2C+-+Managing+Classroom+Procedures

====(2nd ed. pg 72 - 1st ed. pg 84) A few of the descriptions have language changes that clarify the rubric without a significant change in the meaning. ==== Component 2c: Managing Classroom Procedures Elements: **Management of instructional groups • Management of transitions • Management of materials and supplies • Performance of noninstructional duties • Supervision of volunteers and paraprofessionals** ||
 * ~ ====Domain 2: The Classroom Environment ====
 * ~ ELEMENT ||||||||~ Level of Performance ||
 * ^  ||~ UNSATISFACTORY ||~ BASIC ||~ PROFICIENT ||~ DISTINGUISHED ||
 * **Management of instructional groups** || Students not working with the teacher are not productively engaged in learning. || Students in only some groups are productively engaged in learning while unsupervised by the teacher. || Small-group work is well organized, and most students are productively engaged in learning while unsupervised by the teacher. || Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. ||
 * **Management of transitions** || Transitions are chaotic, with much time lost between activities or lesson segments. || Only some transitions are efficient, resulting in some loss of instructional time. || Transitions occur smoothly, with little loss of instructional time. || Transitions are seamless, with students assuming responsibility in ensuring their efficient operation. ||
 * **Management of materials and supplies** || Materials and supplies are handled inefficiently, resulting in significant loss of instructional time. || Routines for handling materials and supplies function moderately well, but with some loss of instructional time. || Routines for handling materials and supplies occur smoothly, with little loss of instructional time. || Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation. ||
 * **Performance of noninstructional duties** || Considerable instructional time is lost in performing noninstructional duties. || Systems for performing noninstructional duties are only fairly efficient, resulting in some loss of instructional time. || Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time. || Systems for performing noninstructional duties are well established, with students assuming considerable responsibility for efficient operation. ||
 * **Supervision of volunteers and paraprofessionals** || Volunteers and paraprofessionals have no clearly defined duties and are idle most of the time. || Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision. || Volunteers and paraprofessionals are productively and independently engaged during the entire class. || Volunteers and paraprofessionals make a substantive contribution to the classroom environment. ||