engage all participate in the ensure that all students in the discussion, with voices are heard. discussion are the teacher only partially stepping aside successful. when appropriate. 3c: Activities and Activities and Activities and Students, Engaging Students assignments, assignments, assignments, throughout the in Learning materials, and materials, and materials, and lesson, are highly groupings of groupings of groupings of intellectually students are students are students are engaged in inappropriate for partially appropriate for significant learning, the instructional appropriate to the instructional and make material outcomes or the instructional outcomes and contributions to the students’ outcomes or students’ activities, student cultures or levels students’ cultures and groupings, and of cultures or levels levels of materials. The understanding, of understanding. lesson is adapted as resulting in little understanding, All students are necessary to the intellectual resulting in engaged in work needs of individuals, engagement. The moderate of a high level of and the structure lesson has no intellectual rigor. The and pacing allow for structure or is engagement. The lesson’s student reflection poorly paced. lesson has a structure is and closure. recognizable coherent, with structure, but appropriate that structure is pace. not fully maintained. 3e: The teacher The teacher The teacher The teacher seizes Demonstrating adheres to the attempts to promotes the an opportunity to Flexibility and instruction plan, modify the successful enhance learning, Responsiveness even when a lesson when learning of all building on a change would needed and to students, making spontaneous event improve the respond to adjustments as or student interests. lesson or address student needed to The teacher ensures students’ lack of questions, with instruction plans the success of all interest. The moderate and students, suing an teacher brushes success. The accommodating extensive repertoire aside student teacher accepts student of instructional questions; when responsibility for questions, needs, strategies. students student success, and interests. experience but has only a difficulty, the limited
engage all students in the discussion are only partially successful. participate in the discussion, with the teacher stepping aside when appropriate. ensure that all voices are heard. 3c: Engaging Students in Learning Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced. Activities and assignments, materials, and groupings of students are partially appropriate to the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained. Activities and assignments, materials, and groupings of students are appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace. Students, throughout the lesson, are highly intellectually engaged in significant learning, and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. 3e: Demonstrating Flexibility and Responsiveness The teacher adheres to the instruction plan, even when a change would improve the lesson or address students’ lack of interest. The teacher brushes aside student questions; when students experience difficulty, the The teacher attempts to modify the lesson when needed and to respond to student questions, with moderate success. The teacher accepts responsibility for student success, but has only a limited The teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests. The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of all students, suing an extensive repertoire of instructional strategies.