# data[].attributes.body
Highly effective includes the classroom of students taking full ownership of their learning, and they don't need the teacher to problem solve, they can do it amongst themselves in a positive, healthy way.

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Highly effective teacher has the classroom routines, procedures set and clear for students (teacher has already established this, and it is seamless for students). Students have the expectation for always doing something in the class (learning is always going on), no time is wasted.

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Highly effective teacher provides differentiated ways to support the engagement of the students needs and provides multiple times for students to engage in the lesson in alignment with the objective of the lesson to practice mastery.

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1. In a highly-effective teacher's class, Students are comfortable enough to help each other without being prompted because they know the teacher is "cool" with that type of behavior.   In the effective teacher's class, the students do not volunteer to help each other because they wait for the teacher to give them the opportunity to collaborate.
2. In the highly-effective teacher's class, students keep each other behaving correctly (possibly through peer pressure?).  In the effective teacher's class, the students do not keep each other in line; the teacher handles it all.
Question:  How does an evaluator know that the effective teacher's students weren't having a bad day influenced by a full moon, bad weather, or a previous class?

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1. The H-E teacher has students trained so that they know what to do and how to behave at all time; whereas the  effective teacher may have a minute or two when students do not know what to do and have to wait for directions.
2. The H-E teacher has very few disruptions (if ever) and if they happen, the teacher addresses the situation immediately--always.  The Effective teacher also has few disruptions but might not always make a correction tot he behavior.
Question: How does an evaluator know if these interruptions are rare? How does the evaluator know if the teacher ALWAYS addresses the issue?

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1.  The highly effective teacher appears to have accommodations  and differentiation built into the lesson, but the effective teacher makes adjustments during the lesson, perhaps implying that the effective teacher did not plan the lesson as carefully as the H-E teacher.
2. Another difference is that the H-E teacher uses technology and the rating for the effective teacher has no mention of technology. Hummmm I wonder why.

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Students take over the responsibility of correcting their peers in a highly effective environment rather than the teacher in effective.

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Students take over the responsibility of correcting their peers in a highly effective environment rather than the teacher in effective.

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highly effective: students don't need prompting from the teacher about expectations. effective: students sometimes need prompting from the teacher regarding expectations

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highly effective: students don't need prompting from the teacher about expectations. effective: students sometimes need prompting from the teacher regarding expectations

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Engagement is effective, but student mastery is highly effective

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Engagement is effective, but student mastery is highly effective

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highly effective- Students support each other and are investing in everyones success without being reminded

effective- Students need a reminder to support their peers and everyones success

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1. highly effective- students have busy work during transitional times to have ongoing meaningful learning

2. effective- students may be off task during transitional times

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1. highly effective- students are engaged with content at a good pace so students dont lose focus.

2. Effective- Students are engaged but eventually lose focus on content/ working passively

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Highly effective- Students assist others without being told to do so. They want their peer to engage.
Effective- Will help others but often needs a push to do so.

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Highly effective have routines in place to the point the students don't need cues to do certain things.
Effect teacher may still have prompts but minimal

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Highly effective engages all the students along with mastery. 

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Highly effective engages all the students along with mastery. 

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There is a noticeable difference between differentiation and accommodation.

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1. Highly effective teachers: students assist their peers without prompting from the teacher. Positive character and behavior is reinforced as a result.
2. Effective teachers: The teacher encourages positive behavior rather than the students encouraging those behaviors among themselves.

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1. Highly effective teachers: routines are well-executed, meaning students know what to be doing without teacher prompting.
2. Effective teachers: minimal prompting required, students may not be engaged in meaningful work for brief periods of time.

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1. Highly effective teachers engage all students and provide many different ways to engage students with different learning capabilities.
2. Effective teachers engage most students (3/4 or more), but do not provide a lot of ways to engage students with different learning capabilities.

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Highly Effective:
1. Students help their peers without being prompted or encouraged to.
2. Students reinforce good behavior, not the teacher.

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1. Students know what to do with no teacher prompting.
2. Students are always engaged in meaningful work.

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1. Highly effective involves student mastery.
2. Highly effective engages all students.

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Highly effective teachers have students that demonstrate positive peer pressure for the good of the classroom.

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A highly effective teacher has a culture within the classroom that shows others are invested in their peers. Quality scaffolding.

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All versus almost all student are task make for a highly effective teacher.

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Highly effective teacher's student require no prompting within their routines.

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Highly effective teachers have quality integration of technology.

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Highly effective teachers have students that never disengage from the content.

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1. Student reinforcement vs. Teacher reinforcement

2. Success of peers "replaces" teacher rapport.

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3/4 of students are actively engaged verses all students

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1. Students are invested in their peers without being prompted.

2. Teacher reinforces positive behavior and discourages negative behavior versus students doing this.

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Students are given opportunities to collaborate
and support each other in the learning process
verses
Students are invested in the academic success
of their peers as evidenced by unprompted
collaboration and assistance

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1. Routines- transitions happen without prompting

2. Student vs. Teacher led

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1. Routines with minimal prompting versus no prompting

2. Students are only ever not engaged for brief periods of time versus students are ALWAYS engaged in meaningful work

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Teacher reinforces positive character verses Students reinforce positive character

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Disruptive behaviors

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Highly effective - Students encourage positive behavior

Effective - Teacher encourages positive behavior

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1. Technology

2. Differentiation vs. Accommodation

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Almost all student are on task verses all students are on task

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Highly effective - always engaged

Effective - briefly not engaged

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Highly effective - integrate technology