Classroom Teacher 1e – 1e: Designing Coherent Instruction Element/Attributes Unsatisfactory Basic Proficient Distinguished Learning activities are not suitable to students or to Only some of the learning activities are suitable to All of the learning activities are suitable to students or Learning activities are highly suitable to diverse learners Learning activities. instructional outcomes and are not designed students or to the instructional outcomes. Some to the instructional outcomes, and most represent and support the instructional outcomes. They are all to engage students in active intellectual activity. represent a moderate cognitive challenge, but with no significant cognitive challenge, with some differentiation designed to engage students in high-level cognitive differentiation for different students. for different groups of students. activity and are differentiated, as appropriate, for individual learners. Instructional Materials and resources are not suitable for Some of the materials and resources are suitable to All of the materials and resources are suitable to All of the materials and resources are suitable to students, materials and students and do not support the instructional students, support the instructional outcomes, and students, support the instructional outcomes, and support the instructional outcomes, and are designed to resources. outcomes or engage students in meaningful engage students in meaningful learning. are designed to engage students in meaningful engage students in meaningful learning. There is evidence learning. learning. of appropriate use of technology and of student participation in selecting or adapting materials. Instructional Instructional groups do not support the Instructional groups partially support the Instructional groups are varied as appropriate to the Instructional groups are varied as appropriate to the groups. instructional outcomes and offer no variety. instructional outcomes, with an effort at providing students and the different instructional outcomes. students and the different instructional outcomes. some variety. There is evidence of student choice in selecting the different patterns of instructional groups. Lesson and unit The lesson or unit has a recognizable structure, The lesson or units has a clearly defined structure The or structure is clear and allows for The lesson or unit has no clearly defined lesson’s unit’s structure. structure, or the structure is chaotic. Activities although the structure is not uniformly maintained around which activities are organized. Progression of different pathways according to diverse student needs. do not follow an organized progression, and time throughout. Progression of activities is uneven, with activities is even, with reasonable time allocations. The progression of activities is highly coherent. allocations are unrealistic. most time allocations reasonable. Possible To be determined between NCT and administrator Examples of Evidence
Classroom Teacher – 1e 1e: Designing Coherent Instruction Element/Attributes Unsatisfactory Basic Proficient Distinguished Learning activities. Learning activities are not suitable to students or to instructional outcomes and are not designed to engage students in active intellectual activity. Only some of the learning activities are suitable to students or to the instructional outcomes. Some represent a moderate cognitive challenge, but with no differentiation for different students. All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students. Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity and are differentiated, as appropriate, for individual learners. Instructional materials and resources. Materials and resources are not suitable for students and do not support the instructional outcomes or engage students in meaningful learning. Some of the materials and resources are suitable to students, support the instructional outcomes, and engage students in meaningful learning. All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. There is evidence of appropriate use of technology and of student participation in selecting or adapting materials. Instructional groups. Instructional groups do not support the instructional outcomes and offer no variety. Instructional groups partially support the instructional outcomes, with an effort at providing some variety. Instructional groups are varied as appropriate to the students and the different instructional outcomes. Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of student choice in selecting the different patterns of instructional groups. Lesson and unit structure. The lesson or unit has no clearly defined structure, or the structure is chaotic. Activities do not follow an organized progression, and time allocations are unrealistic. The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Progression of activities is uneven, with most time allocations reasonable. The lesson or units has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. The progression of activities is highly coherent. Possible Examples of Evidence To be determined between NCT and administrator