Check for Highly Effective Effective Not Effective Ineffective Understanding Evidence/Resources (4) (3) (2) (1) (A2) In one lesson Adeptly, efficiently and Uses a sampling of Uses a couple of checking Does not employ frequently uses a variety checking for for understanding techniques to check for of checking for understanding techniques to monitor understanding and plows understanding techniques to monitor student learning. ahead without techniques to constantly student learning. Sometimes responds to monitoring student monitor student learning. Usually responds to student understanding. Always responds to student errors/misconceptions Rarely responds to student errors/misconceptions immediately. student errors/misconceptions immediately and Sometimes focuses on errors/misconceptions. immediately and specific skills as student mastery of Rarely focuses on student specific skills as necessary objectives. mastery of objectives. necessary. Usually focuses on Always focuses on student mastery of student mastery of specific objectives. specific objectives. *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under the quarter” in “throughout one lesson. Planning Standards and Highly Effective Effective Not Quite Effective Ineffective Curriculum Evidence/Resources (4) (3) (2) (1) (P1) In one lesson Uses rigorous, bite-sized, Objectives meet three of Objectives meet two of the Objectives meet one of the Weekly and daily plans measureable, the following criteria: following criteria: following criteria: objective/s to drive rigorous, bite-sized, rigorous, rigorous, bite-sized, instruction. measureable, measureable, measureable,
Check for Understanding (A2) Highly Effective (4) Effective (3) Not Effective (2) Ineffective (1) Evidence/Resources In one lesson Adeptly, efficiently and frequently uses a variety of checking for understanding techniques to constantly monitor student learning. Always responds to student errors/misconceptions immediately and specific skills as necessary. Always focuses on student mastery of specific objectives. Uses a sampling of checking for understanding techniques to monitor student learning. Usually responds to student errors/misconceptions immediately and specific skills as necessary Usually focuses on student mastery of specific objectives. Uses a couple of checking for understanding techniques to monitor student learning. Sometimes responds to student errors/misconceptions immediately. Sometimes focuses on student mastery of objectives. Does not employ techniques to check for understanding and plows ahead without monitoring student understanding. Rarely responds to student errors/misconceptions. Rarely focuses on student mastery of objectives. *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson. Planning Standards and Curriculum (P1) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources In one lesson Uses rigorous, bite-sized, measureable, objective/s to drive instruction. Objectives meet three of the following criteria: rigorous, bite-sized, measureable, Objectives meet two of the following criteria: rigorous, measureable, Objectives meet one of the following criteria: rigorous, bite-sized, measureable, Weekly and daily plans
Recruitment_Selection_Plan_TNTP_22APR2014.docx