8b Engages learners in Students are not aware of Students appear to be only Students are of Students are aware of and assessing their progress. assessment criteria and do partially aware of the assessment criteria before have contributed to (Danielson 3d) not self-assess. assessment criteria and beginning assessment tasks assessment criteria, and students rarely self-assess. and students sometimes frequently self-assess and monitor their own progress. 7a Selects and creates Learning experiences are not Learning experiences are Learning experiences build Learning experiences on learning experiences that are aligned with learning vaguely aligned learning on each other and are each other and are clearly aligned to learning objectives or content objectives or content aligned with learning and consistently aligned with objectives and content standards. standards. objectives and content learning objectives and standards. standards. content standards. 7b Selects and uses Materials and learning Materials and learning Materials and learning Materials and learning materials and learning activities are not relevant to activities are superficially activities are relevant to activities are meaningful and activities that are relevant to students’ sociocultural relevant to students’ students’ sociocultural consistently relevant to students’ sociocultural backgrounds. sociocultural backgrounds. backgrounds. students’ sociocultural backgrounds. backgrounds. 7e Plans collaboratively with No evidence of collaborative Teacher rarely participates in Teacher participates in Teacher takes initiative to available professionals who planning for instruction. collaborative planning to collaborative planning to collaboratively plan with have specialized expertise design effective learning design effective learning available professionals to (special educators, related experiences. experiences. design effective learning service providers, language experiences. learning specialists, librarians, specialists) to design effective learning experiences. 8b2 Monitors student Teacher stands in one place Limited movement around Targeted movement around Purposeful movement learning in the context of in room, minimal or no room, lack of awareness of room with awareness of around room with awareness of student student understanding in whole group, small group and continuous awareness of individual, small group, and whole class settings and understanding, no checks for small group or individual individual understanding, whole group, small group and adjusts instruction student understanding, or work, generic checks for meaningful checks for individual understanding, accordingly. rigid adherence to lesson understanding to the whole understanding; uses checks consistent meaningful checks plan. group, limited flexibility in to make adjustments in for understanding which implementing lesson plan. lesson. result in adjustments in instruction that extend students’ understanding. InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced
8b Engages learners in assessing their progress. (Danielson 3d) Students are not aware of assessment criteria and do not self-assess. Students appear to be only partially aware of the assessment criteria and students rarely self-assess. Students are of assessment criteria before beginning assessment tasks and students sometimes Students are aware of and have contributed to assessment criteria, and frequently self-assess and monitor their own progress. 7a Selects and creates learning experiences that are aligned to learning objectives and content standards. Learning experiences are not aligned with learning objectives or content standards. Learning experiences are vaguely aligned learning objectives or content standards. Learning experiences build on each other and are aligned with learning objectives and content standards. Learning experiences on each other and are clearly and consistently aligned with learning objectives and content standards. 7b Selects and uses materials and learning activities that are relevant to students’ sociocultural backgrounds. Materials and learning activities are not relevant to students’ sociocultural backgrounds. Materials and learning activities are superficially relevant to students’ sociocultural backgrounds. Materials and learning activities are relevant to students’ sociocultural backgrounds. Materials and learning activities are meaningful and consistently relevant to students’ sociocultural backgrounds. 7e Plans collaboratively with available professionals who have specialized expertise (special educators, related service providers, language learning specialists, librarians, specialists) to design effective learning experiences. No evidence of collaborative planning for instruction. Teacher rarely participates in collaborative planning to design effective learning experiences. Teacher participates in collaborative planning to design effective learning experiences. Teacher takes initiative to collaboratively plan with available professionals to design effective learning experiences. 8b2 Monitors student learning in the context of individual, small group, and whole class settings and adjusts instruction accordingly. Teacher stands in one place in room, minimal or no awareness of student understanding, no checks for student understanding, or rigid adherence to lesson plan. Limited movement around room, lack of awareness of student understanding in small group or individual work, generic checks for understanding to the whole group, limited flexibility in implementing lesson plan. Targeted movement around room with awareness of whole group, small group and individual understanding, meaningful checks for understanding; uses checks to make adjustments in lesson. Purposeful movement around room with continuous awareness of whole group, small group and individual understanding, consistent meaningful checks for understanding which result in adjustments in instruction that extend students’ understanding. InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced