Indicators 31, 33, and motivate all groupings to foster materials and and fails to 34, 35, 36, 37) students. student learning. groupings with reach most mixed success. students. Consistently utilizes Utilizes available current research and technology and has Understands the Does not new and innovative students think importance of incorporates instructional about, discuss and technology but technology into materials. use the ideas and rarely incorporate lessons. Seeks out and skills being taught. it into lessons Most lessons effectively. integrates technology Incorporates consist of to maximize student activities designed Lessons do not lectures to learning. to foster higher actively involve all passive level thinking and students in students, Incorporates a variety problem solving. learning activities reading the of activities designed to foster higher level Most students are or incorporate textbook or higher level completing thinking and problem involved in solving. relevant work in thinking. worksheets. All students are which they are Students are active learners and compliant with involved in relevant work in which they problem solvers. learning tasks. are active learners and problem solvers. STUDENT INSTRUCTIONAL ENGAGEMENT Continued: Monitoring Utilizes multiple Utilizes Fails to Sporadically formative and standardized consistently use monitors student and Feedback summative formative and formative and learning. (Correlates assessments to assess summative summative Provides untimely Indicators 32, student assessments instruments to feedback. 37) understanding and instruments to assess student There is no mastery of content. assess student understanding evidence that Feedback is specific understanding and and mastery of instructional mastery of content. and consistently strategies are provided in a timely content. Understands the adjusted or manner. Provide learners importance of modified for timely and feedback but fails individual Creates opportunities consistent to consistently students or the for learners to feedback. provide it in a class. monitor and analyze timely manner. their own progress. Creates few Students are not opportunities for Does not always given the Makes ongoing adjustments in students to adjust instruction opportunity to monitor their based upon monitor their teaching strategies based upon individual progress. results. progress. student learning. Monitors classroom performance and adjusts teaching strategies. Individual Skillfully meets the Differentiates and Attempts to Fails to provide Student learning needs and scaffolds accommodate differentiated accommodates the instruction to students with instruction for Needs learning styles of accommodate special needs, but students with (Correlates individual students by most students’ meets with mixed special needs. with Domain differentiating and learning needs. success.
Indicators 31, 33, 34, 35, 36, 37) and motivate all students. Consistently utilizes current research and new and innovative instructional materials. Seeks out and integrates technology to maximize student learning. Incorporates a variety of activities designed to foster higher level thinking and problem solving. All students are involved in relevant work in which they are active learners and problem solvers. groupings to foster student learning. Utilizes available technology and has students think about, discuss and use the ideas and skills being taught. Incorporates activities designed to foster higher level thinking and problem solving. Most students are involved in relevant work in which they are active learners and problem solvers. materials and groupings with mixed success. Understands the importance of technology but rarely incorporate it into lessons effectively. Lessons do not actively involve all students in learning activities or incorporate higher level thinking. Students are compliant with learning tasks. and fails to reach most students. Does not incorporates technology into lessons. Most lessons consist of lectures to passive students, reading the textbook or completing worksheets. STUDENT INSTRUCTIONAL ENGAGEMENT Continued: Monitoring and Feedback (Correlates Indicators 32, 37) Utilizes multiple formative and summative assessments to assess student understanding and mastery of content. Feedback is specific and consistently provided in a timely manner. Creates opportunities for learners to monitor and analyze their own progress. Makes ongoing adjustments in teaching strategies based upon individual student learning. Utilizes standardized formative and summative assessments instruments to assess student understanding and mastery of content. Provide learners timely and consistent feedback. Creates few opportunities for students to monitor their progress. Monitors classroom performance and adjusts teaching strategies. Fails to consistently use formative and summative instruments to assess student understanding and mastery of content. Understands the importance of feedback but fails to consistently provide it in a timely manner. Does not always adjust instruction based upon results. Sporadically monitors student learning. Provides untimely feedback. There is no evidence that instructional strategies are adjusted or modified for individual students or the class. Students are not given the opportunity to monitor their progress. Individual Student Needs (Correlates with Domain Skillfully meets the learning needs and accommodates the learning styles of individual students by differentiating and Differentiates and scaffolds instruction to accommodate most students’ learning needs. Attempts to accommodate students with special needs, but meets with mixed success. Fails to provide differentiated instruction for students with special needs.
145722-0462d886-95ad-419d-bd7b-80f8953ed4b8.docx