correct and uses vocabulary appropriate to the students’ ages and interests. The learning tasks and activities are aligned 3 3c Engaging Students in Learning Student enthusiasm, interest thinking, problem with the instructional outcomes and solving, etc. designed to challenge student thinking, the result being that most students display Learning tasks that require high-level student active intellectual engagement with thinking and invite students to explain their important and challenging content and are thinking supported in that engagement by teacher Students highly motivated to work on all scaffolding. and persistent even when tasks are challenging Students actively rather than “working,” The pacing of the lesson is appropriate, watching their teacher “works” providing most students the time needed to Suitable pacing of the lesson: neither dragged be intellectually engaged. out nor rushed, with time for closure and student reflection Criterion 2: Demonstrating effective teaching practices. Components/Indicators * Proficient Principal Teacher Rating 3b Using Questioning and Discussion Although the teacher may use some Techniques level questions, he or she asks the students 3 questions designed to promote thinking and Questions of high cognitive challenge, understanding. formulated by both students and teacher Questions with multiple correct answers or Teacher creates a genuine discussion multiple approaches, even when there is a students, providing adequate time for single correct response students to respond and stepping aside Effective use of student responses and ideas when appropriate. Discussion, with the teacher stepping out of the Teacher successfully engages most students central, mediating role in the discussion, employing a range of Focus on the reasoning exhibited by students in strategies to ensure that most students are discussion, both in give-and-take with the heard. teacher and with their classmates High levels of student participation and discussion
correct and uses vocabulary appropriate to the students’ ages and interests. 3c Engaging Students in Learning Student enthusiasm, interest thinking, problem solving, etc. Learning tasks that require high-level student thinking and invite students to explain their thinking Students highly motivated to work on all and persistent even when tasks are challenging Students actively “working,” rather than watching their teacher “works” Suitable pacing of the lesson: neither dragged out nor rushed, with time for closure and student reflection The learning tasks and activities are aligned with the instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. 3 Criterion 2: Demonstrating effective teaching practices. Components/Indicators * Proficient Principal Teacher Rating 3b Using Questioning and Discussion Techniques Questions of high cognitive challenge, formulated by both students and teacher Questions with multiple correct answers or multiple approaches, even when there is a single correct response Effective use of student responses and ideas Discussion, with the teacher stepping out of the central, mediating role Focus on the reasoning exhibited by students in discussion, both in give-and-take with the teacher and with their classmates High levels of student participation and discussion Although the teacher may use some questions, he or she asks the students questions designed to promote thinking and understanding. Teacher creates a genuine discussion students, providing adequate time for students to respond and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard. 3 level