Standard 3c: Engaging Students in Learning Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary Few students are intellectually Some students are intellectually Most students are intellectually In addition to the characteristics of engaged in the lesson. engaged in the lesson. engaged in the lesson. “proficient”: Learning tasks require only Learning are a mix of those Learning have multiple correct Virtually all students are highly recall or have a single correct requiring thinking and recall. responses or approaches and/or engaged in the lesson. response or method. demand higher-order thinking. Students are in large part passively Students take initiative to modify a The materials used ask students engaged with the content, learning Students have some choice in how learning task to make it more to perform only rote tasks. primarily facts or procedures. they complete learning tasks. meaningful or relevant to their needs. Only one type of instructional Students have no choice in how they There is a mix of different types of Students suggest modifications to the group is used (whole group, complete tasks. groupings, suitable to the lesson grouping patterns used. small groups) when variety objectives. The teacher uses different Students have extensive choice in how would better serve the instructional groupings; these are Materials and resources support the they complete tasks. instructional purpose. partially successful in achieving the learning and require intellectual Students suggest modifications or Instructional materials used are lesson objectives. engagement, as appropriate. additions to the materials being used. unsuitable to the lesson and/or The materials and resources are The pacing of the lesson provides Students have an opportunity for both the students. partially aligned to the lesson students the time needed to be and closure after the lesson The lesson drags or is rushed. objectives and only in some cases intellectually engaged. to consolidate their understanding. demand student thinking. The pacing of the lesson is in parts, but rushed or dragging in others.
Standard 3c: Engaging Students in Learning Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary Few students are intellectually engaged in the lesson. Learning tasks require only recall or have a single correct response or method. The materials used ask students to perform only rote tasks. Only one type of instructional group is used (whole group, small groups) when variety would better serve the instructional purpose. Instructional materials used are unsuitable to the lesson and/or the students. The lesson drags or is rushed. Some students are intellectually engaged in the lesson. Learning are a mix of those requiring thinking and recall. Students are in large part passively engaged with the content, learning primarily facts or procedures. Students have no choice in how they complete tasks. The teacher uses different instructional groupings; these are partially successful in achieving the lesson objectives. The materials and resources are partially aligned to the lesson objectives and only in some cases demand student thinking. The pacing of the lesson is in parts, but rushed or dragging in others. Most students are intellectually engaged in the lesson. Learning have multiple correct responses or approaches and/or demand higher-order thinking. Students have some choice in how they complete learning tasks. There is a mix of different types of groupings, suitable to the lesson objectives. Materials and resources support the learning and require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. In addition to the characteristics of “proficient”: Virtually all students are highly engaged in the lesson. Students take initiative to modify a learning task to make it more meaningful or relevant to their needs. Students suggest modifications to the grouping patterns used. Students have extensive choice in how they complete tasks. Students suggest modifications or additions to the materials being used. Students have an opportunity for both and closure after the lesson to consolidate their understanding.
sample-school-district-eval-system.docx