incorrectly, leaving students Teacher’s spoken and written Teacher’s spoken language is The teacher’s spoken and written confused. language is and correct and correct; however, his or her language is expressive, and the uses vocabulary appropriate to the vocabulary is limited, or not teacher finds opportunities to extend students’ ages and interests. appropriate to the students’ ages or students’ vocabularies. backgrounds. Standard 3a: Communicating with Students Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary At no time during the lesson The teacher refers in passing to what The teacher states clearly, at some In addition to the characteristics of does the teacher convey to the the students will be learning, or has point during the lesson, what the “proficient”: students what they will be written it on the board with no students will be learning. The teacher points out possible areas learning. elaboration or explanation. If the tactic is appropriate, the for misunderstanding. Students indicate through their The teacher must clarify the learning teacher models the process to be Teacher explains content clearly and questions that they are confused task so that students can complete followed in the task. imaginatively, metaphors and about the learning task. it. Students engage with the learning analogies to bring content to life. The teacher makes a serious The teacher makes no serious task, indicating that they understand All students seem to understand the content error that will affect content errors but may make a minor what they are to do. presentation. students’ understanding of the error. The teacher makes no content The teacher invites students to explain lesson. The teacher’s explanation of the errors. the content to the class or to Students indicate through body content consists of a monologue or The teacher’s explanation of content classmates. language or questions that they is purely procedural, with minimal is clear and invites student Teacher uses rich language, offering don’t understand the content participation by students. participation and thinking. vocabulary lessons where being presented. The teacher’s vocabulary and appropriate. Vocabulary and usage are correct Teacher’s communications are correct and completely suited to but unimaginative. include errors of vocabulary or the lesson. usage. Vocabulary is too advanced or too The teacher’s vocabulary is juvenile for the students. The teacher’s vocabulary is appropriate to the students’ ages inappropriate to the age or and levels of development. culture of the students.
incorrectly, leaving students confused. Teacher’s spoken language is correct; however, his or her vocabulary is limited, or not appropriate to the students’ ages or backgrounds. Teacher’s spoken and written language is and correct and uses vocabulary appropriate to the students’ ages and interests. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. Standard 3a: Communicating with Students Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary At no time during the lesson does the teacher convey to the students what they will be learning. Students indicate through their questions that they are confused about the learning task. The teacher makes a serious content error that will affect students’ understanding of the lesson. Students indicate through body language or questions that they don’t understand the content being presented. Teacher’s communications include errors of vocabulary or usage. The teacher’s vocabulary is inappropriate to the age or culture of the students. The teacher refers in passing to what the students will be learning, or has written it on the board with no elaboration or explanation. The teacher must clarify the learning task so that students can complete it. The teacher makes no serious content errors but may make a minor error. The teacher’s explanation of the content consists of a monologue or is purely procedural, with minimal participation by students. Vocabulary and usage are correct but unimaginative. Vocabulary is too advanced or too juvenile for the students. The teacher states clearly, at some point during the lesson, what the students will be learning. If the tactic is appropriate, the teacher models the process to be followed in the task. Students engage with the learning task, indicating that they understand what they are to do. The teacher makes no content errors. The teacher’s explanation of content is clear and invites student participation and thinking. The teacher’s vocabulary and are correct and completely suited to the lesson. The teacher’s vocabulary is appropriate to the students’ ages and levels of development. In addition to the characteristics of “proficient”: The teacher points out possible areas for misunderstanding. Teacher explains content clearly and imaginatively, metaphors and analogies to bring content to life. All students seem to understand the presentation. The teacher invites students to explain the content to the class or to classmates. Teacher uses rich language, offering vocabulary lessons where appropriate.
sample-school-district-eval-system.docx