and strategies meet student students prior to Does not check for accordingly. needs. instruction. understanding or Uses data from Uses data from Sometimes utilizes for diagnostic diagnostic measures ongoing ongoing diagnostic information during to plan for ways to diagnostic strategies to the course of a meet individual measures to inform lesson unit of study. needs. more clearly design during the Confers with align lesson course of a study. design for the colleagues to gather needs of groups data relative to individual student of students. needs and progress and then plans accordingly. Analysis Analyzes, interprets Reviews Reviews available Does not analyze and uses a variety of available data to data, instructional own instructional (Correlates with data, often seeking evaluate planning and planning, teaching Domain Indicator colleagues input instructional teaching strategies or 23, 28) regarding planning, strategies, but has program instructional teaching done little to evaluation. planning, teaching strategies and initiate own strategies and program instructional program evaluation. evaluation. planning or program evaluation. ASSESSMENT/EVALUATION Continued: Understanding Uses a variety of Frequently Asks students if Seldom checks for methods to check checks for they understand individual student (Correlates with Domain Indicators for understanding understanding the lesson, but understanding. throughout the and reteaches as often does not 24, 25) lesson and corrects, appropriate. follow up with provides praise or individual reteaches as feedback. appropriate. Communication Frequently executes Regularly Infrequently Does not attempt a plan to clearly articulates articulates to provide (Correlates with articulate academic academic academic academic data or Domain Indicator 26) progress to progress to progress to communicate individual students, individual individual with parents. their parents and students, their students, their appropriate parents, and parents, and colleagues appropriate appropriate frequently and in a colleagues. colleagues. variety of formats. Provides academic data to students and asks them to take it home to their parents. Responsibility Sets high stakes Models the goal Encourages Permits students goals for self and setting process students to do to move along in (Correlates with models appropriate by sharing their best and the instructional
and strategies accordingly. Uses data from diagnostic measures to plan for ways to meet individual needs. Confers with colleagues to gather data relative to individual student needs and progress and then plans accordingly. meet student needs. Uses data from ongoing diagnostic measures to more clearly align lesson design for the needs of groups of students. students prior to instruction. Sometimes utilizes ongoing diagnostic strategies to inform lesson design during the course of a study. Does not check for understanding or for diagnostic information during the course of a unit of study. Analysis (Correlates with Domain Indicator 23, 28) Analyzes, interprets and uses a variety of data, often seeking colleagues input regarding instructional planning, teaching strategies and program evaluation. Reviews available data to evaluate instructional planning, teaching strategies and program evaluation. Reviews available data, instructional planning and teaching strategies, but has done little to initiate own instructional planning or program evaluation. Does not analyze own instructional planning, teaching strategies or program evaluation. ASSESSMENT/EVALUATION Continued: Understanding (Correlates with Domain Indicators 24, 25) Uses a variety of methods to check for understanding throughout the lesson and corrects, provides praise or reteaches as appropriate. Frequently checks for understanding and reteaches as appropriate. Asks students if they understand the lesson, but often does not follow up with individual feedback. Seldom checks for individual student understanding. Communication (Correlates with Domain Indicator 26) Frequently executes a plan to clearly articulate academic progress to individual students, their parents and appropriate colleagues frequently and in a variety of formats. Regularly articulates academic progress to individual students, their parents, and appropriate colleagues. Infrequently articulates academic progress to individual students, their parents, and appropriate colleagues. Provides academic data to students and asks them to take it home to their parents. Does not attempt to provide academic data or communicate with parents. Responsibility (Correlates with Sets high stakes goals for self and models appropriate Models the goal setting process by sharing Encourages students to do their best and Permits students to move along in the instructional
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