54 13 DOMAIN 2: Classroom Environment COMPONENT 2C: Managing Classroom Procedures The student teacher transitions between instructional modalities seamlessly and effectively, and all PK-12 students are empowered to manage learning routines and procedures with agency. Exemplary • The student teacher transitions seamlessly between modalities and/or instructional settings; routines and procedures maximize opportunities for learning. • Students have voice and play an active role in designing and adjusting classroom routines and procedures to support their learning and personal development. Expected • The student teacher transitions with minimal loss of instructional time; routines and procedures use time productively. • Students follow established routines and are prepared to manage their learning and instructional time as directed. Emergent • The student teacher transitions with gaps in instruction; instructional time is lost. • Few students adhere to established routines and procedures, needing teacher guidance and prompting to manage their learning and instructional time. Unsatisfactory • Instructional time is lost through inefficient classroom routines and procedures. • There is little evidence that students know or follow routines, where established; students are disengaged and/or waiting for the student teacher to provide direction. Not Observed Discussion Prompts: • What classroom routines do you employ for distribution and collection of materials and supplies? For transition from one activity to another? From small group to whole group? • How do you communicate the shift in students’ responsibilities as they transition between modalities/ activities/groups? • Describe howyou continuouslymodel expectations, routines, and procedures. • How do you recognize and celebrate student autonomy and resourcefulness? • How do you manage transitions between in-person and remote learning? Describe your expectations for synchronous and asynchronous work. • How do you recognize and support those who are struggling to learn remotely due to challenges in their homes? Evidence of Practice: • Use of redirection to encourage smooth transitions • Established procedures, communications, and non-verbal signals • Timers used or other tools for transition • Student transitions 13
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