Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher gives no indication There is little evidence that the Students indicate that they clearly In addition to the characteristics of of what high-quality work looks students understand how their work understand the characteristics of “proficient”: like. will be evaluated. high-quality work. is evidence that students have The teacher makes no effort to Teacher monitors understanding The teacher elicits evidence of helped establish the evaluation determine whether students through a single method, or without student understanding during the criteria. understand the lesson. eliciting evidence of understanding lesson. Students are invited to Teacher monitoring of student from all students. assess their own work and make Feedback is only global. understanding is sophisticated and improvements. Teacher requests global indications continuous: the teacher is constantly The teacher does not ask of student understanding. Feedback includes specific and the pulse” of the class. “taking students to evaluate their own timely guidance, at least for groups or classmates’ work. Feedback to students is not Teacher frequent use of of students. uniformly specific and not oriented strategies to elicit information about towards future improvement of The teacher attempts to engage individual student understanding. work. students in self-assessment or peer Feedback to students is specific and assessment. The teacher only minor timely, and is provided from many attempts to engage students in sources including students. or peer assessment. Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher. Standard 3e: Demonstrating Flexibility and Responsiveness Guiding Questions: Does the teacher incorporate student interests and events of the day into a lesson? Does the teacher make adjustments in the face of students’ lack of understanding?
Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary The teacher gives no indication of what high-quality work looks like. The teacher makes no effort to determine whether students understand the lesson. Feedback is only global. The teacher does not ask students to evaluate their own or classmates’ work. There is little evidence that the students understand how their work will be evaluated. Teacher monitors understanding through a single method, or without eliciting evidence of understanding from all students. Teacher requests global indications of student understanding. Feedback to students is not uniformly specific and not oriented towards future improvement of work. The teacher only minor attempts to engage students in or peer assessment. Students indicate that they clearly understand the characteristics of high-quality work. The teacher elicits evidence of student understanding during the lesson. Students are invited to assess their own work and make improvements. Feedback includes specific and timely guidance, at least for groups of students. The teacher attempts to engage students in self-assessment or peer assessment. In addition to the characteristics of “proficient”: is evidence that students have helped establish the evaluation criteria. Teacher monitoring of student understanding is sophisticated and continuous: the teacher is constantly “taking the pulse” of the class. Teacher frequent use of strategies to elicit information about individual student understanding. Feedback to students is specific and timely, and is provided from many sources including students. Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher. Standard 3e: Demonstrating Flexibility and Responsiveness Guiding Questions: Does the teacher incorporate student interests and events of the day into a lesson? Does the teacher make adjustments in the face of students’ lack of understanding?
redmond-teacher-handbook.docx