6 Check for Understanding – Level 1 – Significantly Below Level 2 – Below Expectations Level 3 – Meeting Expectations Expectations The following best describes what is The following best describes what is Level 4 – Above Expectations Descriptor The following best describes what is observed: observed: Level 5 Significantly Above Expectations – observed: Teacher attempts to check for Teacher attempts to check for Teacher checks for Level 4 Evidence fully supporting Level 3 is – understanding of content, but understanding of content by understanding of content by present, as well as one of the following: Address misunderstandings are not addressing misunderstandings addressing misunderstandings Misunderstandings addressed. using the same with another approach/strategy. approach/strategy. Level 5 - Evidence fully supporting Level 3 is all Teacher does not circulate; Teacher limits circulation such Teacher circulates during present, as well as of the following: students do not receive support that students who need support instructional activities to Teacher checks for understanding of content Teacher Circulates or feedback. do not receive it; only some support engagement and by allowing student to offer specific and students are supported or provide relevant feedback. relevant feedback to each other. receive inaccurate feedback. Teacher or students provide oral/written Students’ work is not Teacher formatively assesses Teacher formatively assesses feedback that is frequent, academically Formative formatively assessed to students’ work without making students’ work in order to focused, and of high quality. Assessment determine if adjustments are adjustments in real time (when adjust instruction in real time. Teacher anticipates student needed in real time. needed). misunderstandings and addresses them by Scaffolding techniques are not Teacher uses scaffolding Teacher uses scaffolding redirecting questions, as appropriate. Scaffolding implemented. techniques that do not allow techniques so that students Techniques students to construct their own construct their own understanding. understandings. Flow of the lesson is hindered; Teacher is unable to address Teacher is able to address/ students who do not student misunderstandings correct student understand are completely effectively, taking away from misunderstandings effectively Continuity of disengaged. the flow of the lesson and without taking away from the Lesson losing the engagement of flow of the lesson or losing the students who do understand. engagement of students who do not understand. Teacher utilizes only one Teacher attempts to utilize a Teacher utilizes a variety of method to check for variety of methods to for methods to for for understanding. understanding but fails to understanding. Understanding identify students who do not understand. Teach Domain
6 – Check for Understanding Descriptor Level 1 – Significantly Below Expectations The following best describes what is observed: Level 2 – Below Expectations The following best describes what is observed: Level 3 – Meeting Expectations The following best describes what is observed: Level 4 – Above Expectations Level 5 – Significantly Above Expectations Address Misunderstandings Teacher attempts to check for understanding of content, but misunderstandings are not addressed. Teacher attempts to check for understanding of content by addressing misunderstandings using the same approach/strategy. Teacher checks for understanding of content by addressing misunderstandings with another approach/strategy. Level 4 – Evidence fully supporting Level 3 is present, as well as one of the following: Level 5 - Evidence fully supporting Level 3 is present, as well as all of the following: Teacher checks for understanding of content by allowing student to offer specific and relevant feedback to each other. Teacher or students provide oral/written feedback that is frequent, academically focused, and of high quality. Teacher anticipates student misunderstandings and addresses them by redirecting questions, as appropriate. Teacher Circulates Teacher does not circulate; students do not receive support or feedback. Teacher limits circulation such that students who need support do not receive it; only some students are supported or receive inaccurate feedback. Teacher circulates during instructional activities to support engagement and provide relevant feedback. Formative Assessment Students’ work is not formatively assessed to determine if adjustments are needed in real time. Teacher formatively assesses students’ work without making adjustments in real time (when needed). Teacher formatively assesses students’ work in order to adjust instruction in real time. Scaffolding Techniques Scaffolding techniques are not implemented. Teacher uses scaffolding techniques that do not allow students to construct their own understanding. Teacher uses scaffolding techniques so that students construct their own understandings. Continuity of Lesson Flow of the lesson is hindered; students who do not understand are completely disengaged. Teacher is unable to address student misunderstandings effectively, taking away from the flow of the lesson and losing the engagement of students who do understand. Teacher is able to address/ correct student misunderstandings effectively without taking away from the flow of the lesson or losing the engagement of students who do not understand. for Understanding Teacher utilizes only one method to check for understanding. Teacher attempts to utilize a variety of methods to for understanding but fails to identify students who do not understand. Teacher utilizes a variety of methods to for understanding. Teach Domain