team evaluation training workbook -...

National Institute for Excellence in Teaching

Evaluation Training WorkbookTennessee Educator Acceleration Model TEAM( )

What’s InsIde

In this Evaluation Training Workbook you will find all of the tools, guides, rubrics, templates, and materials necessary to begin your understanding of the evaluation process.

The workbook is divided into sections based on the materials you will need for each day of training. Included in the workbook are multiple copies of the rubrics that you will use to evaluate instruction throughout this training and pertinent lesson plans for the videos you will view. In addition to the rubrics, the workbook includes scoring and evidence templates that you will use to practice categorizing evidence observed and scoring lesson videos. Also, templates outlining the post-conference are included as part of the pre- and post-conferencing session of the training.

The last section contains lesson plans that accompany some of the lesson videos included in the training, directions for the online certification test, observer report forms, as well as reinforcement and refinement forms for practice.

This workbook is meant to be used to enhance your training experience in the evaluation process.

©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.

table of contents

Rubrics ......................................................................................................................................................................1

Day 1 ....................................................................................................................................................................... 11Instruction Rubric .......................................................................................................................................12

Hints for Capturing Evidence..................................................................................................................16

Instruction Rubric .......................................................................................................................................17

Scoring and Evidence Template for 7th Grade Science Lesson: Instruction..........................21

Environment Rubric ...................................................................................................................................24


Scoring and Evidence Template for 4th Grade Math Lesson: Instruction ..............................29

Environment Rubric ...................................................................................................................................32

Scoring and Evidence Template for 4th Grade Math Lesson: Environment ..........................33

Day 2 ....................................................................................................................................................................... 35Planning Rubric ...........................................................................................................................................36

Fifth Grade Math Lesson Plan (Training Example Only)................................................................37


Scoring and Evidence Template for 5th Grade Math Lesson: Instruction ..............................42

Reinforcement Plan Form ........................................................................................................................45

Refinement Plan Form...............................................................................................................................46

Day 3 ....................................................................................................................................................................... 47Environment Rubric ...................................................................................................................................48

Scoring and Evidence Template for 4th Grade ELA Lesson: Environment .............................49



Scoring and Evidence Template for 4th Grade ELA Lesson: Instruction .................................58



Day 4 ....................................................................................................................................................................... 63Instruction Rubric .......................................................................................................................................64

Scoring and Evidence Template for 6th/7th Grade Reading Lesson: Instruction................68




table of contents continued

Additional Resources ................................................................................................................................... 73Teacher Observation Report Template ...............................................................................................74

Educator Professionalism Rating Report ............................................................................................76

Instructions and Process for Online Certification Assessment ...................................................77

Post-Conference Write-Up Scoring Rubric .........................................................................................78

Additional Scoring and Evidence Template: Instruction ..............................................................80

Coaching Questions for Post-Conferences ........................................................................................83

Fourth Grade English Language Arts Lesson Plan (Training Example Only) .........................85

Sixth and Seventh Grade Reading Lesson Plan (Training Example Only) ..............................88


1©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.

rubrics

R U B R I C S


teachIng skIlls, knoWledge, and professIonalIsm performance standards overvIeW

InstructIon envIronment

1. Standards and Objectives 2. Motivating Students3. Presenting Instructional Content4. Lesson Structure and Pacing5. Activities and Materials6. Questioning7. Academic Feedback8. Grouping Students9. Teacher Content Knowledge10. Teacher Knowledge of Students 11. Thinking12. Problem Solving

1. Expectations 2. Managing Student Behavior 3. Environment4. Respectful Culture

plannIng professIonalIsm

1. Instructional Plans2. Student Work3. Assessment

1. Community Involvement2. School Responsibilities3. Growing and Developing Professionally4. Reflecting on Teaching

The Instruction, Planning, Environment, and Professionalism rubrics are on the following pages.

4

E v A L U AT I O N T R A I N I N G W O R K B O O K


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

R U B R I C S


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

6



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

R U B R I C S


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

8



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Inst

ruct

iona

l Pl

ans

Inst

ruct

iona

l pla

ns in

clud

e:

• m

easu

rabl

e an

d ex

plic

it go

als

alig

ned

to s

tate

co

nten

t sta

ndar

ds;

• ac

tiviti

es, m

ater

ials

, and

ass

essm

ents

that

: o

ar

e al

igne

d to

sta

te s

tand

ards

. o

ar

e se

quen

ced

from

bas

ic to

com

plex

. o

bu

ild o

n pr

ior s

tude

nt k

now

ledg

e, a

re

rele

vant

to s

tude

nts’

live

s, a

nd in

tegr

ate

othe

r dis

cipl

ines

. o

pr

ovid

e ap

prop

riate

tim

e fo

r stu

dent

wor

k,

stud

ent r

efle

ctio

n, a

nd le

sson

and

uni

t cl

osur

e;

• ev

iden

ce th

at p

lan

is a

ppro

pria

te fo

r the

age

, kn

owle

dge,

and

inte

rest

s of

all

lear

ners

; and

•

evid

ence

that

the

plan

pro

vide

s re

gula

r op

portu

nitie

s to

acc

omm

odat

e in

divi

dual

stu

dent

ne

eds.

Inst

ruct

iona

l pla

ns in

clud

e:

• go

als

alig

ned

to s

tate

con

tent

sta

ndar

ds;

• ac

tiviti

es, m

ater

ials

, and

ass

essm

ents

that

: o

ar

e al

igne

d to

sta

te s

tand

ards

. o

ar

e se

quen

ced

from

bas

ic to

com

plex

. o

bu

ild o

n pr

ior s

tude

nt k

now

ledg

e.

o

prov

ide

appr

opria

te ti

me

for s

tude

nt w

ork,

and

le

sson

and

uni

t clo

sure

;

• ev

iden

ce th

at p

lan

is a

ppro

pria

te fo

r the

age

, kn

owle

dge,

and

inte

rest

s of

mos

t lea

rner

s; a

nd

• ev

iden

ce th

at th

e pl

an p

rovi

des

som

e op

port u

nitie

s to

acc

omm

odat

e in

divi

dual

stu

dent

nee

ds.

Inst

ruct

iona

l pla

ns in

clud

e:

• fe

w g

oals

alig

ned

to s

tate

con

tent

sta

ndar

ds;

• ac

tiviti

es, m

ater

ials

, and

ass

essm

ents

that

: o

ar

e ra

rely

alig

ned

to s

tate

sta

ndar

ds.

o

are

rare

ly lo

gica

lly s

eque

nced

. o

ra

rely

bui

ld o

n pr

ior s

tude

nt k

now

ledg

e o

in

cons

iste

ntly

pro

vide

tim

e fo

r stu

dent

wor

k,

and

less

on a

nd u

nit c

losu

re;

• lit

tle e

vide

nce

that

the

plan

is a

ppro

pria

te fo

r the

ag

e, k

now

ledg

e, o

r int

eres

ts o

f the

lear

ners

; an

d •

little

evi

denc

e th

at th

e pl

an p

rovi

des

som

e op

portu

nitie

s to

acc

omm

odat

e in

d ivi

dual

st

uden

t nee

ds.

Stud

ent

Wor

k A

ssig

nmen

ts re

quire

stu

dent

s to

: •

•

• orga

nize

, int

erpr

et, a

naly

ze, s

ynth

esiz

e, a

nd

eval

uate

info

rmat

ion

rath

er th

an re

prod

uce

it;

draw

con

clus

ions

, mak

e ge

nera

lizat

ions

, an

d pr

oduc

e ar

gum

ents

that

are

sup

porte

d th

roug

h ex

tend

ed w

ritin

g; a

nd

conn

ect w

hat t

hey

are

lear

ning

to

expe

rienc

es, o

bser

vatio

ns, f

eelin

gs, o

r si

tuat

ions

sig

nific

ant i

n th

eir d

aily

live

s bo

th

insi

de a

nd o

utsi

de o

f sch

ool.

Ass

ignm

ents

requ

ire s

tude

nts

to:

•

•

• inte

rpre

t inf

orm

atio

n ra

ther

than

repr

oduc

e it;

dr

aw c

oncl

usio

ns a

nd s

uppo

rt th

em th

roug

h w

ritin

g; a

nd

conn

ect w

hat t

hey

are

lear

ning

to p

rior l

earn

ing

and

som

e lif

e ex

perie

nces

.

Ass

ignm

ents

requ

ire s

tude

nts

to:

•

•

• mos

tly re

prod

uce

info

rmat

ion;

ra

rely

dra

w c

oncl

usio

ns a

nd s

uppo

rt th

em

thro

ugh

writ

ing;

and

ra

rely

con

nect

wha

t the

y ar

e le

arni

ng to

pr

ior l

earn

ing

or li

fe e

xper

ienc

es.

Ass

essm

ent

Ass

essm

ent P

lans

: •

are

alig

ned

with

sta

te c

onte

nt s

tand

ards

; •

have

cle

ar m

easu

rem

ent c

riter

ia;

• m

easu

re s

tude

nt p

erfo

rman

ce in

mor

e th

an

thre

e w

ays

(e.g

., in

the

form

of a

pro

ject

, ex

perim

ent,

pres

enta

tion,

ess

ay, s

hort

answ

er,

or m

ultip

le c

hoic

e te

st;

• re

quire

ext

ende

d w

ritte

n ta

sks;

•

are

portf

olio

-bas

ed w

ith c

lear

illu

stra

tions

of

stud

ent p

rogr

ess

tow

ard

stat

e co

nten

t sta

ndar

ds;

and

• in

clud

e de

scrip

tions

of h

ow a

sses

smen

t res

ults

w

ill b

e us

ed to

info

rm fu

ture

inst

ruct

ion.

Ass

essm

ent P

lans

: •

are

a lig

ned

with

sta

te c

onte

nt s

tand

ards

; •

have

mea

sure

men

t crit

eria

; •

mea

sure

stu

dent

per

form

ance

in m

ore

than

two

way

s (e

.g.,

in th

e fo

rm o

f a p

roje

ct, e

xper

imen

t, pr

esen

tatio

n, e

ssay

, sho

rt an

swer

, or m

ultip

le

choi

ce te

st);

• re

quire

writ

ten

task

s; a

nd

• in

clud

e pe

rform

ance

che

cks

thro

ugho

ut th

e sc

hool

ye

ar.

Ass

essm

ent P

lans

: •

are

rare

ly a

ligne

d w

ith s

tate

con

tent

sta

ndar

ds;

• ha

ve a

mbi

guou

s m

easu

rem

ent c

riter

ia;

• m

easu

re s

tude

nt p

erfo

rman

ce in

less

than

two

way

s (e

.g.,

in th

e fo

rm o

f a p

roje

ct, e

xper

imen

t, pr

esen

tatio

n, e

ssay

, sho

rt an

swer

, or m

ultip

le

choi

ce te

st);

and

• in

clud

e pe

rform

ance

che

cks,

alth

ough

the

purp

ose

of th

ese

chec

ks is

not

cle

ar.

pla

nn

Ing

R U B R I C S


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Expe

ctat

ions

•

Teac

her s

ets

high

and

dem

andi

ng a

cade

mic

ex

pect

atio

ns fo

r eve

ry s

tude

nt.

• Te

ache

r enc

oura

ges

stud

ents

to le

arn

from

m

ista

kes.

•

Teac

her c

reat

es le

arni

ng o

ppor

tuni

ties

whe

re a

ll st

uden

ts c

an e

xper

ienc

e su

cces

s.

• S

tude

nts

take

initi

ativ

e an

d fo

llow

thro

ugh

with

th

eir o

wn

wor

k.

• Te

ache

r opt

imiz

es in

stru

ctio

nal t

ime,

teac

hes

mor

e m

ater

ial,

and

dem

ands

bet

ter p

erfo

rman

ce fr

om

ever

y st

uden

t.

• Te

ache

r set

s hi

gh a

nd d

eman

ding

aca

dem

ic

expe

ctat

ions

for e

very

stu

dent

. •

Teac

her e

ncou

rage

s st

uden

ts to

lear

n fro

m

mis

take

s.

• Te

ache

r cre

ates

lear

ning

opp

ortu

nitie

s w

here

m

ost s

tude

nts

can

expe

rienc

e su

cces

s.

• S

tude

nts

com

plet

e th

eir w

ork

acco

rdin

g to

te

ache

r exp

ecta

tions

.

• Te

ache

r exp

ecta

tions

are

not

suf

ficie

ntly

hi

gh fo

r eve

ry s

tude

nt.

• Te

ache

r cre

ates

an

envi

ronm

ent w

here

m

ista

kes

and

failu

re a

re n

ot v

iew

ed a

s le

arni

ng e

xper

ienc

es.

• S

tude

nts

dem

onst

rate

littl

e or

no

prid

e in

th

e qu

ality

of t

heir

wor

k.

Man

agin

g St

uden

t B

ehav

ior

• S

tude

nts

are

cons

iste

ntly

wel

l-beh

aved

and

on

task

.

• Te

ache

r and

stu

dent

s es

tabl

ish

clea

r rul

es fo

r le

arni

ng a

nd b

ehav

ior.

• Th

e te

ache

r use

s se

vera

l tec

hniq

ues,

suc

h as

so

cial

app

rova

l, co

ntin

gent

act

iviti

es, a

nd

cons

eque

nces

, to

mai

ntai

n ap

prop

riate

stu

dent

be

havi

or.

• Th

e te

ache

r ove

rlook

s in

cons

eque

ntia

l beh

avio

r. •

The

teac

her d

eals

with

stu

dent

s w

ho h

ave

caus

ed

disr

uptio

ns ra

ther

than

the

entir

e cl

ass.

•

The

teac

her a

ttend

s to

dis

rupt

ions

qui

ckly

and

fir

mly

.

• S

tude

nts

are

mos

tly w

ell-b

ehav

ed a

nd o

n ta

sk,

som

e m

inor

lear

ning

dis

rupt

ion s

may

occ

ur.

• Te

ache

r est

ablis

hes

rule

s fo

r lea

rnin

g an

d be

havi

or.

• Th

e te

ache

r use

s so

me

tech

niqu

es, s

uch

as

soci

al a

ppro

val,

cont

inge

nt a

ctiv

ities

, and

co

nseq

uenc

es, t

o m

aint

ain

appr

opria

te s

tude

nt

beha

vior

. •

The

teac

her o

verlo

oks

som

e in

cons

eque

ntia

l be

havi

or, b

ut o

ther

tim

es a

ddre

sses

it, s

topp

ing

the

less

on.

• Th

e te

ache

r dea

ls w

ith s

tude

nts

who

hav

e ca

used

dis

rupt

ions

, yet

som

etim

es h

e or

she

ad

dres

ses

the

entir

e cl

ass.

• S

tude

nts

are

not w

ell-b

ehav

ed a

nd a

re

ofte

n of

f tas

k.

• Te

ache

r est

ablis

hes

few

rule

s fo

r le

arni

ng a

nd b

ehav

ior.

•

The

teac

her u

ses

few

tech

niqu

es to

m

aint

ain

appr

opria

te s

tude

nt b

ehav

ior.

• Th

e te

ache

r can

not d

istin

guis

h be

twee

n in

cons

eque

ntia

l beh

avio

r and

in

appr

opria

te b

ehav

ior.

• D

isru

ptio

ns fr

eque

ntly

inte

rrup

t in

stru

ctio

n.

Envi

ronm

ent

The

clas

sroo

m:

• w

elco

mes

all

mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to a

ll st

uden

ts.

• su

pplie

s, e

quip

men

t, an

d re

sour

ces

are

easi

ly a

nd

read

ily a

cces

sibl

e.

• di

spla

ys s

tude

nt w

ork

that

freq

uent

ly c

hang

es.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• w

elco

mes

mos

t mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to m

ost

stud

ents

. •

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e ac

cess

ible

. •

disp

lays

stu

dent

wor

k.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• is

som

ewha

t col

d an

d un

invi

ting.

•

is n

ot w

ell o

rgan

ized

and

und

erst

anda

ble

to s

tude

nts.

•

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e di

fficu

lt to

acc

ess.

•

does

not

dis

play

stu

dent

wor

k.

• is

not

arr

ange

d to

pro

mot

e gr

oup

lear

ning

.

Res

pect

ful

Cul

ture

•

Teac

her-

stud

ent i

nter

actio

ns d

emon

stra

te c

arin

g an

d re

spec

t for

one

ano

ther

.

• S

tude

nts

exhi

bit c

arin

g an

d re

spec

t for

one

an

othe

r. •

Teac

her s

eeks

out

and

is re

cept

ive

to th

e in

tere

sts

and

opin

ions

of a

ll st

uden

ts.

• P

ositi

ve re

latio

nshi

ps a

nd in

terd

epen

denc

e ch

arac

teriz

e th

e cl

assr

oom

.

• Te

ache

r-st

uden

t int

erac

tions

are

gen

eral

ly

frien

dly,

but

may

refle

ct o

ccas

iona

l in

cons

iste

ncie

s, fa

vorit

ism

, or d

isre

gard

for

stud

ents

' cul

ture

s.

• S

tude

nts

exhi

bit r

espe

ct fo

r the

teac

her,

and

are

gene

rally

pol

ite to

eac

h ot

her.

•

Teac

her i

s so

met

imes

rece

p tiv

e to

the

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

• Te

ache

r-st

uden

t int

erac

tions

are

so

met

imes

aut

horit

aria

n, n

egat

ive,

or

inap

prop

riate

.

• S

tude

nts

exhi

bit d

isre

spec

t for

the

teac

her.

•

Stu

dent

inte

ract

ion

is c

hara

cter

ized

by

conf

lict,

sarc

asm

, or p

ut-d

owns

. •

Teac

her i

s no

t rec

eptiv

e to

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

env

Iro

nm

ent

10



Performance StandardSignificantlyAboveExpectations (5)

At Expectations (3)

SignificantlyBelowExpectations (1)

Gro

win

g an

d D

evel

opin

g Pr

ofes

sion

ally

1. The educator is prompt, prepared, and participates in professional development opportunities.

Regularly Sometimes Rarely

2. The educator appropriately attempts to implement new strategies.


3. The educator develops and works on a personal learning plan based on analyses of school im-provement plans and goals, self-assessment, and feedback from observations.


Refle

ctin

g on

Tea

chin

g

4. The educator makes thoughtful and accurate as-sessments of his/her effectiveness as evidenced by the self-reflection after each observation.


5. The educator takes action to improve his/her performance. Regularly Sometimes Rarely

6. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional or support decisions.


Com

mun

ity

Invo

lvem

ent

7. The educator actively supports school activities and events. Regularly Sometimes Rarely

Scho

ol R

espo

nsib

iliti

es

8. The educator adheres to school and district poli-cies for personnel. Regularly Sometimes Rarely

9. The educator works with peers in contributing to a safe and orderly learning environment. Regularly Sometimes Rarely

10. The educator contributes to the school commu-nity by assisting/mentoring others, including col-laborative planning, coaching, or mentoring other educators, or supervising clinical experiences for aspiring teachers.


professIonalIsm


day 1

12



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

D Ay 1


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

14



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

D Ay 1


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

16



hInts for capturIng evIdence

During the lesson:

When capturing evidence, these strategies will help you collect accurate and defensible notes.

1. Time: Capture the length of different segments of the lesson.

2. Abbreviate: It’s tough to get down everything the teacher says or does, so, when possible, abbreviate. After the lesson, review your notes and write out what you abbreviated.

3. Verbatim: Capture verbatim dialogue when possible. Nothing is better than direct quotes of what the teacher and/or students say. Use a T for teacher and S for student.

4. Paraphrase: Use parentheses to indicate that you are paraphrasing, so when you go back through your notes you know what is paraphrased and what is verbatim.

5. Q & F: After you finish, go through your evidence and label all questions and feedback.

6. Upfront Summary: After you finish, go through your evidence and write a brief summary of the lesson.

7. Label: Begin to categorize your notes by labeling evidence for various indicators on the rubric.

8. Lesson Analysis: Identify the lesson’s primary objective and its sub-objectives.

9. Circulate: Circulate as necessary to collect evidence from teacher, students, and student work.

D Ay 1


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

18



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

D Ay 1


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

20



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

D Ay 1


Scoring and Evidence Template for 7th Grade Science Lesson: Instruction

Evidence Notes Instruction Score

Standards and Objectives

Motivating Students

Presenting Instructional

Content

Lesson Structure and Pacing

22



Activities and Materials

Questioning

Academic Feedback

Grouping Students

D Ay 1


Teacher Content Knowledge

Teacher Knowledge of

Students

Thinking

Problem Solving

24



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Expe

ctat

ions

•

Teac

her s

ets

high

and

dem

andi

ng a

cade

mic

ex

pect

atio

ns fo

r eve

ry s

tude

nt.

• Te

ache

r enc

oura

ges

stud

ents

to le

arn

from

m

ista

kes.

•

Teac

her c

reat

es le

arni

ng o

ppor

tuni

ties

whe

re a

ll st

uden

ts c

an e

xper

ienc

e su

cces

s.

• S

tude

nts

take

initi

ativ

e an

d fo

llow

thro

ugh

with

th

eir o

wn

wor

k.

• Te

ache

r opt

imiz

es in

stru

ctio

nal t

ime,

teac

hes

mor

e m

ater

ial,

and

dem

ands

bet

ter p

erfo

rman

ce fr

om

ever

y st

uden

t.

• Te

ache

r set

s hi

gh a

nd d

eman

ding

aca

dem

ic

expe

ctat

ions

for e

very

stu

dent

. •

Teac

her e

ncou

rage

s st

uden

ts to

lear

n fro

m

mis

take

s.

• Te

ache

r cre

ates

lear

ning

opp

ortu

nitie

s w

here

m

ost s

tude

nts

can

expe

rienc

e su

cces

s.

• S

tude

nts

com

plet

e th

eir w

ork

acco

rdin

g to

te

ache

r exp

ecta

tions

.

• Te

ache

r exp

ecta

tions

are

not

suf

ficie

ntly

hi

gh fo

r eve

ry s

tude

nt.

• Te

ache

r cre

ates

an

envi

ronm

ent w

here

m

ista

kes

and

failu

re a

re n

ot v

iew

ed a

s le

arni

ng e

xper

ienc

es.

• S

tude

nts

dem

onst

rate

littl

e or

no

prid

e in

th

e qu

ality

of t

heir

wor

k.

Man

agin

g St

uden

t B

ehav

ior

• S

tude

nts

are

cons

iste

ntly

wel

l-beh

aved

and

on

task

.

• Te

ache

r and

stu

dent

s es

tabl

ish

clea

r rul

es fo

r le

arni

ng a

nd b

ehav

ior.

• Th

e te

ache

r use

s se

vera

l tec

hniq

ues,

suc

h as

so

cial

app

rova

l, co

ntin

gent

act

iviti

es, a

nd

cons

eque

nces

, to

mai

ntai

n ap

prop

riate

stu

dent

be

havi

or.

• Th

e te

ache

r ove

rlook

s in

cons

eque

ntia

l beh

avio

r. •

The

teac

her d

eals

with

stu

dent

s w

ho h

ave

caus

ed

disr

uptio

ns ra

ther

than

the

entir

e cl

ass.

•

The

teac

her a

ttend

s to

dis

rupt

ions

qui

ckly

and

fir

mly

.

• S

tude

nts

are

mos

tly w

ell-b

ehav

ed a

nd o

n ta

sk,

som

e m

inor

lear

ning

dis

rupt

ion s

may

occ

ur.

• Te

ache

r est

ablis

hes

rule

s fo

r lea

rnin

g an

d be

havi

or.

• Th

e te

ache

r use

s so

me

tech

niqu

es, s

uch

as

soci

al a

ppro

val,

cont

inge

nt a

ctiv

ities

, and

co

nseq

uenc

es, t

o m

aint

ain

appr

opria

te s

tude

nt

beha

vior

. •

The

teac

her o

verlo

oks

som

e in

cons

eque

ntia

l be

havi

or, b

ut o

ther

tim

es a

ddre

sses

it, s

topp

ing

the

less

on.

• Th

e te

ache

r dea

ls w

ith s

tude

nts

who

hav

e ca

used

dis

rupt

ions

, yet

som

etim

es h

e or

she

ad

dres

ses

the

entir

e cl

ass.

• S

tude

nts

are

not w

ell-b

ehav

ed a

nd a

re

ofte

n of

f tas

k.

• Te

ache

r est

ablis

hes

few

rule

s fo

r le

arni

ng a

nd b

ehav

ior.

•

The

teac

her u

ses

few

tech

niqu

es to

m

aint

ain

appr

opria

te s

tude

nt b

ehav

ior.

• Th

e te

ache

r can

not d

istin

guis

h be

twee

n in

cons

eque

ntia

l beh

avio

r and

in

appr

opria

te b

ehav

ior.

• D

isru

ptio

ns fr

eque

ntly

inte

rrup

t in

stru

ctio

n.

Envi

ronm

ent

The

clas

sroo

m:

• w

elco

mes

all

mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to a

ll st

uden

ts.

• su

pplie

s, e

quip

men

t, an

d re

sour

ces

are

easi

ly a

nd

read

ily a

cces

sibl

e.

• di

spla

ys s

tude

nt w

ork

that

freq

uent

ly c

hang

es.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• w

elco

mes

mos

t mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to m

ost

stud

ents

. •

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e ac

cess

ible

. •

disp

lays

stu

dent

wor

k.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• is

som

ewha

t col

d an

d un

invi

ting.

•

is n

ot w

ell o

rgan

ized

and

und

erst

anda

ble

to s

tude

nts.

•

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e di

fficu

lt to

acc

ess.

•

does

not

dis

play

stu

dent

wor

k.

• is

not

arr

ange

d to

pro

mot

e gr

oup

lear

ning

.

Res

pect

ful

Cul

ture

•

Teac

her-

stud

ent i

nter

actio

ns d

emon

stra

te c

arin

g an

d re

spec

t for

one

ano

ther

.

• S

tude

nts

exhi

bit c

arin

g an

d re

spec

t for

one

an

othe

r. •

Teac

her s

eeks

out

and

is re

cept

ive

to th

e in

tere

sts

and

opin

ions

of a

ll st

uden

ts.

• P

ositi

ve re

latio

nshi

ps a

nd in

terd

epen

denc

e ch

arac

teriz

e th

e cl

assr

oom

.

• Te

ache

r-st

uden

t int

erac

tions

are

gen

eral

ly

frien

dly,

but

may

refle

ct o

ccas

iona

l in

cons

iste

ncie

s, fa

vorit

ism

, or d

isre

gard

for

stud

ents

' cul

ture

s.

• S

tude

nts

exhi

bit r

espe

ct fo

r the

teac

her,

and

are

gene

rally

pol

ite to

eac

h ot

her.

•

Teac

her i

s so

met

imes

rece

p tiv

e to

the

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

• Te

ache

r-st

uden

t int

erac

tions

are

so

met

imes

aut

horit

aria

n, n

egat

ive,

or

inap

prop

riate

.

• S

tude

nts

exhi

bit d

isre

spec

t for

the

teac

her.

•

Stu

dent

inte

ract

ion

is c

hara

cter

ized

by

conf

lict,

sarc

asm

, or p

ut-d

owns

. •

Teac

her i

s no

t rec

eptiv

e to

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

env

Iro

nm

ent

D Ay 1


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

26



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

D Ay 1


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

28



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

D Ay 1


Scoring and Evidence Template for 4th Grade Math Lesson: Instruction



Motivating Students


Content


30




Questioning

Academic Feedback

Grouping Students

D Ay 1




Students

Thinking

Problem Solving

32



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Expe

ctat

ions

•

Teac

her s

ets

high

and

dem

andi

ng a

cade

mic

ex

pect

atio

ns fo

r eve

ry s

tude

nt.

• Te

ache

r enc

oura

ges

stud

ents

to le

arn

from

m

ista

kes.

•

Teac

her c

reat

es le

arni

ng o

ppor

tuni

ties

whe

re a

ll st

uden

ts c

an e

xper

ienc

e su

cces

s.

• S

tude

nts

take

initi

ativ

e an

d fo

llow

thro

ugh

with

th

eir o

wn

wor

k.

• Te

ache

r opt

imiz

es in

stru

ctio

nal t

ime,

teac

hes

mor

e m

ater

ial,

and

dem

ands

bet

ter p

erfo

rman

ce fr

om

ever

y st

uden

t.

• Te

ache

r set

s hi

gh a

nd d

eman

ding

aca

dem

ic

expe

ctat

ions

for e

very

stu

dent

. •

Teac

her e

ncou

rage

s st

uden

ts to

lear

n fro

m

mis

take

s.

• Te

ache

r cre

ates

lear

ning

opp

ortu

nitie

s w

here

m

ost s

tude

nts

can

expe

rienc

e su

cces

s.

• S

tude

nts

com

plet

e th

eir w

ork

acco

rdin

g to

te

ache

r exp

ecta

tions

.

• Te

ache

r exp

ecta

tions

are

not

suf

ficie

ntly

hi

gh fo

r eve

ry s

tude

nt.

• Te

ache

r cre

ates

an

envi

ronm

ent w

here

m

ista

kes

and

failu

re a

re n

ot v

iew

ed a

s le

arni

ng e

xper

ienc

es.

• S

tude

nts

dem

onst

rate

littl

e or

no

prid

e in

th

e qu

ality

of t

heir

wor

k.

Man

agin

g St

uden

t B

ehav

ior

• S

tude

nts

are

cons

iste

ntly

wel

l-beh

aved

and

on

task

.

• Te

ache

r and

stu

dent

s es

tabl

ish

clea

r rul

es fo

r le

arni

ng a

nd b

ehav

ior.

• Th

e te

ache

r use

s se

vera

l tec

hniq

ues,

suc

h as

so

cial

app

rova

l, co

ntin

gent

act

iviti

es, a

nd

cons

eque

nces

, to

mai

ntai

n ap

prop

riate

stu

dent

be

havi

or.

• Th

e te

ache

r ove

rlook

s in

cons

eque

ntia

l beh

avio

r. •

The

teac

her d

eals

with

stu

dent

s w

ho h

ave

caus

ed

disr

uptio

ns ra

ther

than

the

entir

e cl

ass.

•

The

teac

her a

ttend

s to

dis

rupt

ions

qui

ckly

and

fir

mly

.

• S

tude

nts

are

mos

tly w

ell-b

ehav

ed a

nd o

n ta

sk,

som

e m

inor

lear

ning

dis

rupt

ion s

may

occ

ur.

• Te

ache

r est

ablis

hes

rule

s fo

r lea

rnin

g an

d be

havi

or.

• Th

e te

ache

r use

s so

me

tech

niqu

es, s

uch

as

soci

al a

ppro

val,

cont

inge

nt a

ctiv

ities

, and

co

nseq

uenc

es, t

o m

aint

ain

appr

opria

te s

tude

nt

beha

vior

. •

The

teac

her o

verlo

oks

som

e in

cons

eque

ntia

l be

havi

or, b

ut o

ther

tim

es a

ddre

sses

it, s

topp

ing

the

less

on.

• Th

e te

ache

r dea

ls w

ith s

tude

nts

who

hav

e ca

used

dis

rupt

ions

, yet

som

etim

es h

e or

she

ad

dres

ses

the

entir

e cl

ass.

• S

tude

nts

are

not w

ell-b

ehav

ed a

nd a

re

ofte

n of

f tas

k.

• Te

ache

r est

ablis

hes

few

rule

s fo

r le

arni

ng a

nd b

ehav

ior.

•

The

teac

her u

ses

few

tech

niqu

es to

m

aint

ain

appr

opria

te s

tude

nt b

ehav

ior.

• Th

e te

ache

r can

not d

istin

guis

h be

twee

n in

cons

eque

ntia

l beh

avio

r and

in

appr

opria

te b

ehav

ior.

• D

isru

ptio

ns fr

eque

ntly

inte

rrup

t in

stru

ctio

n.

Envi

ronm

ent

The

clas

sroo

m:

• w

elco

mes

all

mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to a

ll st

uden

ts.

• su

pplie

s, e

quip

men

t, an

d re

sour

ces

are

easi

ly a

nd

read

ily a

cces

sibl

e.

• di

spla

ys s

tude

nt w

ork

that

freq

uent

ly c

hang

es.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• w

elco

mes

mos

t mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to m

ost

stud

ents

. •

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e ac

cess

ible

. •

disp

lays

stu

dent

wor

k.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• is

som

ewha

t col

d an

d un

invi

ting.

•

is n

ot w

ell o

rgan

ized

and

und

erst

anda

ble

to s

tude

nts.

•

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e di

fficu

lt to

acc

ess.

•

does

not

dis

play

stu

dent

wor

k.

• is

not

arr

ange

d to

pro

mot

e gr

oup

lear

ning

.

Res

pect

ful

Cul

ture

•

Teac

her-

stud

ent i

nter

actio

ns d

emon

stra

te c

arin

g an

d re

spec

t for

one

ano

ther

.

• S

tude

nts

exhi

bit c

arin

g an

d re

spec

t for

one

an

othe

r. •

Teac

her s

eeks

out

and

is re

cept

ive

to th

e in

tere

sts

and

opin

ions

of a

ll st

uden

ts.

• P

ositi

ve re

latio

nshi

ps a

nd in

terd

epen

denc

e ch

arac

teriz

e th

e cl

assr

oom

.

• Te

ache

r-st

uden

t int

erac

tions

are

gen

eral

ly

frien

dly,

but

may

refle

ct o

ccas

iona

l in

cons

iste

ncie

s, fa

vorit

ism

, or d

isre

gard

for

stud

ents

' cul

ture

s.

• S

tude

nts

exhi

bit r

espe

ct fo

r the

teac

her,

and

are

gene

rally

pol

ite to

eac

h ot

her.

•

Teac

her i

s so

met

imes

rece

p tiv

e to

the

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

• Te

ache

r-st

uden

t int

erac

tions

are

so

met

imes

aut

horit

aria

n, n

egat

ive,

or

inap

prop

riate

.

• S

tude

nts

exhi

bit d

isre

spec

t for

the

teac

her.

•

Stu

dent

inte

ract

ion

is c

hara

cter

ized

by

conf

lict,

sarc

asm

, or p

ut-d

owns

. •

Teac

her i

s no

t rec

eptiv

e to

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

env

Iro

nm

ent

D Ay 1


Scoring and Evidence Template for 4th Grade Math Lesson: Environment

Evidence Notes Environment Score

Expectations

Managing Student Behavior

Environment

Respectful Culture


day 2

36



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Inst

ruct

iona

l Pl

ans

Inst

ruct

iona

l pla

ns in

clud

e:

• m

easu

rabl

e an

d ex

plic

it go

als

alig

ned

to s

tate

co

nten

t sta

ndar

ds;

• ac

tiviti

es, m

ater

ials

, and

ass

essm

ents

that

: o

ar

e al

igne

d to

sta

te s

tand

ards

. o

ar

e se

quen

ced

from

bas

ic to

com

plex

. o

bu

ild o

n pr

ior s

tude

nt k

now

ledg

e, a

re

rele

vant

to s

tude

nts’

live

s, a

nd in

tegr

ate

othe

r dis

cipl

ines

. o

pr

ovid

e ap

prop

riate

tim

e fo

r stu

dent

wor

k,

stud

ent r

efle

ctio

n, a

nd le

sson

and

uni

t cl

osur

e;

• ev

iden

ce th

at p

lan

is a

ppro

pria

te fo

r the

age

, kn

owle

dge,

and

inte

rest

s of

all

lear

ners

; and

•

evid

ence

that

the

plan

pro

vide

s re

gula

r op

portu

nitie

s to

acc

omm

odat

e in

divi

dual

stu

dent

ne

eds.

Inst

ruct

iona

l pla

ns in

clud

e:

• go

als

alig

ned

to s

tate

con

tent

sta

ndar

ds;

• ac

tiviti

es, m

ater

ials

, and

ass

essm

ents

that

: o

ar

e al

igne

d to

sta

te s

tand

ards

. o

ar

e se

quen

ced

from

bas

ic to

com

plex

. o

bu

ild o

n pr

ior s

tude

nt k

now

ledg

e.

o

prov

ide

appr

opria

te ti

me

for s

tude

nt w

ork,

and

le

sson

and

uni

t clo

sure

;

• ev

iden

ce th

at p

lan

is a

ppro

pria

te fo

r the

age

, kn

owle

dge,

and

inte

rest

s of

mos

t lea

rner

s; a

nd

• ev

iden

ce th

at th

e pl

an p

rovi

des

som

e op

port u

nitie

s to

acc

omm

odat

e in

divi

dual

stu

dent

nee

ds.

Inst

ruct

iona

l pla

ns in

clud

e:

• fe

w g

oals

alig

ned

to s

tate

con

tent

sta

ndar

ds;

• ac

tiviti

es, m

ater

ials

, and

ass

essm

ents

that

: o

ar

e ra

rely

alig

ned

to s

tate

sta

ndar

ds.

o

are

rare

ly lo

gica

lly s

eque

nced

. o

ra

rely

bui

ld o

n pr

ior s

tude

nt k

now

ledg

e o

in

cons

iste

ntly

pro

vide

tim

e fo

r stu

dent

wor

k,

and

less

on a

nd u

nit c

losu

re;

• lit

tle e

vide

nce

that

the

plan

is a

ppro

pria

te fo

r the

ag

e, k

now

ledg

e, o

r int

eres

ts o

f the

lear

ners

; an

d •

little

evi

denc

e th

at th

e pl

an p

rovi

des

som

e op

portu

nitie

s to

acc

omm

odat

e in

d ivi

dual

st

uden

t nee

ds.

Stud

ent

Wor

k A

ssig

nmen

ts re

quire

stu

dent

s to

: •

•

• orga

nize

, int

erpr

et, a

naly

ze, s

ynth

esiz

e, a

nd

eval

uate

info

rmat

ion

rath

er th

an re

prod

uce

it;

draw

con

clus

ions

, mak

e ge

nera

lizat

ions

, an

d pr

oduc

e ar

gum

ents

that

are

sup

porte

d th

roug

h ex

tend

ed w

ritin

g; a

nd

conn

ect w

hat t

hey

are

lear

ning

to

expe

rienc

es, o

bser

vatio

ns, f

eelin

gs, o

r si

tuat

ions

sig

nific

ant i

n th

eir d

aily

live

s bo

th

insi

de a

nd o

utsi

de o

f sch

ool.

Ass

ignm

ents

requ

ire s

tude

nts

to:

•

•

• inte

rpre

t inf

orm

atio

n ra

ther

than

repr

oduc

e it;

dr

aw c

oncl

usio

ns a

nd s

uppo

rt th

em th

roug

h w

ritin

g; a

nd

conn

ect w

hat t

hey

are

lear

ning

to p

rior l

earn

ing

and

som

e lif

e ex

perie

nces

.

Ass

ignm

ents

requ

ire s

tude

nts

to:

•

•

• mos

tly re

prod

uce

info

rmat

ion;

ra

rely

dra

w c

oncl

usio

ns a

nd s

uppo

rt th

em

thro

ugh

writ

ing;

and

ra

rely

con

nect

wha

t the

y ar

e le

arni

ng to

pr

ior l

earn

ing

or li

fe e

xper

ienc

es.

Ass

essm

ent

Ass

essm

ent P

lans

: •

are

alig

ned

with

sta

te c

onte

nt s

tand

ards

; •

have

cle

ar m

easu

rem

ent c

riter

ia;

• m

easu

re s

tude

nt p

erfo

rman

ce in

mor

e th

an

thre

e w

ays

(e.g

., in

the

form

of a

pro

ject

, ex

perim

ent,

pres

enta

tion,

ess

ay, s

hort

answ

er,

or m

ultip

le c

hoic

e te

st;

• re

quire

ext

ende

d w

ritte

n ta

sks;

•

are

portf

olio

-bas

ed w

ith c

lear

illu

stra

tions

of

stud

ent p

rogr

ess

tow

ard

stat

e co

nten

t sta

ndar

ds;

and

• in

clud

e de

scrip

tions

of h

ow a

sses

smen

t res

ults

w

ill b

e us

ed to

info

rm fu

ture

inst

ruct

ion.

Ass

essm

ent P

lans

: •

are

a lig

ned

with

sta

te c

onte

nt s

tand

ards

; •

have

mea

sure

men

t crit

eria

; •

mea

sure

stu

dent

per

form

ance

in m

ore

than

two

way

s (e

.g.,

in th

e fo

rm o

f a p

roje

ct, e

xper

imen

t, pr

esen

tatio

n, e

ssay

, sho

rt an

swer

, or m

ultip

le

choi

ce te

st);

• re

quire

writ

ten

task

s; a

nd

• in

clud

e pe

rform

ance

che

cks

thro

ugho

ut th

e sc

hool

ye

ar.

Ass

essm

ent P

lans

: •

are

rare

ly a

ligne

d w

ith s

tate

con

tent

sta

ndar

ds;

• ha

ve a

mbi

guou

s m

easu

rem

ent c

riter

ia;

• m

easu

re s

tude

nt p

erfo

rman

ce in

less

than

two

way

s (e

.g.,

in th

e fo

rm o

f a p

roje

ct, e

xper

imen

t, pr

esen

tatio

n, e

ssay

, sho

rt an

swer

, or m

ultip

le

choi

ce te

st);

and

• in

clud

e pe

rform

ance

che

cks,

alth

ough

the

purp

ose

of th

ese

chec

ks is

not

cle

ar.

pla

nn

Ing

D Ay 2


fIfth grade math lesson plan (traInIng example only) UNIT: 3 PROPERTIES IN GEOMETRyLESSON / CONCEPT: CONCEPT 2: CIRCLES AND POLyGONS / LESSON 21.2: QUADRILATERALS

GLE # / OBJECTIVE: Today, I will be able to classify quadrilaterals based on its sides and angles AND solve its missing angle. GLE 24.

Higher-Order Thinking Questions:1. What are some similarities and difference between triangles and quadrilaterals?2. Can a square be called a rectangle?3. Is it possible for a quadrilateral to have 4 obtuse angles?

METHODS / ACTIVITIES:

Opening Dialogue: Today, we are going to learn about classifying quadrilaterals based on their sides and angles. We are also going to solve the missing angle. We are learning this because quadrilaterals are used in our everyday life: floor tiles, home designs, etc.

Hook / Review (5-10 min) Teacher will show students an extravagant home with quadrilaterals in the design.

Lesson Procedures (Direct Instruction, Guided Practice, Independent Study) (30-45 min)

1. Think about it… – students will decide on answers to questions on an index card that is taped to their desks.

2. Review of vocabulary that is necessary in classifying quadrilaterals. Students will complete a “cheat sheet” during the vocabulary discussion.

3. Sorting Activity – students will work with a partner to sort characteristics of quadrilaterals. Students will go back to think about it to revise their answers periodically.

4. Angle Investigation – students will use calculators to discover the total of the angles inside of a quadrilateral.

5. Rotation Stations – students will rotate with a partner to answer various questions about quadrilaterals.

Real World Connection (5-10 min) See Hook

Closure / Reflection (3-5 min) Summarize accomplishment of objective.

38



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

D Ay 2


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

40



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

D Ay 2


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

42



Scoring and Evidence Template for 5th Grade Math Lesson: Instruction



Motivating Students


Content


D Ay 2



Questioning

Academic Feedback

Grouping Students

44





Students

Thinking

Problem Solving

D Ay 2


reInforcement plan form

Refinement Objective:

Self-reflection question(s): Evidence: Model:

Reinforcement Area (Indicator):

Self-Analysis Question:

Evidence:

46



refInement plan form

Re�nement Area (Indicator):


Evidence:

Recommendations:


day 3

48



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Expe

ctat

ions

•

Teac

her s

ets

high

and

dem

andi

ng a

cade

mic

ex

pect

atio

ns fo

r eve

ry s

tude

nt.

• Te

ache

r enc

oura

ges

stud

ents

to le

arn

from

m

ista

kes.

•

Teac

her c

reat

es le

arni

ng o

ppor

tuni

ties

whe

re a

ll st

uden

ts c

an e

xper

ienc

e su

cces

s.

• S

tude

nts

take

initi

ativ

e an

d fo

llow

thro

ugh

with

th

eir o

wn

wor

k.

• Te

ache

r opt

imiz

es in

stru

ctio

nal t

ime,

teac

hes

mor

e m

ater

ial,

and

dem

ands

bet

ter p

erfo

rman

ce fr

om

ever

y st

uden

t.

• Te

ache

r set

s hi

gh a

nd d

eman

ding

aca

dem

ic

expe

ctat

ions

for e

very

stu

dent

. •

Teac

her e

ncou

rage

s st

uden

ts to

lear

n fro

m

mis

take

s.

• Te

ache

r cre

ates

lear

ning

opp

ortu

nitie

s w

here

m

ost s

tude

nts

can

expe

rienc

e su

cces

s.

• S

tude

nts

com

plet

e th

eir w

ork

acco

rdin

g to

te

ache

r exp

ecta

tions

.

• Te

ache

r exp

ecta

tions

are

not

suf

ficie

ntly

hi

gh fo

r eve

ry s

tude

nt.

• Te

ache

r cre

ates

an

envi

ronm

ent w

here

m

ista

kes

and

failu

re a

re n

ot v

iew

ed a

s le

arni

ng e

xper

ienc

es.

• S

tude

nts

dem

onst

rate

littl

e or

no

prid

e in

th

e qu

ality

of t

heir

wor

k.

Man

agin

g St

uden

t B

ehav

ior

• S

tude

nts

are

cons

iste

ntly

wel

l-beh

aved

and

on

task

.

• Te

ache

r and

stu

dent

s es

tabl

ish

clea

r rul

es fo

r le

arni

ng a

nd b

ehav

ior.

• Th

e te

ache

r use

s se

vera

l tec

hniq

ues,

suc

h as

so

cial

app

rova

l, co

ntin

gent

act

iviti

es, a

nd

cons

eque

nces

, to

mai

ntai

n ap

prop

riate

stu

dent

be

havi

or.

• Th

e te

ache

r ove

rlook

s in

cons

eque

ntia

l beh

avio

r. •

The

teac

her d

eals

with

stu

dent

s w

ho h

ave

caus

ed

disr

uptio

ns ra

ther

than

the

entir

e cl

ass.

•

The

teac

her a

ttend

s to

dis

rupt

ions

qui

ckly

and

fir

mly

.

• S

tude

nts

are

mos

tly w

ell-b

ehav

ed a

nd o

n ta

sk,

som

e m

inor

lear

ning

dis

rupt

ion s

may

occ

ur.

• Te

ache

r est

ablis

hes

rule

s fo

r lea

rnin

g an

d be

havi

or.

• Th

e te

ache

r use

s so

me

tech

niqu

es, s

uch

as

soci

al a

ppro

val,

cont

inge

nt a

ctiv

ities

, and

co

nseq

uenc

es, t

o m

aint

ain

appr

opria

te s

tude

nt

beha

vior

. •

The

teac

her o

verlo

oks

som

e in

cons

eque

ntia

l be

havi

or, b

ut o

ther

tim

es a

ddre

sses

it, s

topp

ing

the

less

on.

• Th

e te

ache

r dea

ls w

ith s

tude

nts

who

hav

e ca

used

dis

rupt

ions

, yet

som

etim

es h

e or

she

ad

dres

ses

the

entir

e cl

ass.

• S

tude

nts

are

not w

ell-b

ehav

ed a

nd a

re

ofte

n of

f tas

k.

• Te

ache

r est

ablis

hes

few

rule

s fo

r le

arni

ng a

nd b

ehav

ior.

•

The

teac

her u

ses

few

tech

niqu

es to

m

aint

ain

appr

opria

te s

tude

nt b

ehav

ior.

• Th

e te

ache

r can

not d

istin

guis

h be

twee

n in

cons

eque

ntia

l beh

avio

r and

in

appr

opria

te b

ehav

ior.

• D

isru

ptio

ns fr

eque

ntly

inte

rrup

t in

stru

ctio

n.

Envi

ronm

ent

The

clas

sroo

m:

• w

elco

mes

all

mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to a

ll st

uden

ts.

• su

pplie

s, e

quip

men

t, an

d re

sour

ces

are

easi

ly a

nd

read

ily a

cces

sibl

e.

• di

spla

ys s

tude

nt w

ork

that

freq

uent

ly c

hang

es.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• w

elco

mes

mos

t mem

bers

and

gue

sts.

•

is o

rgan

ized

and

und

erst

anda

ble

to m

ost

stud

ents

. •

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e ac

cess

ible

. •

disp

lays

stu

dent

wor

k.

• is

arr

ange

d to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• is

som

ewha

t col

d an

d un

invi

ting.

•

is n

ot w

ell o

rgan

ized

and

und

erst

anda

ble

to s

tude

nts.

•

supp

lies,

equ

ipm

ent,

and

reso

urce

s ar

e di

fficu

lt to

acc

ess.

•

does

not

dis

play

stu

dent

wor

k.

• is

not

arr

ange

d to

pro

mot

e gr

oup

lear

ning

.

Res

pect

ful

Cul

ture

•

Teac

her-

stud

ent i

nter

actio

ns d

emon

stra

te c

arin

g an

d re

spec

t for

one

ano

ther

.

• S

tude

nts

exhi

bit c

arin

g an

d re

spec

t for

one

an

othe

r. •

Teac

her s

eeks

out

and

is re

cept

ive

to th

e in

tere

sts

and

opin

ions

of a

ll st

uden

ts.

• P

ositi

ve re

latio

nshi

ps a

nd in

terd

epen

denc

e ch

arac

teriz

e th

e cl

assr

oom

.

• Te

ache

r-st

uden

t int

erac

tions

are

gen

eral

ly

frien

dly,

but

may

refle

ct o

ccas

iona

l in

cons

iste

ncie

s, fa

vorit

ism

, or d

isre

gard

for

stud

ents

' cul

ture

s.

• S

tude

nts

exhi

bit r

espe

ct fo

r the

teac

her,

and

are

gene

rally

pol

ite to

eac

h ot

her.

•

Teac

her i

s so

met

imes

rece

p tiv

e to

the

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

• Te

ache

r-st

uden

t int

erac

tions

are

so

met

imes

aut

horit

aria

n, n

egat

ive,

or

inap

prop

riate

.

• S

tude

nts

exhi

bit d

isre

spec

t for

the

teac

her.

•

Stu

dent

inte

ract

ion

is c

hara

cter

ized

by

conf

lict,

sarc

asm

, or p

ut-d

owns

. •

Teac

her i

s no

t rec

eptiv

e to

inte

rest

s an

d op

inio

ns o

f stu

dent

s.

env

Iro

nm

ent

D Ay 3


Scoring and Evidence Template for 4th Grade ELA Lesson: Environment

Evidence Notes Environment Score

Expectations

Managing Student Behavior

Environment

Respectful Culture

50



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

D Ay 3


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

52



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

D Ay 3


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

54



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

D Ay 3


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

56



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

D Ay 3


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

58



Scoring and Evidence Template for 4th Grade ELA Lesson: Instruction



Motivating Students


Content


D Ay 3



Questioning

Academic Feedback

Grouping Students

60





Students

Thinking

Problem Solving

D Ay 3







Evidence:

62






Evidence:

Recommendations:


day 4

64



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s an

d O

bjec

tives

• A

ll le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e ex

plic

itly

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

sist

ently

co

nnec

ted

to w

hat s

tude

nts

have

pre

viou

sly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

dis

cipl

ines

. •

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

clea

r, de

man

ding

, and

hig

h.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

and

refe

renc

ed

thro

ugho

ut th

e le

sson

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

n ts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

• M

ost l

earn

ing

obje

ctiv

es a

nd s

tate

con

tent

st

anda

rds

are

com

mun

icat

ed.

• S

ub-o

bjec

tives

are

mos

tly a

ligne

d to

the

less

on’s

m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

con

nect

ed to

wha

t st

uden

ts h

ave

prev

ious

ly le

arne

d.

• E

xpec

tatio

ns fo

r stu

dent

per

form

ance

are

cle

ar.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at m

ost s

tude

nts

dem

onst

rate

m

aste

ry o

f the

obj

ectiv

e.

• Fe

w le

arni

ng o

bjec

tives

and

sta

te c

onte

nt

stan

dard

s ar

e co

mm

unic

ated

. •

Sub

-obj

ect iv

e s a

re in

cons

iste

ntly

alig

ned

to

the

less

on’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re ra

rely

con

nect

ed to

w

hat s

tude

nts

have

pre

viou

sly

lear

ned.

•

Exp

ecta

tions

for s

tude

nt p

erfo

rman

ce a

re

vagu

e.

• S

tate

sta

ndar

ds a

re d

ispl

ayed

. •

Ther

e is

evi

denc

e th

at fe

w s

tude

nts

dem

onst

rate

mas

tery

of t

he o

bjec

tive.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

sist

ently

org

aniz

es th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r con

sist

ently

dev

elop

s le

arni

ng

expe

rienc

es w

here

inqu

iry, c

urio

sity

, and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes

the

cont

ent s

o th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r som

etim

es re

info

rces

and

rew

ards

ef

fort.

• Th

e te

ache

r rar

ely

orga

nize

s th

e co

nten

t so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stu

dent

s.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

ex

perie

nces

whe

re in

quiry

, cur

iosi

ty, a

nd

expl

orat

ion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds

effo

rt.

Pres

entin

g In

stru

ctio

nal

Con

tent

Pre

sent

atio

n of

con

tent

alw

ays

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls

for n

ew c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or

her p

erfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no

irre

leva

nt, c

onfu

sing

, or n

on-e

ssen

tial

info

rmat

ion.

Pre

sent

atio

n of

con

ten t

mos

t of t

he ti

me

incl

udes

: •

visu

als

that

est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al s

umm

arie

s of

the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts

and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

his

or h

er

perfo

rman

ce e

xpec

tatio

ns;

• co

ncis

e co

mm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n; a

nd

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Pre

sent

atio

n of

con

tent

rare

ly in

clud

es:

• vi

sual

s th

at e

stab

lish

the

pur p

ose

of t h

e le

sson

, pre

view

the

orga

niza

tion

of th

e le

sson

, and

incl

ude

inte

rnal

sum

mar

ies

of th

e le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

fo

r new

con

cept

s an

d id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te h

is o

r he

r per

form

ance

exp

ecta

tions

; •

conc

ise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

and

no ir

rele

vant

, con

fusi

ng, o

r non

-ess

entia

l in

form

atio

n.

Less

on

Stru

ctur

e an

d Pa

cing

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

end

, and

tim

e fo

r ref

lect

ion.

•

Pac

ing

is b

risk

and

prov

ides

man

y op

portu

nitie

s fo

r ind

ivid

ual s

tude

nts

who

pr

ogre

ss a

t diff

eren

t lea

rnin

g ra

tes.

•

Rou

tines

for d

istri

butin

g m

ater

ials

are

se

amle

ss.

• N

o in

stru

ctio

nal t

ime

is lo

st d

urin

g tra

nsiti

ons.

• Th

e le

sson

sta

rts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

coh

eren

t, w

ith a

be

ginn

ing,

mid

dle,

and

end

. •

Pac

ing

is a

ppro

pria

te a

nd s

omet

imes

pro

vide

s op

portu

nitie

s fo

r stu

dent

s w

ho p

rogr

ess

at

diffe

rent

lear

ning

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re e

ffici

ent.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

trans

ition

s.

• Th

e le

sson

doe

s no

t sta

rt pr

ompt

ly.

• Th

e le

sson

has

a s

truct

ure,

but

may

be

mis

sing

clo

sure

or i

ntro

duct

ory

elem

ents

. •

Pac

ing

is a

ppro

pria

te fo

r les

s th

an h

alf o

f the

st

uden

ts a

nd ra

rely

pro

vide

s op

portu

nitie

s fo

r st

uden

ts w

ho p

rogr

ess

at d

iffer

ent l

earn

ing

rate

s.

• R

outin

es fo

r dis

tribu

ting

mat

eria

ls a

re

inef

ficie

nt.

• C

onsi

dera

ble

time

is lo

st d

urin

g tra

nsiti

ons.

••

•

Inst

ru

ctI

on

D Ay 4


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Act

iviti

es

and

Mat

eria

ls

Act

iviti

es a

nd m

ater

ials

incl

ude

all o

f the

follo

win

g:

• su

ppor

t the

less

on o

bjec

tives

; •

are

chal

leng

ing;

•

sust

ain

stud

ents

’ atte

ntio

n;

• el

icit

a va

riety

of t

hink

ing;

•

prov

ide

time

for

refle

ctio

n;

• ar

e re

leva

nt to

stu

dent

s’ li

ves;

•

prov

ide

oppo

rtuni

ties

for s

tude

nt-to

-stu

dent

in

tera

ctio

n;

• in

duce

stu

dent

cur

iosi

ty a

nd s

uspe

nse;

•

prov

ide

stud

ents

with

cho

ices

; •

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

•

inco

rpor

ate

reso

urce

s be

yond

the

scho

ol

curr

icul

um t e

xts

(e.g

., t e

ache

r-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc).

• In

add

ition

, som

etim

es a

ctiv

ities

are

gam

e-lik

e,

invo

lve

sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

Act

iviti

es a

nd m

ater

ials

incl

ude

mos

t of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

niti e

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls,

man

ipul

ativ

es, r

esou

rces

from

mus

eum

s,

cultu

ral c

ente

rs, e

tc).

Act

iviti

es a

nd m

ater

ials

incl

ude

few

of t

he fo

llow

ing:

•

supp

ort t

he le

sson

obj

ectiv

es;

• ar

e ch

alle

ngin

g;

• su

stai

n st

uden

ts’ a

ttent

ion;

•

elic

it a

varie

ty o

f thi

nkin

g;

• pr

ovid

e tim

e fo

r re

flect

ion;

•

are

rele

vant

to s

tude

nts’

live

s;

• pr

ovid

e op

portu

nitie

s fo

r stu

dent

to s

tude

nt

inte

ract

ion;

•

indu

ce s

tude

nt c

urio

sity

and

sus

pens

e;

• pr

ovid

e st

uden

ts w

ith c

hoic

es;

• in

corp

orat

e m

ultim

edia

and

tech

nolo

gy;

and

• in

corp

orat

e re

sour

ces

beyo

nd th

e sc

hool

cu

rric

ulum

text

s (e

.g.,

teac

her m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensi

on;

o

appl

icat

ion

and

anal

ysis

; and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns a

re c

onsi

sten

tly p

urpo

sefu

l and

co

here

nt.

• A

hig

h fre

quen

cy o

f que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

sist

ently

seq

uenc

ed w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e (3

-5 s

econ

ds) i

s co

nsi s

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on

volu

ntee

rs a

nd

nonv

olun

teer

s, a

nd a

bal

ance

of s

tude

nts

base

d on

abi

lity

and

sex.

•

Stu

dent

s ge

nera

te q

uest

ions

that

lead

to fu

rther

in

quiry

and

sel

f-dire

cted

lear

ning

.

Teac

her q

uest

ions

are

var

ied

and

high

qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fre

quen

cy o

f que

stio

ns a

sked

. •

Que

stio

ns a

re s

omet

imes

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

n s s

omet

i mes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is s

omet

imes

pro

vide

d.

• Th

e te

ache

r cal

ls o

n vo

lunt

eers

and

non

volu

ntee

rs,

and

a ba

lanc

e of

stu

dent

s ba

sed

on a

bilit

y an

d se

x.

Teac

her q

uest

ions

are

inco

nsis

tent

in q

ualit

y an

d in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion

; o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

seq

uenc

ed w

ith a

ttent

ion

to th

e in

stru

ctio

nal g

oals

. •

Que

stio

ns ra

rely

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss s

igna

ling,

cho

ral r

espo

nses

, or

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is in

cons

iste

ntly

pro

vide

d.

• Th

e te

ache

r mos

tly c

alls

on

volu

ntee

rs a

nd

high

-abi

lity

stud

ents

.

Inst

ru

ctI

on

Cont

inue

d

66



Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Aca

dem

ic

Feed

back

• O

ral a

nd w

ritte

n fe

edba

ck is

con

sist

ently

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, a

nd h

igh

qual

ity.

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt s

tude

nt th

inki

ng,

asse

ss e

ach

stud

ent’s

pro

gres

s, a

nd p

rovi

de

indi

vidu

al fe

edba

ck.

• Fe

edba

ck fr

om s

tude

nts

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

•

Teac

her e

ngag

es s

tude

nts

in g

ivin

g sp

ecifi

c an

d hi

gh-q

ualit

y fe

edba

ck to

one

ano

ther

.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h qu

ality

. •

Feed

back

is s

omet

imes

gi v

en d

u rin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal a

ctiv

ities

to

sup

port

enga

gem

ent,

and

mon

itor s

tude

nt w

ork.

•

Feed

back

from

stu

dent

s is

som

etim

es u

sed

to

mon

itor a

nd a

djus

t ins

truct

ion.

• Th

e qu

ality

and

tim

elin

ess

of fe

edba

ck is

in

cons

iste

nt.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om s

tude

nts

is ra

rely

use

d to

m

onito

r or a

djus

t ins

truct

ion.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty)

cons

iste

ntly

max

imiz

e st

uden

t und

erst

andi

ng a

nd

lear

ning

effi

cien

cy.

• A

ll st

uden

ts in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

All

stud

ents

par

ticip

atin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

var

ied

(e.g

., ra

ce, g

ende

r, ab

ility

, and

age

) to

best

acc

ompl

ish

the

goal

s of

the

less

on.

• In

stru

ctio

nal g

r oup

s fa

cilit

ate

oppo

rtuni

ties

for

stud

ents

to s

et g

oals

, ref

lect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) a

dequ

atel

y en

hanc

e st

uden

t und

erst

andi

ng a

nd le

arni

ng

effic

ienc

y.

• M

ost s

tude

nts

in g

roup

s kn

ow th

eir r

oles

, re

spon

sibi

litie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts

parti

cipa

ting

in g

roup

s ar

e he

ld

acco

unta

ble

for g

roup

wor

k an

d in

divi

dual

wor

k.

• In

stru

ctio

nal g

roup

com

posi

tion

is v

arie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

o st o

f the

tim

e,

acco

mpl

ish

the

goal

s of

the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or

hom

ogen

ous

abili

ty) i

nhib

it st

uden

t und

erst

andi

ng a

nd le

arni

ng e

ffici

ency

. •

Few

stu

dent

s in

gro

ups

know

thei

r rol

es,

resp

onsi

bilit

ies,

and

gro

up w

ork

expe

ctat

ions

. •

Few

stu

dent

s pa

rtici

patin

g in

gro

ups

are

held

ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Teac

her

Con

tent

K

now

ledg

e

• Te

ache

r dis

play

s ex

tens

ive

cont

ent k

now

ledg

e of

al

l the

sub

ject

s sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l stra

tegi

es to

enh

ance

st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts

key

conc

epts

and

id

eas

and

uses

them

as

base

s to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is

taug

ht in

suf

ficie

nt d

epth

to

allo

w fo

r the

dev

elop

men

t of u

nder

stan

ding

.

• Te

ache

r dis

play

s ac

cura

te c

onte

nt k

now

ledg

e of

all

the

subj

ects

he

or s

he te

ache

s.

• Te

ache

r som

etim

es im

plem

ents

sub

jec t

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt c

onte

nt

know

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s ke

y co

ncep

ts

and

idea

s an

d us

es th

em a

s ba

ses

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r dis

play

s un

der-

deve

lope

d co

nten

t kn

owle

dge

in s

ever

al s

ubje

ct a

reas

. •

Teac

her r

arel

y im

plem

ents

sub

ject

-spe

cific

in

stru

ctio

nal s

trate

gies

to e

nhan

ce s

tude

nt

cont

ent k

now

ledg

e.

• Te

ache

r doe

s no

t und

erst

and

key

conc

epts

and

id

eas

in th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Kno

wle

dge

of S

tude

nts

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

ispl

ay u

nder

stan

ding

of s

ome

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es s

omet

imes

inco

rpor

ate

stud

ent

inte

rest

s an

d cu

ltura

l her

itage

. •

Teac

her s

omet

imes

pr o

vide

s di

ffere

ntia

ted

inst

ruct

iona

l met

hods

and

con

tent

to e

nsur

e ch

ildre

n ha

ve th

e op

portu

nity

to m

aste

r wha

t is

bein

g ta

ught

.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stu

dent

s an

ticip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts

or c

ultu

ral h

erita

ge.

• Te

ache

r pra

ctic

es d

emon

stra

te li

ttle

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Inst

ru

ctI

on

Cont

inue

d

D Ay 4


Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes

of

thin

king

: •

•

•

•

The

teac

her p

rovi

des

oppo

rtuni

ties

whe

re s

tude

nts:

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts; a

nd

mon

itor t

heir

thin

king

to e

nsur

e th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s on

e ty

pe o

f thi

nkin

g:

•

•

•

• an

alyt

ical

thin

king

, whe

re s

tude

nts

anal

yze,

co

mpa

re a

nd c

ontra

st, a

nd e

valu

ate

and

expl

ain

info

rmat

ion;

pr

actic

al th

inki

ng, w

here

stu

dent

s us

e, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

cr

eativ

e th

inki

ng, w

here

stu

dent

s cr

eate

, de

sign

, im

agin

e, a

nd s

uppo

se; a

nd

rese

arch

-bas

ed th

inki

ng, w

here

stu

dent

s ex

plor

e an

d re

view

a v

arie

ty o

f ide

as, m

odel

s,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s op

portu

nitie

s w

here

stu

dent

s:

•

• ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; an

d

anal

yze

prob

lem

s fro

m m

ultip

le p

ersp

ectiv

es

and

view

poin

ts.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es

that

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s w

here

st

uden

ts:

•

• ge

nera

te a

var

iety

of i

deas

and

al

tern

ativ

es; o

r an

alyz

e pr

oble

ms

from

mul

tiple

pe

rspe

ctiv

es a

nd v

iew

poin

ts.

Prob

lem

So

lvin

g

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• A

bstra

ctio

n •

C

ateg

oriz

atio

n •

D

raw

ing

Con

clus

ions

/Jus

tifyi

ng S

olut

ions

•

P

redi

ctin

g O

utco

mes

•

O

bser

ving

and

Exp

erim

entin

g •

Im

prov

ing

Sol

utio

ns

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

G

ener

atin

g Id

eas

•

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usi o

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abs

tract

ion

• C

ateg

oriz

atio

n •

Dra

win

g C

oncl

usio

ns/J

ustif

ying

Sol

utio

n •

Pre

dict

ing

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g S

olut

ions

•

Iden

tifyi

ng R

elev

ant/I

rrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Cre

atin

g an

d D

esig

ning

Inst

ru

ctI

on

Cont

inue

d

68



Scoring and Evidence Template for 6th/7th Grade Reading Lesson: Instruction



Motivating Students


Content


D Ay 4



Questioning

Academic Feedback

Grouping Students

70





Students

Thinking

Problem Solving

D Ay 4







Evidence:

72






Evidence:

Recommendations:


additional resources

74



teacher observatIon report template

Announced Unannounced

Date ____________ Time _______

License Number __________________________________

Observer _____________________________________

Teacher Observed _________________________________

School Name _____________________________________

Observation Number ___________

'Planning ObserverScore

Instructional Plans (IP)Student Work (SW)Assessment (AS)

Environment

Expectations (EX)Managing StudentBehavior (MSB)Environment (ENV)Respectful Culture (RC)

Instruction

Standards andObjectives (SO)Motivating Students(MS)Presenting InstructionalContent (PIC)Lesson Structure andPacing (LS)Activities and Materials(ACT)Questioning (QU)Academic Feedback(FEED)Grouping Students(GRP)Teacher ContentKnowledge (TCK)Teacher Knowledge ofStudents (TKS)Thinking (TH)Problem Solving (PS)

Reinforcement Objective:

Re�nement Objective:

SelfScore

ObserverScore

SelfScore

ObserverScore

SelfScore

A D D I T I O N A L R E S O U R C E S


Adapted from the National Institute for Excellence in Teaching. Do not duplicate without permission.

Observer Signature _________________________________ Date ___________________

Teacher Signature __________________________________ Date ___________________

Observer Reflection on Observation (Optional):

Teacher Reflection on Observation (Optional):

76



educator professIonalIsm ratIng report

Teacher Name _________________________________ Date ____________

License Number _________________________________

Evaluator Name _________________________________

School Name ___________________________________

Evaluator Signature _________________________________ Date ___________________

Teacher Signature __________________________________ Date ___________________

Performance Standard Score

1. The educator is prompt, prepared, and participates in professional development opportunities.

2. The educator appropriately attempts to implement new strategies.

Gro

win

g an

d D

evel

opin

g Pr

ofes

sion

ally

3. The educator develops and works on a personal learning plan based on analyses of school improvement plans and goals, self-assessment, and feedback from observations.

4. The educator makes thoughtful and accurate assessments of his/her e�ectiveness as evidenced by the self-re�ection after each observation.

5. The educator takes action to improve his/her performance.

Re�e

ctin

g on

Te

achi

ng

6. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional or support decisions.

Com

mun

ity

Invo

lvem

ent

7. The educator actively supports school activities and events.

8. The educator adheres to school and district policies for personnel.

9. The educator works with peers in contributing to a safe and orderly learning environment.

Scho

ol

Resp

onsi

bilit

ies

10. The educator contributes to the school community by assisting/mentoring others, including collaborative planning, coaching, or mentoring other educators, or supervising clinical experiences for aspiring teachers.



InstructIons and process for onlIne certIfIcatIon assessment

To become a certified observer, you will complete a two-step process online.

1. view and evaluate a teacher lesson. 2. Answer eight questions regarding the post-conference process.

DIRECTIONS you will need to log in to the training portal with the username and password provided. From the menu of choices listed, please select “Certification.”

STEP 1a. OBSERVE A LESSON First you will be asked to watch an entire video recorded lesson. Please note that you may pause the video momentarily, but must view the entire video in order to evaluate it.

STEP 1b. EVALUATE THE LESSON Having completed watching the video, you are now ready to evaluate it. When you click the NEXT button, you will be presented with the Instruction Rubric. Select the best score for each indicator.

When you click NEXT, your scores are compared to the National Raters’ scores and when you receive a passing score, you are prompted to continue to Step 2.

STEP 2. POST-CONFERENCE In this portion of the Observer Certification, you will be presented a series of questions regarding the post-conference. Upon successful completion of this step, you will be presented an opportunity to print your certificate!

IF YOU DO NOT PASS If you do not successfully complete either portion of the process, you can retake the test in three days. you are encouraged to take advantage of your online and printed resources to prepare for the next opportunity.

IF YOU HAVE TECHNICAL DIFFICULTY Please review the Job Aide PDF available to download. If your issue continues, click CONTACT US at the bottom of the screen.

78



post-conference WrIte-up scorIng rubrIc

significantly above expectations (5)

at expectations (3)significantly below

expectations (1)

Reinforcement Area

•Identifiesthestandardwhere the teacher is most accomplished

•UtilizeslanguagefromtheInstruction standard

•Identifiesastandardwhere the teacher is At Expectations

•Utilizessomelanguageinthe Instruction standard

•Identifiesastandardwhere the teacher is not At Expectations

•Reinforcementareaisambiguous

Refinement Area

•Identifiesthemajorareaofweakness

•Refinementareaisunambiguous, explicit, and utilizes the language in the Instruction standard

•Identifiesanareaofweakness

•Refinementareautilizesthelanguage in the standard

•Doesnotaddressaneededarea of improvement

•Refinementareaisambiguous

Reinforcement Self-Analysis

Questions

•Open-endedquestionsthatfocus on the reinforcement area

•Questionsuselanguageexplicitly tied to the Instruction standard to be reinforced

•Questionsfocusonthereinforcement area

•Questionsusesomelanguage from the Instruction standard to be reinforced

•Questionsarenotwell focused on the reinforcement area

•Questionsarenotwellconnected to Instruction standards language

Refinement Self-Analysis

Questions

•Open-endedquestionsthatfocus on the refinement area

•Questionsuselanguageexplicitly tied to the Instruction standard to be refined

•Questionsfocusontherefinement area

•Questionsusesomelanguage from the Instruction standard to be refined

•Questionsarenotwellfocused on the refinement area

•Questionsdonotprovidelanguage from the Instruction standards



significantly above expectations (5)

at expectations (3)significantly below

expectations (1)

Reinforcement Evidence

• Evidenceclearlyexhibitstheteacher’s major strength by explicitly integrating specific examples from the teacher’s observed practice

• Evidenceidentifiestheteacher’s strength by providing some examples from the teacher’s observed practice

• Evidenceidentifiesanincorrect area of strength

Refinement Evidence

• Evidenceclearlyexhibitsthe teacher’s major area for improvement by explicitly integrating specific examples from the teacher’s observed practice

• Evidenceidentifiestheteacher’s major area for improvement by providing some examples from the teacher’s observed practice

• Evidenceidentifiesanincorrect area of improvement

Recommend- ations

• Recommendationsareclear, appropriate, aimed at identified area of refinement, logically sequenced, and presented in a concise manner that will result in improved instruction in the identified area of refinement.

• Recommendationsareclearly connected to identified area of refinement, are appropriate and if carried out will result in improved instruction in refined area

• Recommendationsabsent,vague, inappropriate, unrelated to identified refinement or not aimed at improved instruction in area refined

80



Additional Scoring and Evidence Template: Instruction



Motivating Students


Content





Questioning

Academic Feedback

Grouping Students

82





Students

Thinking

Problem Solving



coachIng QuestIons for post-conferences

Standards and Objectives: » How do you decide on the standards/objectives you will teach?

» How do you identify the sub-objectives for a lesson?

» How do you decide on the method you will use to communicate the standards/objectives to students?

» How do you utilize a visual of the standards/objectives during a lesson?

» How do you communicate your expectations to the students?

» How will you obtain evidence that most students have demonstrated mastery of the objective?

Motivating Students: » How do you organize the content of a lesson so that it is meaningful and relevant to the students?

» How do you develop learning experiences that provide opportunities for students to ask questions and explore?

» How do you reinforce and reward the efforts of all students?

» Why is it important for students to have opportunities to develop their own questions and explore for the answers?

» How does motivation impact student achievement?

Presenting Instructional Content: » How do you decide on the types of visuals you will use during a lesson?

» Why is it important for the teacher to model his/her expectations for students?

» How do you plan for effective modeling during a lesson?

» How do students clearly know your expectations for their assignments and for what they are to learn?

» When planning a lesson, how do you decide on the sequencing of the instruction within the lesson?

» When planning a lesson, how do you decide on the manner in which the different elements of the lesson will

be segmented?

» How do you maintain focus in a lesson on the learning objectives?

Lesson Structure and Pacing: » How do you decide on the manner in which you will segment the different parts of a lesson?

» How do you plan for effective closure within a lesson?

» How do you plan for the pacing of a lesson that provides opportunities for students who progress at different rates?

» How do you ensure that instructional time is used efficiently throughout a lesson so that all students remain actively

engaged in learning?

Activities and Materials: » How do you decide on the types of materials you will use during a lesson?

» How do you decide on the types of activities you will use during a lesson?

» How do you develop activities that are aligned to the learning objective?

84



Questioning: » How do you decide on the types and frequency of questions you ask during a lesson?

» Why is it important for teachers to ask higher-order questions during a lesson?

» How do you provide opportunities for all students to respond to your questions?

» How do you provide for wait time during a lesson?

» What is the purpose for a teacher to provide wait time?

Academic Feedback: » How do you decide on the type of feedback you provide to students?

» How do you use student feedback to make adjustments to your instruction?

» How do you engage students in providing quality feedback to one another?

Grouping: » How do you decide on the instructional grouping of students during a lesson?

» How do you hold groups and individuals accountable for work completed within a group?

» How do you decide on the roles individuals will have when working in groups?

» How do you communicate your expectations to students for their own work and that of the group?

» How do you assess the performance of groups and individuals when it is completed in a group setting?

Teacher Content Knowledge: » How do you prepare yourself to teach (insert a topic taught)?

» How do you develop or select instructional strategies to teach (insert the specific topic being taught)?

» How do you decide on the ways in which you will connect the content being taught to more powerful ideas?

» What are some other ideas to which you could have connected during the lesson?

Teacher Knowledge of Students: » How do you identify the learning styles of your students and incorporate these into your lessons?

» How do you identify the interests of your students and incorporate these into your lessons?

» How do you provide differentiated instructional methods within your lessons?

Thinking and Problem Solving: » How do you plan for activities and/or assignments that teach students different types of thinking or problem solving?

» Ask teachers to reflect on the specific activities and/or assignments utilized within the lesson and then identify the

type of thinking and/or problem solving each taught. This type of reflection will provide a means for assessing

a teacher’s understanding of analytical, practical, and research-based thinking and the types of problem solving

referenced under this indicator.



fourth grade englIsh language arts lesson plan (traInIng example only)

86



88



sIxth and seventh grade readIng lesson plan (traInIng example only) Lesson Plan Title: Sixth and Seventh grade Reading Lesson Concept / Topic to Teach: Story Themes Standards Addressed: General Goal(s): Communicate the essential understanding by stating that by the end of the lesson, students should understand that: 1.) “theme” is the message or truth about life revealed in a story that helps us make personal connections, and 2.) by understanding the theme of the story, it helps us to comprehend and enjoy what we read.

Specific Objectives: Students should be able to identify and analyze theme as evidenced via group activities and exit slips. Communicate the purpose of the learning objective for students by stating, “Understanding theme will help you, the reader, better understand what the author is trying to communicate to you and you will be able to gather a deeper understanding of that story’s message.”

Required Materials: » post-it notes » timers » Document reader: Elmo » Chart with written objectives/purpose of the lesson » Chart paper for reflection notes at the end of lesson » List of questions for students to ask each other in groups » Book: Money Hungry by Sharon Flake

Step-By-Step Procedures:

Anticipatory Set (Lead-In): » Connect theme to song lyrics » Connect song lyrics to personal connections » Connect personal connections to themes in stories and tie this back to the objective

Connection to previous learning:

» The four tips (title, characters, big moments and resolution) » Encourage students to implement Cornell Notes, restate questions and to use inferencing skills

Plan For Independent Practice: » Students will work in groups, ask previously prepared questions, restate questions, use Cornell Notes and display student

work on the Elmo



Closure (Reflect Anticipatory Set): At the end of the lesson ask individual students to reflect on how they used the four tips (title, characters, big moments and resolution) to answer the essential question and write their reflection on post-its

Assessment Based On Objectives: Student reflections, exit slips/determine if their answers to the essential question ensure that they understood theme

Adaptations (For students at varying learning rates): » Students at a variety of ability levels will be included in each group in order for them to provide peer support to

each other if necessary » Teacher will also circulate during the group discussions to ensure that students at varying learning rates are able

to identify themes

Tennessee Department of Education 710 James Robertson Parkway Andrew Johnson Tower, 5th Floor Nashville, TN 37243

Ver. 5/11

This project is funded under an agreement with the State of Tennessee.

team evaluation training workbook -...

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