Instructional resources and Selects or designs resources and/or Selects or designs resources and/or Selects or designs resources and/or Selects or designs resources for flexible groupings support groupings that do not cognitively groupings that minimally engage flexible groupings that cognitively interdisciplinary connections that cognitive engagement and new engage students or support new students cognitively and minimally engage students in real world, global cognitively engage students and learning learning. support new learning. and/or career connections that extend new learning. support new learning. Rating 2b. Strengths: Recommendations: 2.c - Selecting appropriate assessment strategies to monitor student progress Attribute Below Standard Developing Proficient Exemplary Criteria for student success Does not plan criteria for student Plans general criteria for student Plans specific criteria for student Plans to include students in success; and/or does not plan success; and/or plans some success; and plans opportunities for developing criteria for monitoring opportunities for students to opportunities for students to students to self-assess using the their own success. criteria. Ongoing assessment of student Plans assessment strategies that are Plans assessment strategies that are Plans assessment strategies to elicit Plans strategies to engage students in learning limited or not aligned to intended partially aligned to intended specific evidence of student learning using assessment criteria to instructional outcomes. instructional outcomes OR strategies of intended instructional outcomes at and reflect upon their own that elicit only minimal evidence of critical points throughout the lesson. progress. student learning. Rating 2c. Strengths: Recommendations: Domain 3 - Instruction for Active Learning 3.a - Implementing instructional content for learning Attribute Below Standard Developing Proficient Exemplary Instructional Purpose Does not clearly communicate Communicates learning expectations Clearly communicates learning Students are encouraged to explain learning expectations to students. to students and sets a general expectations to students and sets a how the learning is situated within purpose for instruction, which may specific purpose for instruction and the broader context/curriculum. require further clarification. helps students to see how the learning is aligned with Common Core State Standards and/or other appropriate Connecticut content standards.
Instructional resources and flexible groupings support cognitive engagement and new learning Selects or designs resources and/or groupings that do not cognitively engage students or support new learning. Selects or designs resources and/or groupings that minimally engage students cognitively and minimally support new learning. Selects or designs resources and/or flexible groupings that cognitively engage students in real world, global and/or career connections that support new learning. Selects or designs resources for interdisciplinary connections that cognitively engage students and extend new learning. Rating 2b. Strengths: Recommendations: 2.c - Selecting appropriate assessment strategies to monitor student progress Attribute Below Standard Developing Proficient Exemplary Criteria for student success Does not plan criteria for student success; and/or does not plan opportunities for students to Plans general criteria for student success; and/or plans some opportunities for students to Plans specific criteria for student success; and plans opportunities for students to self-assess using the criteria. Plans to include students in developing criteria for monitoring their own success. Ongoing assessment of student learning Plans assessment strategies that are limited or not aligned to intended instructional outcomes. Plans assessment strategies that are partially aligned to intended instructional outcomes OR strategies that elicit only minimal evidence of student learning. Plans assessment strategies to elicit specific evidence of student learning of intended instructional outcomes at critical points throughout the lesson. Plans strategies to engage students in using assessment criteria to and reflect upon their own progress. Rating 2c. Strengths: Recommendations: Domain 3 - Instruction for Active Learning 3.a - Implementing instructional content for learning Attribute Below Standard Developing Proficient Exemplary Instructional Purpose Does not clearly communicate learning expectations to students. Communicates learning expectations to students and sets a general purpose for instruction, which may require further clarification. Clearly communicates learning expectations to students and sets a specific purpose for instruction and helps students to see how the learning is aligned with Common Core State Standards and/or other appropriate Connecticut content standards. Students are encouraged to explain how the learning is situated within the broader context/curriculum.