Town Center Essentials of effective instruction Teacher Evaluation rubric Teacher’s Name: Level and Subject: Date of Evaluation: Instructional Practice Content Knowledge Highly Effective Effective Not Quite Effective Ineffective Evidence/Resources and Academic (4) (3) (2) (1) Rigor (IP1) In one lesson* Presents all information in Presents most information Presents some of the None of the information The teacher regularly probes students' knowledge by a well-organized, in a clear, well-organized, information in a clear, presented is clear and asking questions such as factually accurate manner. factually accurate manner. well-organized, factually well-organized or there "Why?" "What does that relate There is a high ratio of is a high ratio of accurate manner. are significant mistakes. to?" student work/talk to student work/talk to The teacher is doing more The teacher is doing most Lesson plans teacher talk with students teacher talk with students than half of the talking. of the work in the lesson. Questions doing most of the heavy doing more than half of the Has planned some key Has not planned questions lifting of doing the work heavy lifting of doing the questions that align to the or they are not aligned to and explaining their work and explaining their objective, but they are not the objective. thinking. thinking. higher order thinking Has planned key questions Has planned key questions questions. that align to the objective that align to the objective and include both and include both level (knowledge recall level (knowledge recall and basic comprehension) and basic comprehension) and three or more higher and one or two higher order questions that order questions that promote critical thinking promote critical thinking and problem solving. and problem solving. Please verify this is the most current version of this document *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. Use of Highly Effective Effective Not Quite Effective Ineffective Evidence/Resources Instructional (4) (3) (2) (1)
Town Center Essentials of effective instruction Teacher Evaluation rubric Teacher’s Name: Level and Subject: Date of Evaluation: Instructional Practice Content Knowledge and Academic Rigor (IP1) Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources In one lesson* Presents all information in a well-organized, factually accurate manner. There is a high ratio of student work/talk to teacher talk with students doing most of the heavy lifting of doing the work and explaining their thinking. Has planned key questions that align to the objective and include both (knowledge recall and basic comprehension) and three or more higher order questions that promote critical thinking and problem solving. Presents most information in a clear, well-organized, factually accurate manner. is a high ratio of student work/talk to teacher talk with students doing more than half of the heavy lifting of doing the work and explaining their thinking. Has planned key questions that align to the objective and include both (knowledge recall and basic comprehension) and one or two higher order questions that promote critical thinking and problem solving. Presents some of the information in a clear, well-organized, factually accurate manner. The teacher is doing more than half of the talking. Has planned some key questions that align to the objective, but they are not higher order thinking questions. None of the information presented is clear and well-organized or there are significant mistakes. The teacher is doing most of the work in the lesson. Has not planned questions or they are not aligned to the objective. The teacher regularly probes students' knowledge by asking questions such as "Why?" "What does that relate to?" Lesson plans Questions Please verify this is the most current version of this document *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. Use of Instructional Highly Effective (4) Effective (3) Not Quite Effective (2) Ineffective (1) Evidence/Resources level level
Recruitment_Selection_Plan_TNTP_22APR2014.docx