The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Unsatisfactory Needs Improvement Proficient Exemplary Establishes no or low May high expectations for Consistently defines high Consistently demonstrates high expectations around quality of quality and effort, but provides expectations for the quality of expectations for the quality of work and effort and/or offers few exemplars and rubrics, student work and the student work and the few supports for students to limited guided practice, and/or perseverance and effort perseverance and effort II-A-1. produce quality work or effort. few other supports to help required to produce it; required to produce it; supports Quality of Effort and students know what is expected provides exemplars, rubrics, students to set high Work of them; may establish and guided practice. expectations for themselves inappropriately low and for each other to produce expectations for quality and high-quality work. Models this effort. practice for others. Uses instructional practices that Uses instructional practices that Consistently uses instructional Consistently uses instructional leave most students uninvolved motivate and engage some practices that are likely to practices that motivate and II-A-2. and/or passive participants in students in the content of the motivate and engage most engage all students in the Student Engagement the content of the lesson. lesson, but leave others students in the content of the content of the lesson and uninvolved and/or passive lesson. independent work. Models this participants. practice for others.
The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Indicator II-A. Instruction Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Unsatisfactory Needs Improvement Proficient Exemplary II-A-1. Quality of Effort and Work Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort. May high expectations for quality and effort, but provides few exemplars and rubrics, limited guided practice, and/or few other supports to help students know what is expected of them; may establish inappropriately low expectations for quality and effort. Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; provides exemplars, rubrics, and guided practice. Consistently demonstrates high expectations for the quality of student work and the perseverance and effort required to produce it; supports students to set high expectations for themselves and for each other to produce high-quality work. Models this practice for others. II-A-2. Student Engagement Uses instructional practices that leave most students uninvolved and/or passive participants in the content of the lesson. Uses instructional practices that motivate and engage some students in the content of the lesson, but leave others uninvolved and/or passive participants. Consistently uses instructional practices that are likely to motivate and engage most students in the content of the lesson. Consistently uses instructional practices that motivate and engage all students in the content of the lesson and independent work. Models this practice for others.
PartIII_AppxC.docx