instruction, but students to demonstrate every instructional Elmore: Gradual Release students are not characteristics of rigorous lesson/unit (e.g. clear as to how they work in the appropriate historical can apply what they art form in most masterpieces, learn from models. instructional current works, lessons/units. performances by exemplary artists, or exemplary student work). Teachers use clearly Teachers share clearly Teachers engage Donaldson: Story journal scoring guide. Donaldson: On the H defined rubrics or defined rubrics or scoring students in Embry: Rubric Drive (7th grade English) scoring guides but do guides with students creating their own not share them with before creating, rubrics or scoring students. performing, or guides for creating, responding assignments performing, or or assessments responding appropriate to the age and grade level and appropriate students have the to the age and opportunity to provide grade level. input into the scoring guide. Teachers develop Teachers develop Teachers, in 6th Grade Dance rigorous student rigorous student learning collaboration with learning and and academic growth the individual academic growth through student learning students, develop goals that are objectives and refined rigorous student attainable, reflect SMART (specific, learning and acceptable growth measurable, appropriate, academic growth and are related to realistic and time bound) SMART goals that identified student goals that are rigorous, are rigorous, needs, but the attainable and reflect attainable and SMART (specific, acceptable growth during reflect acceptable measurable, the course or school year growth during the appropriate, realistic course or school and time bound) year goals process needs refining Formative and Summative Assessment: Demonstrator 3 – Assessment of Teaching
instruction, but students are not clear as to how they can apply what they learn from models. students to demonstrate characteristics of rigorous work in the appropriate art form in most instructional lessons/units. every instructional lesson/unit (e.g. historical masterpieces, current works, performances by exemplary artists, or exemplary student work). Elmore: Gradual Release Teachers use clearly defined rubrics or scoring guides but do not share them with students. Teachers share clearly defined rubrics or scoring guides with students before creating, performing, or responding assignments or assessments appropriate to the age and grade level and students have the opportunity to provide input into the scoring guide. Teachers engage students in creating their own rubrics or scoring guides for creating, performing, or responding appropriate to the age and grade level. Donaldson: Story journal scoring guide. Embry: Rubric Donaldson: On the H Drive (7th grade English) Teachers develop rigorous student learning and academic growth goals that are attainable, reflect acceptable growth and are related to identified student needs, but the SMART (specific, measurable, appropriate, realistic and time bound) goals process needs refining Teachers develop rigorous student learning and academic growth through student learning objectives and refined SMART (specific, measurable, appropriate, realistic and time bound) goals that are rigorous, attainable and reflect acceptable growth during the course or school year Teachers, in collaboration with the individual students, develop rigorous student learning and academic growth SMART goals that are rigorous, attainable and reflect acceptable growth during the course or school year 6th Grade Dance Formative and Summative Assessment: Demonstrator 3 – Assessment of Teaching
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