures, bullying/ mean behavior present, etc.

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