Designs Coherent Instructional Grouping of Students (c) U Instructional groups B Instructional groups P Instructional groups are D Instructional groups are suitable do not support the are inconsistent in suitable to the instructional to the instructional goals and/or to instructional goals suitability to the goals and/or the learning the learning needs of students. and/or do not offer any instructional goals and needs of students. There is evidence of student choice variety in the learning offer minimal variety in in selecting different instructional experience. learning experiences. groups. Unacceptable Basic Proficient Distinguished Comments: Accommodates Students Questions or Interest (e) U Teacher librarian B P D Teacher librarian seizes Teacher librarian Teacher librarian responds often ignores or attempts to productively to the students’ opportunities to enhance learning, brushes aside accommodate questions or interests. building on spontaneous events students’ questions or questions or interests. without jeopardizing the lesson plan students’ interests. The effects on the and the learning goals. understanding students’ of a lesson are unclear. Unacceptable Basic Proficient Distinguished Comments: Engages Students in Learning Using Appropriate Structure and Pacing (c) U The lesson has no B The lesson has a P The lesson has a clearly D The is highly lesson’s structure clearly defined recognizable structure, defined structure around coherent, allowing for reflection and structure, and/or the although it is not which the activities are closure as appropriate. Pacing of pacing of the lesson is uniformly maintained organized. Pacing of the the lesson is appropriate for too slow or rushed, or throughout the lesson. lesson is consistent. students with multiple learning both. Pacing of the lesson is needs. inconsistent. Unacceptable Basic Proficient Distinguished Comments:
Designs Coherent Instructional Grouping of Students (c) U Instructional groups B Instructional groups P Instructional groups are D Instructional groups are suitable do not support the instructional goals and/or do not offer any variety in the learning experience. are inconsistent in suitability to the instructional goals and offer minimal variety in learning experiences. suitable to the instructional goals and/or the learning needs of students. to the instructional goals and/or to the learning needs of students. There is evidence of student choice in selecting different instructional groups. Unacceptable Basic Proficient Distinguished Comments: Accommodates Students Questions or Interest (e) U Teacher librarian B Teacher librarian P Teacher librarian responds D Teacher librarian seizes often ignores or brushes aside students’ questions or interests. attempts to accommodate students’ questions or interests. The effects on the students’ understanding of a lesson are unclear. productively to the students’ questions or interests. opportunities to enhance learning, building on spontaneous events without jeopardizing the lesson plan and the learning goals. Unacceptable Basic Proficient Distinguished Comments: Engages Students in Learning Using Appropriate Structure and Pacing (c) U The lesson has no B The lesson has a P The lesson has a clearly D The lesson’s structure is highly clearly defined structure, and/or the pacing of the lesson is too slow or rushed, or both. recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent. defined structure around which the activities are organized. Pacing of the lesson is consistent. coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for students with multiple learning needs. Unacceptable Basic Proficient Distinguished Comments: