1e: The series of The series of The teacher The teacher Designing learning learning coordinates coordinates Coherent experiences is experiences knowledge of knowledge of Instruction poorly aligned demonstrates content, of content, of students, with the partial alignment students, and of and of resources, to instructional with instructional resources to design a series of outcomes and outcomes, and design a series of learning experiences does not some of the learning aligned to represent a experiences are experiences instructional coherent likely to engage aligned to outcomes, structure. The students in instructional differentiated where experiences are significant learning. outcomes and appropriate to make suitable for only The lesson or unit suitable for groups them suitable to all some students. has a recognizable of students. The students and likely structure and less or unit has a to engage them in reflects partial clear structure and significant learning. knowledge of is likely to engage The lesson or unit students and students in structure is clear resources. significant and allows for learning. different pathways according to student needs. 1f: The teacher’s The teacher’s plan The teacher’s plan The teacher’s plan Designing plan for assessing for student for student for student Student student learning assessment is assessment is assessment is Assessments contains no partially aligned aligned with the aligned with the criteria or with the instructional instructional standards, is instructional outcomes, uses outcomes, with poorly aligned outcomes, without clear criteria, and clear criteria and with the clear criteria, and is appropriate to standards that show instructional inappropriate for at the needs of evidence of student outcomes, or is least some students. The contribution to their inappropriate for students. The teacher intends to development. many students. teacher intends to use assessment Assessment The results of use assessment results to plan for methodologies may assessment have results to plan for future instruction have been adapted minimal impact future instruction for groups of for individuals, and on the design of for the class as a students. the teacher intends future whole. to use assessment instruction. results to plan future instruction for individual students. Domain 2: The Classroom Environment (AMLE 1)
1e: Designing Coherent Instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. The series of learning experiences demonstrates partial alignment with instructional outcomes, and some of the experiences are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The less or unit has a clear structure and is likely to engage students in significant learning. The teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit structure is clear and allows for different pathways according to student needs. 1f: Designing Student Assessments The teacher’s plan for assessing student learning contains no criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. The teacher’s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. The teacher’s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. The teacher’s plan for student assessment is aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students. Domain 2: The Classroom Environment (AMLE 1)
2012-2013_middle_childhood_education_report_new_standards_2-27-14.docx