Sabin Configuration Map

Class/Subject: Number of Students: Time of Day: Evaluator:

Mastery Integrating/Applying Emerging Awareness

Classroom Management:
. Students know and follow a common set of
schoolwide and classroom expectations.
. Instruction begins and ends on time.
. All students are ready to learn.
. There is bell to bell instruction with minimal
disruption.
. There is accountability and follow-through when
expectations are not met.
. A safe and orderly learning environment has been
established.
. Expectations are mostly met and processes are in
place.
. Instruction begins and ends on time.
. Readiness to learn is evident.
. Disruption is seldom a problem.
. Accountability and follow-through are mostly
evident when expectation are met.
. A safe and orderly learning environment has been
established.
. Expectations are sometimes, but not consistently
met.
. Time on instruction manifestly exceeds time on
classroom management.
. Instruction begins and ends on time.
. Most students are ready to learn.
. Disruptions are observable but do not predominate.
. Holding students accountable is partially evident
when expectations are not met.
. A safe and orderly learning environment has been
established.
The expectations of the class are not clear and
there are no clear processes in place.
. More time is spent on management than
instruction.
. Instruction begins and ends on time.
. Students may not have the appropriate
materials and are not ready to learn.
. There are multiple disruptions to learning.
. There is no accountability or follow through
when expectations are not met.
. A safe and orderly learning environment has
been established.

95-100% of the students, 95-100% of the time. 88-94% of the students, 88-94% of the time. 80-87% of the students, 80-87% of the time. Less than 79% of the students, less than 79% of
the time.
Teacher: Teacher: Teacher: Teacher:
. Teacher is prepared. . Teacher is prepared. . Teacher is prepared. . Teacher is prepared.
. Teacher begins and ends instruction at the . Teacher begins and ends instruction at the . Teacher begins and ends instruction at the . Teacher begins and ends instruction at the
appropriate time. appropriate time. appropriate time. appropriate time.
. Teacher has communicated the common . Expectations are posted and communicated most of . Expectations are posted, but may not be . Expectaions are not posted and may not have
expectations. the time. communicated. been communicated.
. Teacher follows through with consequences when . Positive behaviors are modeled most of the time. . Positive behaviors are sometimes modeled. .Positive Behaviors are assumed but not taught
expectations are not met. . Teachers seldom need to re-direct students. . Teacher sometimes redirects student behaviors. or modeled.
. Positive behaviors taught, modeled and . Teacher needs to re-direct students on an
recognized. ongoing basis.
. Re-direction is minimal.
.Staff are accountable for enforcing and follow
through on school-wide and classroom
expectations.

1
 Sabin Configuration Map

Student: Student: Student: Student:

. Students follow the common expectations.
. Respond positively to teacher direction.
.Students engage in bell to bell learning.
.Students monitor their own behavior.
. There is positive leadership that ensures that
classroom expectations are met.
. Students come prepared to learn by bringing all
necessary supplies.
. Students are punctual.
. Students mostly follow common expectations.
. Students usually listen to and positively respond to
teacher direction.
. Learning is mostly evident - bell to bell.
. Students most often monitor their own behavior.
. Students very often demonstrate evidence of positive
leadership.
. Students are punctual.
. Students generally listen to and respond to teacher
direction.
. Learning is less poradic and more evident tham at
non-use level.
. Students show evidence of self monitoring.
. Students show evidence of positive leadership.
. Students are punctual.
. Do not understand or follow a common set of
expectations.
. Students ignore or respond negatively to
teacher direction.
. Learning is sporadic and does not occur bell-to-
bell.
. Students do not monitor their own behavior.
. There is no positive leadership apparent.
. Students are punctual.

2

Student Engagement:
. All Students are actively engaged in the learning
process. (teacher to student and student to student)
. There is a comfortable earning environment that
encourages academic involvement.
. All students are interested and involved in the
learning.
. Students are ready to learn.
95-100% of the students, 95-100% of the time.
Teacher:
. Teacher uses a variety of effective teaching
techniques to address all learning styles.
. Teacher is actively facilitating the learning by
being mobile and accessible.
. Teacher uses strategies that engage students such
as higher order questioning and hands on at the
synthesis and evaluation levels..
Student:
. All students are dialoguing about the lesson or
content when appropriate.
. All students understand and follow the directions
and complete lessons.
. All students stay on task with little or no re-
direction.
Sabin Configuration Map
Student Engagement:
. Most students are often engaged in the learning
process.
. Most students feel comfortable connecting to
discussions and/or answering questions.
. Most students appear interested and involved in the
learning.
88-94% of the students, 88-94% of the time.
Teacher:
. Teacher does use many varieties of instructional
processes and uses lecture if appropriate.
. Teacher is mobile in class and accessible.
. Teacher engages students with learning at the
analysis level.
Student:
. Most students are engaged in the learning.
. Few students may need re-direction to accomplish an
activity.
. Most students are completing lesson, and following
directions.
3
Student Engagement:
. Many students are often engaged in the learning
process.
. Many students feel comfortable connecting to
discussions and/or answering questions.
. Many students appear interested and involved in the
learning.
80-87% of the students, 80-87% of the time.
Teacher:
. Teacher does use some variety of instructional
processes and does not use only lecture.
. Teacher may pend some time at desk, and
periodically moves around the room.
. Teacher engages students with learning at the
application level.
Student:
. There are many students engaged in the learning.
. Several students may need constand re-direction to
accomplish our activity.
. Many students are completing lessons and
following direction.
Student Engagement:
. Students are often not engaged in the learning
process.
. Very few students feel comfortable connection
to discussion and/or answering questions.
. Students appear bored or uninvolved in the
learning.
Less than 79% of the students, less than 79% of
the time.
Teacher:
. Teacher does not use a variety of instructional
processes and may only engage in lecture.
. Teacher may spend much of the time at the
desk and direct class from there.
. Teacher only engages students with learning at
the comprehension and awarenesslevel.
. There is no attempt to engage students in hands
on learning.
Student:
. There are fewstudents engaged in the learning.
. Many students may need constant re-direction
to accomplish an activity.
. Students are not completing lessons or may not
be following directions.

Positive Relationships:
.There is evidence of respect in the Sabin
community.
. There is a sense of team or community (We are all
in this together.)
. Staff and students feel safe to share freely.
. There is a sense of well being.
95-100% of the students, 95-100% of the time.
Teacher:
. The teacher knows each student by name.
. The teacher is aware of individual student needs
and responds to those needs.
.The teacher listens to students and reflects before
responding.
. The teacher values student input.
.Teachers do give students time to respond.
Student:
. Approaches the teacher to share information.
. Speaking in a respectful manner.
. There is a clear sense of school pride.
. Students are encouraging each other.
.Students are respectful of each other.
.Students are respectful of adults in the building.
. There is a sense of belonging.
. Students do advocate for themselves.
Sabin Configuration Map
Positive Realationships:
.There is respect demonstrated.
.There is sense of team or community.
.Students share or volunteer answers.
.There is a sense of well being.
88-94% of the students, 88-94% of the time.
Teacher:
.The teacher knows the names of students.
.The teacher addresses the learning needs of the whole
class and is aware of individual student needs.
.The teacher does give students time to respond.
.The teacher does value student input.
Student:
. Student do approach the teacher and does ask
questions.
. Students are respectful to adults.
. Students are resepectful to other students.
. There is evidence of school pride.
. Students do advocate for themselves.
. Students are encouraging each other.
. There is a sense of belonging.
4
Positve Relationships:
.There is respect demonstrated.
.There is sense of team or community.
.Students share or volunteer answers.
.There is a sense of well being.
80-87% of the students, 80-87% of the time.
Teacher:
.The teacher knows the names of students.
.The teacher addresses the learning needs of the
whole class and is aware of individual student needs.
.The teacher does give students time to respond.
.The teacher does value student input.
Student:
. Students do approach the teacher and does ask
questions.
. Students are respectful to adults.
. Students are resepectful to other students.
. There is evidence of school pride.
. Students do advocate for themselves.
. Students are encouraging each other.
. There is a sense of belonging.
Postive Relationships:
. There is a lack of respect in the Sabin
community.
. There is no sense of team or community.
. Students are reluctant to share information or
volunteer answers.
. There is not a sense of well-being.
Less than 79% of the students, less than 79% of
the time.
Teacher:
. The teacher does not know the names of
students and may need to use a seating chart to
call on students.
. The teacher does not address the learning needs
of the whole class and is unaware of individual
student needs.
. The teacher does not give students time to
respond
. The teacher does not value student input.
Student:
. Students do not approach the teacher and do not
ask questions.
. Students are disrespectful to adults.
. Students are disresepectful to other students.
. There is no evidence of school pride.
. Students do not advocate for themselves.

Rigor:
.Students have access to instruction at grade level
or above.
.There is higher level thinking and questioning.
.All lessons are aligned to grade level standards.
.There is an environment of high expectations.
Pushing students to give full effort all of the time.
. There is ongoing use of formative assessments
and the data is used to drive instruction.
95-100% of the students, 95-100% of the time.
Teacher:
. There is clear evidence of planning that allows
for acceleration and scaffolding.
. Teachers use questions that address all levels of
blooms.
. The teacher assesses student learning on an
ongoing basis and uses the data to drive
instruction.
. The teacher facilitates rich discussion on a
consistent basis.
. Teachers has a deep undersanding of the content
and are involved in their own learning.
Student:
. Students are willing to go beyond expectations.
.Students demonstrate independent learning.
.Students complete all assigned work on time.
.Students are engaged in rich discussion around the
content.
. Students strive to produce exemplary work.
Sabin Configuration Map
Rigor:
. Students have access to instruction at grade level or
above.
. Questioning is at the analysis level.
. All lessons are aligned to grade level standards.
. The environment pushes students to full effort for
much of the time.
. Assessment is mostly formative and used to dirve
instruction most of the time.
88-94% of the students, 88-94% of the time.
Teacher:
. Planning is done regularly with some evidence of
allowing for acceleration and scaffolding.
. There is much evidence of differentiated instruction.
. Questions include awareness, application,
comprehension and awareness levels of Blooms
Taxonomy.
. The teacher assesses student learning on an ongoing
basis and uses the data to drive instruction.
. There is frequent evidnece rich discussion.
. The teacher has a lot of knowledge of best practices
and has na adequate grasp of the content.
Student:
. Students consistently meet the work expecations and
are concerned with learning most of the time.
. Students demonstrate independent learning most of
the time.
. Students complete most of the assigned work on
time.
5
Rigor:
. Students have access to instruction at grade level or
above.
. Questioning is limited to the application level.
. All lessons are aligned to grade level standards.
. Environment pushes students to full effort much of
the time..
. Assessment is formative and summative and is used
to drive instruction much of the time.
80-87% of the students, 80-87% of the time.
Teacher:
. There is some evidence of planning and done
regulary, but it does not include acceleration and
scaffolding.
. There is some evidence of differentiated instruction.
. Questions include application, comprehension and
awareness of Blooms Taxonomy.
. The teacher assesses student learning on an ongoing
basis and uses the data to drive instruction.
. There is some evidence of rich discussion.
. The teachwer has some knowledge of best practices
and some grasp of their content.
Student:
. Students meet the work expecations and are
concerned with learning expectations most of the
time.
. Students demonstrate independent learning much of
the time.
. Students complete much of the assigned work on
time.
Rigor:
. Students have access to instruction at grade
level or above.
. Questioning is limited to comprehension and
awareness.
. All lessons are aligned to grade level standards.
. There is an environment of just doing enough
to get by.
. Most assessment is summative and the data is
not used to drive instruction.
Less than 79% of the students, less than 79% of
the time.
Teacher:
.There is little to no evidence of planning.
. There is little to no evidence of differentiating
instruction.
. The teacher may not have knowledge of best
practices or may not have a firm grasp of their
content.
. Questions are limited to knowledge and fact.
. The teacher assesses student learning on an
ongoing basis and uses the data to drive
instruction.
. There is little to no evidence of exploration or
discussion.
Student:
.Many students do a minimum of work and may
not be concerned with learning expectations.
. There is little to no evidence that students learn
independently.
. Work is often missing, incomplete or late.
. There is little to no discussion related to the
content.
. Many students complete just enough work to
get by.

Relevance:
. Lessons have real life applications and resonate
with the outside world.
. Academic success is encouraged.
. Teachers solicit and understand what is important
to their students.
95-100% of the students, 95-100% of the time.
Teacher:
. Teachers aware of the world around them and the
21st century culture.
.Teachers make connections to the real world.
. Teacherzs are prepared to answer the question of
relevance.
. Teacher sets up a variety of instructional activities
that require students to work collaboratively.
Student:
. Students can make the connection between their
learning and the outside world.
. Students value their education.
. Students connect their learning to their future.
.Students are interested and excited about their
learning.
Sabin Configuration Map
Relevance:
.Learning includes a variety of text and extra test
materials and is applicable to real world tasks and
experiences.
. Academic success is encouraged.
. Teachers frequently solicit student input re: learning
and instruction.
88-94% of the students, 88-94% of the time.
Teacher:
. Teachers most often make relevant connections to
engage students.
. Teacher focuses on making real-world connections>
. Teacher frequently fosters collaborative work and
activities.
Student:
. Students are most often making real world
connections and are excited about their learning.
Relevance:
. Learning is based on text and extra text materials
and is often relevant to outside world.
. Academic success is encouraged.
. Teachers sometimes solicit student input re:
learning.
80-87% of the students, 80-87% of the time.
Teacher:
. Teachers frequently make relevant connections to
the "Big Picture".
. Connections to real world concerns are evident.
. Teachers often seeks to make learning relevant.
. Teacher uses a variety of instructional tools to
encourage collaboration.
Student:
. Students frequently respond positively to teachers
attempts to make learning relevant.
Relevance:
. Learning is often text based and may or may
not have relevance to the outside world.
. Academic success is encouraged.
. Teachers are not concerned with what is
important to their students.
Less than 79% of the students, less than 79% of
the time.
Teacher:
. Teachers are only aware of the next lesson in
the text and do not make the connection to 21st
century culture.
. There is little to no connection to the real
world.
. Teachers may not be able to answer a question
of relevance with any response other than grades
and needing the information to advance in
school.
. Work is done in rows with little to no
collaboration or group work may be random
with little to no scaffolding for successful
collaboration.
Student:
. Some students feel the information is isolated
and have no bearing to the real world.
. Some students do not value the learning and do
not see the connection to their future.
. Some tudents are disengaged with the learning.
. Group work often fall on one individual with
many group members not engaged in the
process.