essential questions, outcomes. always correlated Students are goals, rubrics and Outcomes are with state and unclear as to the exemplars. correlated with district standards. purposes of the Outcomes are state and district lesson. correlated with state standards. and district standards and previous learning. Knowledge of Displays extensive Demonstrates Has gaps in Makes content content knowledge content content errors; Content with evidence of the knowledge and knowledge. explanations are (Correlates with most current delivers content unclear and fails Content is Domain information in the that is factually to build student factually correct Indicators 29, 31, content area. correct. but explanations understanding of 33, 34, 36, 37, 38 key concepts. Fully explains Content is clear lack clarity and concepts and and content is not well connects content to and organized. other areas, student key points or Does not experiences or to main ideas are emphasize key current events. emphasized. points or make Sparks student Connects the connections parts excitement and content to other of the discipline or interest in the parts of the with other content. discipline or disciplines. other disciplines. STUDENT INSTRUCTIONAL ENGAGEMENT Continued: Expectations Consistently Consistently Inconsistently Does not demonstrates high demonstrates high communicates establish or (Correlates with Domain expectations for expectations for and applies high communicate learning and learning and expectations for high Indicators 30, 32, achievement for achievement for all learning and expectations for 33, 37, 39, 40 individual students by students by clear achievement. learning and clear communications, Inconsistently achievement. communications, monitoring student adjusts and There is no monitoring student growth and adapts individual evidence of growth and adjusting adjusting and student needs. adjusting and and adapting adapting Students may adapting instruction to meet instruction to meet occasionally instruction to individual needs. classroom. spend time meet individual Students participate Students value or give up needs. in forming their own academic success when the work is Students may academic goals and as evidenced by challenging. demonstrate a analyzing their the quality of their lack of interest progress. work. in their work and be afraid to take on new challenges or risk failure. Instructional Selects highly Selects effective Uses a limited Uses only one or effective strategies, strategies, inventory of two teaching Strategies materials and materials and classroom strategies or (Correlates with groupings to involve classroom strategies, types of material Domain
essential questions, goals, rubrics and exemplars. Outcomes are correlated with state and district standards and previous learning. outcomes. Outcomes are correlated with state and district standards. always correlated with state and district standards. Students are unclear as to the purposes of the lesson. Knowledge of Content (Correlates with Domain Indicators 29, 31, 33, 34, 36, 37, 38 Displays extensive content knowledge with evidence of the most current information in the content area. Fully explains concepts and connects content to other areas, student experiences or to current events. Sparks student excitement and interest in the content. Demonstrates content knowledge and delivers content that is factually correct. Content is clear and and key points or main ideas are emphasized. Connects the content to other parts of the discipline or other disciplines. Has gaps in content knowledge. Content is factually correct but explanations lack clarity and content is not well organized. Does not emphasize key points or make connections parts of the discipline or with other disciplines. Makes content errors; explanations are unclear and fails to build student understanding of key concepts. STUDENT INSTRUCTIONAL ENGAGEMENT Continued: Expectations (Correlates with Domain Indicators 30, 32, 33, 37, 39, 40 Consistently demonstrates high expectations for learning and achievement for individual students by clear communications, monitoring student growth and adjusting and adapting instruction to meet individual needs. Students participate in forming their own academic goals and analyzing their progress. Consistently demonstrates high expectations for learning and achievement for all students by clear communications, monitoring student growth and adjusting and adapting instruction to meet classroom. Students value academic success as evidenced by the quality of their work. Inconsistently communicates and applies high expectations for learning and achievement. Inconsistently adjusts and adapts individual student needs. Students may occasionally spend time or give up when the work is challenging. Does not establish or communicate high expectations for learning and achievement. There is no evidence of adjusting and adapting instruction to meet individual needs. Students may demonstrate a lack of interest in their work and be afraid to take on new challenges or risk failure. Instructional Strategies (Correlates with Domain Selects highly effective strategies, materials and groupings to involve Selects effective strategies, materials and classroom Uses a limited inventory of classroom strategies, Uses only one or two teaching strategies or types of material