are rigorous and Learning relevant. outcomes are Clearly articulates clearly and how learning specifically outcomes are aligned articulated so with goals, objectives students and content understand the consistently. plan and the reasons for the activities. PLANNING/PREPARATION Continued: Organization Utilizes district and Utilizes district Has some District and state state content and state content understanding of content standards (Correlates with standards to develop standards to the district and are not evident in Domain Indicator long range plans and develop long state content long range or 1) continues to monitor range plans. standards and daily planning and adjust sometimes process. Revisits long range throughout the plans as the year addresses them semester/year. in lesson plans. progresses. Continually revisits long range plans, sharing findings and drawing conclusions with colleagues. Engagement Has a deep Understands how Understands that Does not understanding of how students learn and all students understand how (Correlates with students learn and plans for the use should be students learn Domain plans instructional of a variety of involved in the and pays little Indicators 6, 7, 9) activities so all instructional learning process attention to students are actively strategies. and is beginning active involved in the to plan involvement by all Does some learning process. accordingly some students during research of the time. the learning Researches literature regarding process. Plans do to stay abreast of the increased student latest innovative involvement and not reflect understanding of strategies and writes plans materials and seeks incorporating new the learning process. ways to embed them ideas. when planning for student engagement. Assessments Utilizes diagnostic Diagnostic and Has some Learning and summative summative knowledge of outcomes are (Correlates with assessments and a assessments and a ongoing seldom assessed Domain Indicator variety of variety of assessments to except for 5) assessments assessment inform teaching standardized strategies to gather strategies are and learning, but tests. data to assist with used to gather relies on end of Plans are written decision making data for the unit or and followed with during planning. consideration chapter tests little attention to during planning. most of the time. Utilizes data from student needs or assessments to A review of outcomes during revisit and revise assessment data
are rigorous and relevant. Clearly articulates how learning outcomes are aligned with goals, objectives and content consistently. Learning outcomes are clearly and specifically articulated so students understand the plan and the reasons for the activities. PLANNING/PREPARATION Continued: Organization (Correlates with Domain Indicator 1) Utilizes district and state content standards to develop long range plans and continues to monitor and adjust throughout the semester/year. Continually revisits long range plans, sharing findings and drawing conclusions with colleagues. Utilizes district and state content standards to develop long range plans. Revisits long range plans as the year progresses. Has some understanding of the district and state content standards and sometimes addresses them in lesson plans. District and state content standards are not evident in long range or daily planning process. Engagement (Correlates with Domain Indicators 6, 7, 9) Has a deep understanding of how students learn and plans instructional activities so all students are actively involved in the learning process. Researches literature to stay abreast of the latest innovative strategies and materials and seeks ways to embed them when planning for student engagement. Understands how students learn and plans for the use of a variety of instructional strategies. Does some research regarding increased student involvement and writes plans incorporating new ideas. Understands that all students should be involved in the learning process and is beginning to plan accordingly some of the time. Does not understand how students learn and pays little attention to active involvement by all students during the learning process. Plans do not reflect understanding of the learning process. Assessments (Correlates with Domain Indicator 5) Utilizes diagnostic and summative assessments and a variety of assessments strategies to gather data to assist with decision making during planning. Utilizes data from assessments to revisit and revise Diagnostic and summative assessments and a variety of assessment strategies are used to gather data for consideration during planning. A review of assessment data Has some knowledge of ongoing assessments to inform teaching and learning, but relies on end of the unit or chapter tests most of the time. Learning outcomes are seldom assessed except for standardized tests. Plans are written and followed with little attention to student needs or outcomes during
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