Instructional Practice Unsatisfactory Basic Proficient Distinguished N/A Designs lessons that are Does not design Designs lessons that are aligned Aligns Lessons aligned with state and lessons that are Designs lessons that are with state and national content with State and national content standards aligned with state and aligned with state and standards and shares clear and identifies clear National Content national content national content standards learning objectives for each learning objectives for Standards standards ( ) lesson with learners each lesson ( ) ( ) ( ) Develops appropriate Designs sequencing of learning Does not develop Develops a sequence of Develops appropriate experiences that build on Appropriate appropriate learning experiences, but sequencing of learning knowledge and learners’ prior sequencing of learning does not effectively build on experiences that build on Sequencing of includes an increase in student experiences knowledge knowledge learners’ prior learners’ prior Lessons responsibility for directing their ( ) ( ) ( ) own learning ( ) Uses a variety of Uses a variety of instructional Uses a variety of Uses a Variety of Does not use a variety instructional strategies, but strategies that reflect instructional strategies Instructional of instructional strategies do not reflect effective practices and that reflect strategies research-based effective engage learners in directing their Strategies effective practices ( ) practices own learning ( ) ( ) ( ) Asks effective questions Does not ask effective Engages learners in identifying Asks questions that to stimulate learners’ Uses Effective questions to stimulate or developing their own stimulate thinking thinking and discussion learners’ Questioning thinking questions to stimulate learners’ and/or discussion that effectively achieves a Strategies and/or discussion discussion or guide exploration ( ) specific goal ( ) ( ) ( ) Does not design Designs assessments that Designs assessments that are Aligns Designs assessments that assessments or are aligned with learning aligned with learning objectives Assessments with are aligned with learning designs assessments objectives, but do not and accurately measure learning objectives and accurately Learning that are not aligned accurately or effectively at multiple levels (e.g. Bloom measure learning Objectives with learning objectives measure learning levels) ( ) ( ) ( ) ( ) Does not use both Uses both formative and Balances the use of Balances the use of formative formative and summative assessment to formative and summative Uses Both and summative assessment to summative measure and document assessment to measure measure and document learning Formative and assessment to learning, but with an and document learning and engages learners in measure and overemphasis on either type ( )
Instructional Practice Unsatisfactory Basic Proficient Distinguished N/A Aligns Lessons with State and National Content Standards Does not design lessons that are aligned with state and national content standards ( ) Designs lessons that are aligned with state and national content standards ( ) Designs lessons that are aligned with state and national content standards and identifies clear learning objectives for each lesson ( ) Designs lessons that are aligned with state and national content standards and shares clear learning objectives for each lesson with learners ( ) Designs Appropriate Sequencing of Lessons Does not develop appropriate sequencing of learning experiences ( ) Develops a sequence of learning experiences, but does not effectively build on learners’ prior knowledge ( ) Develops appropriate sequencing of learning experiences that build on learners’ prior knowledge ( ) Develops appropriate sequencing of learning experiences that build on learners’ prior knowledge and includes an increase in student responsibility for directing their own learning ( ) Uses a Variety of Instructional Strategies Does not use a variety of instructional strategies ( ) Uses a variety of instructional strategies, but strategies do not reflect research-based effective practices ( ) Uses a variety of instructional strategies that reflect effective practices ( ) Uses a variety of instructional strategies that reflect effective practices and engage learners in directing their own learning ( ) Uses Effective Questioning Strategies Does not ask effective questions to stimulate learners’ thinking and/or discussion ( ) Asks questions that stimulate learners’ thinking and/or discussion ( ) Asks effective questions to stimulate learners’ thinking and discussion that effectively achieves a specific goal ( ) Engages learners in identifying or developing their own questions to stimulate discussion or guide exploration ( ) Aligns Assessments with Learning Objectives Does not design assessments or designs assessments that are not aligned with learning objectives ( ) Designs assessments that are aligned with learning objectives, but do not accurately or effectively measure learning ( ) Designs assessments that are aligned with learning objectives and accurately measure learning ( ) Designs assessments that are aligned with learning objectives and accurately measure learning at multiple levels (e.g. Bloom levels) ( ) Uses Both Formative and Does not use both formative and summative assessment to measure and Uses both formative and summative assessment to measure and document learning, but with an overemphasis on either type Balances the use of formative and summative assessment to measure and document learning ( ) Balances the use of formative and summative assessment to measure and document learning and engages learners in
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