Classroom Teacher Self-Reflection Rubric - schd. viewClassroom Teacher Self-Reflection Rubric. ... writing, speaking, listening, exploration, ... employs word walls

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<p>Classroom Teacher Self-Reflection Rubric</p> <p>Classroom Teacher Self-Reflection Rubric</p> <p>Elementary Literacy Model</p> <p>Classroom Environment</p> <p>The teacher</p> <p>Established</p> <p> Evidence:</p> <p>Progressing</p> <p>Evidence:</p> <p>Not Established</p> <p>Evidence:</p> <p>posts and explains the standards-based learning objectives to establish the targeted student learning expected at the end of the lesson. </p> <p>uses essential questions to stimulate deep thought, promote genuine inquiry, spark meaningful connections, and provoke relevant alternate questions.</p> <p>plans a 90 minute block of uninterrupted ELA time and an additional 30 minutes (or more) of authentic writing daily (see ACPS Literacy Model Writing rubric). </p> <p>creates a print-rich environment that fosters language and vocabulary development that students will use as readers and writers.</p> <p>organizes the classroom to provide easy access to specific areas designed to foster reading, writing, speaking, listening, exploration, and creative expression (centers/stations). </p> <p>builds an accessible, multilevel, and diverse classroom library (organized by genre, theme, author, or level, etc.) to promote literacy development.</p> <p>arranges the classroom to maximize student engagement and collaboration (whole group, small group, etc.). </p> <p>displays anchor charts that reflect original student and teacher thinking.</p> <p>displays authentic student work (inside and outside the classroom) with standard, task description, and rubric.</p> <p>employs word walls (may include high-frequency, cross-curricular academic, and domain-specific words)to support readers and writers as they process and create texts.</p> <p>TOTAL</p> <p>Division of Instruction and Accountability Elementary Literacy Model</p>