Student Highly Effective Not Quite Ineffective Engagement Effective Evidence/Resources (3) Effective (2) (1) (IP6) (4) In one lesson All students are on Most students are Some students are Very few students Cold calling, rapid-fire call and response, think-pair share, turn and talk, mini white-boards, frequent choral task and engaged. on task and on task and are on task or responses, non-verbal responses, and/or "everyone Students are not engaged. Students engaged, but many engaged. writes" allowed to opt out are not allowed to are not and the Engagement of participating in opt out of teacher does not strategies are not an activity or participating in an notice or students implemented or answering a activity or are allowed to opt are not effective in question. answering a out of engaging the Uses a variety of question. participation. students. high-engagement Uses a few Uses at least one strategies that high-engagement effectively engage strategies that strategy that all students. effectively engage engages some of most students. the students. *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. Assessment and data Classroom Assessments/Exit Highly Effective Effective Not Quite Effective Ineffective Evidence/Resources Tickets (4) (3) (2) (1) (A1) One lesson There is a systematic and is a systematic and The assessment only An assessment isn’t Anecdotal checklists, exit tickets, classroom assessments accurate way to assess accurate way to assess partially measures the or does not accurately students’ mastery of students’ mastery of objectives students are measure the objectives objectives and it is at the objectives. being taught. students are being appropriate of rigor. At 75% of students At least 60% of students taught. At least 85% of students master the objective. master the objective. Less than 60% of master the objective. students master the objective.
Student Engagement (IP6) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources In one lesson All students are on task and engaged. Students are not allowed to opt out of participating in an activity or answering a question. Uses a variety of high-engagement strategies that effectively engage all students. Most students are on task and engaged. Students are not allowed to opt out of participating in an activity or answering a question. Uses a few strategies that effectively engage most students. Some students are on task and engaged, but many are not and the teacher does not notice or students are allowed to opt out of participation. Uses at least one high-engagement strategy that engages some of the students. Very few students are on task or engaged. Engagement strategies are not implemented or are not effective in engaging the students. Cold calling, rapid-fire call and response, think-pair share, turn and talk, mini white-boards, frequent choral responses, non-verbal responses, and/or "everyone writes" *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. Assessment and data Classroom Assessments/Exit Tickets (A1) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources One lesson There is a systematic and accurate way to assess students’ mastery of objectives and it is at the appropriate of rigor. At least 85% of students master the objective. is a systematic and accurate way to assess students’ mastery of objectives. At 75% of students master the objective. The assessment only partially measures the objectives students are being taught. At least 60% of students master the objective. An assessment isn’t or does not accurately measure the objectives students are being taught. Less than 60% of students master the objective. Anecdotal checklists, exit tickets, classroom assessments
Recruitment_Selection_Plan_TNTP_22APR2014.docx