Implementing Instruction Source of Evidence: Lesson Observation Component Descriptor Ineffective Emerging TARGET Accomplished Uses incorrect verbal or Makes an occasional error Uses clear and correct Uses clear and correct Communicating content written language in in verbal or written written and verbal written and verbal language communicating content. language that language that that communicates an [CAEP: 1.3; CAEP: D; communicates content. communicates content in a understanding of KTS: 1; InTASC: Content manner appropriate for content that contributes to Knowledge; KFfT: 3] students. the learning of students. all Does not explain Communicates Clearly communicates (via Clearly communicates (via Communicating high expectations expectations and/or expectations; however, the verbal and body language) verbal and body language) communicates low expectations seem unclear expectations and high learning and [CAEP: 1.4; KTS: 3; expectations regarding to students. confidence in behavioral expectations, students’ InTASC: Instructional capabilities. abilities to meet these and confidence in students’ students’ Practice; KFfT: 2] expectations. abilities to meet these expectations. Communicates standards Communicates standards Communicates clear Applies communicated Establishing positive learning environment of conduct that are unclear of conduct; however, standards of conduct, standards of conduct in an and/or responses to responses to misbehavior shows awareness of efficient and respectful [CAEP: 1.1; CAEP: D; misbehavior are are inconsistent. student behavior, and manner that results in a KTS: 3; InTASC: The inappropriate. responds in ways that are positive, fair, and Learner & Learning; KFfT: both appropriate and productive learning 2] respectful of students. environment for all students. Uses a variety of Makes minimal attempts to Uses an instructional Uses a variety of Uses a variety of actively engage students or strategy that attempts to instructional strategies that instructional strategies that instructional to address diverse needs. engage students; however, engage students throughout engage students strategies that all not all students were the lesson and consider throughout the lesson, and actively engage engaged. diverse needs. demonstrates the ability to students and meet students’ diverse needs adapt instruction to unanticipated [CAEP: 1.1.; KTS: 4; circumstances. InTASC: Instructional Practice; KFfT: 3]
Implementing Instruction Source of Evidence: Lesson Observation Component Descriptor Ineffective Emerging TARGET Accomplished Communicating content [CAEP: 1.3; CAEP: D; KTS: 1; InTASC: Content Knowledge; KFfT: 3] Uses incorrect verbal or written language in communicating content. Makes an occasional error in verbal or written language that communicates content. Uses clear and correct written and verbal language that communicates content in a manner appropriate for students. Uses clear and correct written and verbal language that communicates an understanding of content that contributes to the learning of all students. Communicating high expectations [CAEP: 1.4; KTS: 3; InTASC: Instructional Practice; KFfT: 2] Does not explain expectations and/or communicates low expectations regarding students’ capabilities. Communicates expectations; however, the expectations seem unclear to students. Clearly communicates (via verbal and body language) expectations and confidence in students’ abilities to meet these expectations. Clearly communicates (via verbal and body language) high learning and behavioral expectations, and confidence in students’ abilities to meet these expectations. Establishing positive learning environment [CAEP: 1.1; CAEP: D; KTS: 3; InTASC: The Learner & Learning; KFfT: 2] Communicates standards of conduct that are unclear and/or responses to misbehavior are inappropriate. Communicates standards of conduct; however, responses to misbehavior are inconsistent. Communicates clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students. Applies communicated standards of conduct in an efficient and respectful manner that results in a positive, fair, and productive learning environment for all students. Uses a variety of instructional strategies that actively engage students and meet diverse needs [CAEP: 1.1.; KTS: 4; InTASC: Instructional Practice; KFfT: 3] Makes minimal attempts to actively engage students or to address diverse needs. Uses an instructional strategy that attempts to engage students; however, not all students were engaged. Uses a variety of instructional strategies that engage students throughout the lesson and consider students’ diverse needs. Uses a variety of instructional strategies that engage all students throughout the lesson, and demonstrates the ability to adapt instruction to unanticipated circumstances.