Establishes and uses effective routines, transitions and procedures that primarily rely on student leadership and responsibility.

Students take primary leadership and responsibility for managing student groups, supplies, and/or equipment.

The classroom is safe and thoughtfully designed to engage, challenge and inspire students to participate in high-level learning beyond the learning objectives.

Establishes and uses effective routines, transitions and procedures that she or he implements effortlessly.

Students take some responsibility for managing student groups, supplies and/or equipment.

The classroom is safe, inviting and organized to support learning objectives and is accessible to all students.

All procedures, routines and transitions are clear and efficient.

Students actively participate in groups, manage supplies and equipment with very limited teacher direction.

The classroom is safe and organized to support learning objectives and is accessible to most students.

Most procedures, routines and transitions provide clear direction, but others are unclear and inefficient.

Students depend on the teacher to direct them in managing student groups, supplies and/or equipment.

The classroom is safe and accessible to most students, but is disorganized and cluttered.

Few procedures and routines guide student behavior and maximize learning. Transitions are characterized by confusion and inefficiency.

Students often do not understand what is expected of them.

The classroom is unsafe, disorganized and uncomfortable.

Some students are not able to access materials.