Does the teacher cite adjustments to practice, drawing on a repertoire of strategies? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher does not know whether a Teacher has a generally accurate Teacher an accurate assessment of Teacher makes a thoughtful and accurate lesson was effective or achieved its impression of a lesson’s effective-ness a lesson’s effective-ness and the extent assessment of a lesson’s effectiveness instructional outcomes, or he/she and the extent to instructional to which and the extent to which it achieved its profoundly misjudges the success outcomes were met. it achieved its instructional outcomes instructional outcomes, of a lesson. and can cite general references to citing many specific examples from the Teacher makes general suggestions support the judgment. lesson and weighing the relative strengths Teacher has no suggestions for about how a lesson could be improved. of each. how a lesson could be improved. Teacher makes a few specific suggestions of what could be tried Drawing on an extensive repertoire of another time the lesson is taught. skills, teacher offers specific alternative actions, complete with the probable success of different courses of action. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher considers the lesson The teacher has a general sense of The teacher accurately assesses the In addition to the characteristics of but draws incorrect conclusions whether or not instructional practices effectiveness of instructional activities “proficient”: about its effectiveness. were effective. used. Teacher’s assessment of the lesson is The teacher makes no suggestions The teacher offers general The teacher identifies specific ways in thoughtful and includes specific indicators for improvement. modifications for future instruction. which a lesson might be improved. of effectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire. Standard 4b: Maintaining Accurate Records Guiding Questions:
Does the teacher cite adjustments to practice, drawing on a repertoire of strategies? Standard Descriptors: Unsatisfactory Basic Proficient Exemplary Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s effective-ness and the extent to instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher an accurate assessment of a lesson’s effective-ness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action. Possible evidence / Critical attributes to look for: Unsatisfactory Proficient Exemplary The teacher considers the lesson but draws incorrect conclusions about its effectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were effective. The teacher offers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire. Standard 4b: Maintaining Accurate Records Guiding Questions:
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