TESS Rubric: Aspiring Teacher
Domain 2: The Classroom Environment
2a - Creating an Environment of Respect and Rapport
UNSATISFACTORY PROGRESSING EFFECTIVE HIGHLY EFFECTIVE
Classroom interactions between Classroom interactions between Classroom interactions between All interactions between the
the teacher and students are the teacher and students are the teacher candidate and all teacher and individual students
negative, inappropriate, or generally appropriate with students are polite and respectful. are highly respectful.
characterized by sarcasm, put occasional displays of insensitivity.
downs, or conflict. Most interactions among students Interactions among students are
Classroom interactions between are polite and respectful. polite and respectful.
Classroom interactions between the students are generally
students are negative, appropriate with occasional
inappropriate, or characterized by displays of insensitivity.
sarcasm, put-downs, or conflict.
Target Proficiency Level: Effective Score:
Effective Look Fors: The teacher candidate… Notes:
● ensures that talk between the teacher candidate and students and
among students is consistently respectful.
● appropriately responds to disrespectful behavior among students.
● makes general connections with individual students.
● creates a learning environment that enables students to exhibit
respect for the teacher candidate and other students.
2b - Establishing a Culture for Learning
UNSATISFACTORY PROGRESSING EFFECTIVE HIGHLY EFFECTIVE
The classroom environment Attempts to create a culture for The classroom culture is Classroom culture conveys high
conveys a negative culture for learning is partially successful with characterized by high expectations level of energy and a passion for
learning, characterized by low modest expectations for student of students and commitment to learning.
teacher-candidate commitment to achievement. learning by both teacher candidate
the subject, and low expectations and students. Students can articulate the learning
for student achievement. Both the teacher candidate and expectation(s) and/or connection to
students appear to be only "going Most students demonstrate high previous learning.
Students demonstrate little or no through the motions." quality work.
pride in work. All students demonstrate high
quality work.
Target Proficiency Level: Effective Score:
Effective Look Fors: The teacher candidate… Notes:
● demonstrates that grade level learning expectations exist for all
students.
● ensures students can articulate the learning expectation(s) and/or
connection to previous learning.
● ensures most students are engaged with the learning goals and
appear to be on task with assigned content or tasks.
● ensures most students are engaged with class or group
discussion around content.
● is explicit in communicating expectations (e.g., what students will
be doing - 1st, next, etc.) that are aligned to class learning
objectives.
● ensures students are doing what the teacher has asked based
upon the objective of the lesson.
● monitors students' work and provides just-in-time feedback to
support students’ ability to meet the objectives.
2c - Managing Classroom Procedures
UNSATISFACTORY PROGRESSING EFFECTIVE HIGHLY EFFECTIVE
Does not use established Uses some established classroom Uses established classroom Uses well-established classroom
classroom procedures. procedures. procedures. procedures.
Much instructional time lost. Some instructional time is lost. Minimal instructional time is lost. Students contribute to the
establishment of some classroom
Classroom routines and Classroom routines and Classroom routines and routines and procedures.
procedures for transitions, handling procedures for transitions, handling procedures for transitions, handling
of supplies, and performance of of supplies, and performance of of supplies, and performance of Classroom routines and
non-instructional duties are non-instructional duties are mostly non-instructional duties are procedures for transitions, handling
inefficient efficient. efficient. of supplies, and performance of
non-instructional duties are highly
efficient.
Target Proficiency Level: Effective Score:
Effective Look Fors: The teacher candidate… Notes:
● ensures that students move from one place to another in the
classroom with efficiency.
● has structures and procedures in place and uses those
structures for students to efficiently get supplies, move
from place to place, etc.
● ensures transitions are smooth and takes minimal time.
● ensures classroom jobs or responsibilities are in place.
● ensures students know the transition routines and follow them.
● ensures routines and procedures, whether developed by the
teacher candidate or adopted from the mentor teacher, for things
like bathroom breaks, getting/putting away supplies, lining up,
attendance, lunch count, etc. are clear to the observer and
students appear aware of them.
2d - Managing Student Behavior
UNSATISFACTORY PROGRESSING EFFECTIVE HIGHLY EFFECTIVE
There is no evidence that An effort has been made to Behavior expectations are clear to Behavior expectations are clear,
classroom behavior expectations establish classroom behavior students. with evidence of student
have been established. expectations for students. participation in setting them.
Monitors student behavior against
There is little or no teacher Attempts, with uneven results, to established expectations. Monitors student behavior in a
candidate monitoring of student monitor student behavior and subtle and preventive manner, and
behavior. respond to student misbehavior. Responses to student behavior are the response to student
appropriate and respectful. misbehavior is sensitive to
Response to student behavior is individual student needs.
repressive or disrespectful.
Students take an active role in
monitoring the behavior standards.
Target Proficiency Level: Effective Score:
Effective Look Fors: The teacher candidate… Notes:
● uses an established set of objective classroom expectations - preferably
visible to the students and others in the classroom.
● is consistent and equitable with enforcing classroom expectations with all
students.
● ensures that students know and follow the class expectations.
● calmly corrects inappropriate behavior in a manner that is respectful and
appropriate for the situation.
● may have nonverbal cues/signals to help correct behavior with students.
● may use callbacks or some other group attention signal to get the whole
class’s attention.
● may use classroom management structure/strategy to recognize positive
behavior as a way to get the whole group to follow instructions.
2e - Organizing Physical Space
UNSATISFACTORY PROGRESSING EFFECTIVE HIGHLY EFFECTIVE
The physical environment is The classroom is safe to most The classroom is safe and Students contribute to the use or
unsafe. students. accessible to all students. adaptation of the physical
environment to advance learning.
Alignment between the physical Use of physical resources, Ensures that the physical
arrangement and the lesson including technology, is moderately arrangement is appropriate to the Technology is used skillfully, as
activities is poor. effective. learning activities. appropriate to the lesson.
Modifies the physical arrangement Makes effective use of physical
to suit learning activities, with resources, including technology.
inconsistent success.
Target Proficiency Level: Effective Score:
Effective Look Fors: The teacher candidate… Notes:
● ensures the classroom is safe, clean, and orderly.
● sets up or uses the physical space established by the mentor
teacher in a way that adjusts for any special needs of students
in the classroom.
● ensures the classroom is set up in such a way that it supports
collaborative as well as individual work.
● organizes all students to interact, practice, or complete learning
tasks.
● ensures materials are easily accessible to the students, students
can readily see/hear instruction, etc.
● ensures that it is clear that people's feelings are honored and
valued.
● ensures the physical arrangement contributes productively to the
learning activities.
