• II-D-1: Clear Expectations
    Unsatisfactory
    Needs Improvement
    Proficient
    Exemplary
    Does not make specific academic and behavior expectations clear to students. May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior. Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element.
    Coming Soon
    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.

    1. Teacher does not identify expectations for work,or expectations are unclear.

    1. Teacher may identify expectations for work, however, teacher does not refer to criteria when modeling tasks or rarely reminds students of the criteria for high quality work.

    1. Teacher clearly identifies the expectations for student work by using examples, rubrics, or models with guided practice.

    1. Teacher clearly and consistently identifies expectations for student work by crafting detailed, comprehensive exemplars and rubrics with students,and models quality work with guided practice.

    1. Teacher does not explain expectations for quality effort, or expectations are unclear.

    1. Teacher may explain expectations for quality effort, but inconsistently reminds students of them.

    1. Teacher clearly explains expectations for student effort either verbally, in writing, or with a visual representation.

    1. Teacher clearly and consistently explains and models expectations for quality effort verbally, in writing, and with a visual representation.

    1. Teacher does not communicate expectations for student behavior, or expectations are unclear.

    1. Teacher may communicate expectations for student behavior, but inconsistently reminds students of them.

    1. Teacher clearly communicates expectations for student behavior either verbally, in writing, or with a visual representation.

    1. Teacher clearly and consistently communicates expectations for student behavior verbally, in writing, and with a visual representation.
     

    1. Teacher rarely shares assessments of student work, effort, and behavior, or assessments inconsistently refer to established expectations.

    1. Teacher shares assessments of student work, effort, and behavior that explicitly refer to established expectations with students and families.

    1. Teacher consistently shares assessments of student work, effort, and behavior that explicitly refer to established expectations with students,families, and colleagues.
     

    1. Teacher rarely enforces expectations for student work, effort, and behavior with special recognition or consequences.

    1. Teacher enforces expectations for student work, effort, and behavior with special recognition or logical consequences as needed.

    1. Teacher consistently enforces expectations for student work, effort, and behavior with special recognition or logical consequences as needed.
    As a result, the IMPACT on STUDENTS may be...

    1. When prompted, students are unable to articulate criteria for exemplary work and effort.

    1. When prompted, students may be able to articulate certain criteria for exemplary work or effort.

    1. When prompted, students articulate the criteria for exemplary work, behavior and effort.

    1. Students contribute to defining criteria for exemplary work and effort.

    1. Students do not conduct self or peer assessments of work or effort.

    1. Students rarely conduct self or peer assessments of work or effort, or assessments are not linked to exemplary criteria.

    1. Students use criteria for exemplary work and effort to conduct self and/or peer assessments.

    1. Students routinely use criteria for exemplary work and effort to conduct rigorous self and peer assessments.
    Coming Soon
    Coming Soon
    Resource Name Description Type
    new! BPS MTSS and Panorama Website How Can We Monitor MTSS Progress? BPS Website/Slide Decks
    new! Panorama Resources for Clear Behavior Expectations 6 Steps to Establish Behavior Expectations and Downloadable Worksheets. Website
    new! Co-constructing Learning Expectations Simply sharing what teachers hope kids will learn may not be enough—constructing expectations together helps guide students to understanding. Article
    The Importance of Setting Student and Classroom Expectations Incorporates research in an accessible way to discuss the importance of having clear expectations. Blog Post
    Do you have a resource that you want to recommend for this element? Email us at eval@bostonpublicschools.org with the subject line "Interactive Rubric Resource Recommendation" in the email