LEVEL 3 Evidence-Based Reflection Questions TEM Teacher Behaviors TEM Student Behaviors CLIP Look Fors How does the teacher Teacher explains content, Students understand The teacher gradually explain or demonstrate clearly and accurately. the content. releases responsibility content? What does throughout the Teacher uses multiple Students ask student understanding lesson, modeling new perspective/approaches. clarifying questions. look like? skills before giving Teacher makes relevant students the Does the teacher utilize connections with other opportunity to multiple content areas, student practice together and perspectives/approaches experiences and interests. independently. to solve problems or Teacher explains content interpret text/content? If Questions and tasks using developmentally so, how? attend to academic appropriate, academic language (i.e. Does the teacher make language. vocabulary and relevant connections with syntax) in the text. Teacher makes other content areas, adjustments and provides students’ experiences and alternative ways to explain interest, or current events? content. If so, how? Teacher models Does the teacher use performance expectations explanations that are developmentally Teacher provides logical appropriate? Does the sequencing of all essential teacher include academic information. language that is clear and concise? Does the teacher make adjustments when appropriate? Does the teacher have alternative ways of explaining content? TEACH 3: Appropriately Challenging Work Engage students at all learning levels in appropriately challenging work. LEVEL 3 Evidence-Based Reflection Questions TEM Teacher Behaviors TEM Student Behaviors CLIP Look Fors
LEVEL 3 Evidence-Based Reflection Questions TEM Teacher Behaviors TEM Student Behaviors CLIP Look Fors How does the teacher explain or demonstrate content? What does student understanding look like? Does the teacher utilize multiple perspectives/approaches to solve problems or interpret text/content? If so, how? Does the teacher make relevant connections with other content areas, students’ experiences and interest, or current events? If so, how? Does the teacher use explanations that are developmentally appropriate? Does the teacher include academic language that is clear and concise? Does the teacher make adjustments when appropriate? Does the teacher have alternative ways of explaining content? Teacher explains content, clearly and accurately. Teacher uses multiple perspective/approaches. Teacher makes relevant connections with other content areas, student experiences and interests. Teacher explains content using developmentally appropriate, academic language. Teacher makes adjustments and provides alternative ways to explain content. Teacher models performance expectations Teacher provides logical sequencing of all essential information. Students understand the content. Students ask clarifying questions. The teacher gradually releases responsibility throughout the lesson, modeling new skills before giving students the opportunity to practice together and independently. Questions and tasks attend to academic language (i.e. vocabulary and syntax) in the text. TEACH 3: Appropriately Challenging Work Engage students at all learning levels in appropriately challenging work. LEVEL 3 Evidence-Based Reflection Questions TEM Teacher Behaviors TEM Student Behaviors CLIP Look Fors