classroom teacher self-reflection rubricschd.ws/hosted_files/acpsdadminpdjuly252016/cd...  · web...

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Classroom Teacher Self-Reflection Rubric Middle School Disciplinary Literacy Model Classroom Environment The teacher… Establish ed Evidence: Progressi ng Evidence: Not Establish ed Evidence: posts and explains the standards-based learning objectives to establish the targeted student learning expected at the end of the lesson. uses essential questions to stimulate deep thought, promote genuine inquiry, spark meaningful connections, and provoke relevant alternate questions. creates a low-risk, positive environment that includes choice, motivation, and scaffolded support to optimize students’ opportunities for reading, writing, speaking, listening, and thinking. designs a print-rich environment that optimizes students’ use of traditional print, digital, and online resources for reading and writing. arranges the classroom to provide easy access to instructional materials and areas designed for a variety of individual, small-group, and whole- class activities. provides access to a wide range of multilevel, diverse content-related texts to support all levels of readers. arranges the classroom to maximize Division of Instruction and Accountability Middle School Disciplinary Literacy Model

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Page 1: Classroom Teacher Self-Reflection Rubricschd.ws/hosted_files/acpsdadminpdjuly252016/cd...  · Web viewClassroom Teacher Self-Reflection Rubric. ... writing, speaking, listening,

Classroom Teacher Self-Reflection RubricMiddle School Disciplinary Literacy Model

Classroom Environment

The teacher…Established Evidence:

Progressing

Evidence:

Not Established

Evidence:posts and explains the standards-based learning objectives to establish the targeted student learning expected at the end of the lesson.

uses essential questions to stimulate deep thought, promote genuine inquiry, spark meaningful connections, and provoke relevant alternate questions.

creates a low-risk, positive environment that includes choice, motivation, and scaffolded support to optimize students’ opportunities for reading, writing, speaking, listening, and thinking.

designs a print-rich environment that optimizes students’ use of traditional print, digital, and online resources for reading and writing.

arranges the classroom to provide easy access to instructional materials and areas designed for a variety of individual, small-group, and whole-class activities.

provides access to a wide range of multilevel, diverse content-related texts to support all levels of readers.

arranges the classroom to maximize student engagement and collaboration and accommodate students’ changing needs.

displays anchor charts that reflect student and teacher thinking.

displays authentic student work (inside and outside the classroom) with standard, task description, exemplar, and rubric.

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.

TOTAL

Division of Instruction and Accountability Middle School Disciplinary Literacy Model