Many years ago I was employed by a prestigious institute, which partnered with an esteemed university, to visit elementary schools across Vermont (all names withheld) and closely observe classrooms in action. There was a scoring form used, the rubrics were primarily oriented towards engagement, involvement, inspiration, and critical thinking.
One classroom I visited was vaunted in advance as a high scoring classroom on standardized tests, the teacher a veteran known for their effectiveness. This was an early ed room, first or second grade. The teacher was brusque, professional, their M.O. seemed to be some kind of tough love. My work began as usual with the start of the day– sessions lasted a whole day– our role was akin to the Star Trek prime directive, observing only, being careful to not interfere.