Are students engaged Teacher engages Students are reached. The text(s) are at or above in appropriately students in the complexity level Students are challenging work? Are appropriately expected for the grade challenged. students being challenging work. and time in the school Students’ learning reached? What %? How year. Teacher challenges levels and styles are do you know? students. The text(s) exhibit met. Are all students being exceptional craft and Teacher meet students’ Students master challenged? What %? thought and/or provide learning levels/styles. objectives. How do you know? useful information. Teacher includes Students’ attention is Are student learning (PreK-5 classrooms) The appropriately complex sustained throughout levels/styles being met? teacher effectively uses text, task, and activities lesson. What %? How do you small group to support student know? instruction/guided mastery of objective. reading time to Has the teacher Teacher incorporates differentiate for students included complex texts, activities and materials to ensure that all students tasks and activities to that sustain student master foundational skills. support students’ attention mastery of objectives? (PreK-5 classrooms) The If so, what do these teacher effectively uses materials look like? small group What makes them instruction/stations to complex? differentiate for students to ensure that all students Do the lesson materials master foundational skills. and activities sustain the attention of The teacher keeps all students and their students persevering with learning levels/styles? challenging tasks. (PreK-5) The teacher demonstrates awareness and appropriate action regarding the variations present in student progress towards reading independently. The teacher provides differentiated support for students throughout the course of the lesson, particularly in small-group instruction. TEACH 4: Content Engagement Provide students multiple ways to engage with content. LEVEL 3 TEM Teacher Behaviors TEM Student Behaviors CLIP Look Fors
Are students engaged in appropriately challenging work? Are students being reached? What %? How do you know? Are all students being challenged? What %? How do you know? Are student learning levels/styles being met? What %? How do you know? Has the teacher included complex texts, tasks and activities to support students’ mastery of objectives? If so, what do these materials look like? What makes them complex? Do the lesson materials and activities sustain the attention of students and their learning levels/styles? Teacher engages students in appropriately challenging work. Teacher challenges students. Teacher meet students’ learning levels/styles. Teacher includes appropriately complex text, task, and activities to support student mastery of objective. Teacher incorporates activities and materials that sustain student attention Students are reached. Students are challenged. Students’ learning levels and styles are met. Students master objectives. Students’ attention is sustained throughout lesson. The text(s) are at or above the complexity level expected for the grade and time in the school year. The text(s) exhibit exceptional craft and thought and/or provide useful information. (PreK-5 classrooms) The teacher effectively uses small group instruction/guided reading time to differentiate for students to ensure that all students master foundational skills. (PreK-5 classrooms) The teacher effectively uses small group instruction/stations to differentiate for students to ensure that all students master foundational skills. The teacher keeps all students persevering with challenging tasks. (PreK-5) The teacher demonstrates awareness and appropriate action regarding the variations present in student progress towards reading independently. The teacher provides differentiated support for students throughout the course of the lesson, particularly in small-group instruction. TEACH 4: Content Engagement Provide students multiple ways to engage with content. LEVEL 3 TEM Teacher Behaviors TEM Student Behaviors CLIP Look Fors