1.e. Designing Coherent The series of learning Some of the learning activities Teacher coordinates knowledge Plans represent the coordination Instruction experiences is poorly aligned and materials are suitable to the of content, of students, and of of in-depth content knowledge, with the instructional outcomes instructional outcomes and resources, to design a series of understanding of different and does not represent a represent a moderate cognitive learning experiences aligned to students' needs, and available coherent structure. challenge but with no instructional outcomes and resources (including technology), differentiation for different suitable to groups of students. resulting in a series of learning students. Instructional groups activities designed to engage partially support the instructional students in high-level cognitive outcomes, with an effort by the activity. teacher at providing some variety. The activities are not designed to The lesson or unit has a The learning activities have Learning activities are engage students in active recognizable structure; the reasonable time allocations; they differentiated appropriately for intellectual activity and have progression of activities is represent significant cognitive individual learners. Instructional unrealistic time allocations. uneven, with most time challenge, with some groups are varies appropriately Instructional groups do not allocations reasonable. differentiation for different with some opportunity for student support the instructional groups of students. The lesson or choice. The lesson's or unit's outcomes and offer no variety. unit has a clear structure, with structure is clear and allows for appropriate and varied use of different pathways according to instructional groups. diverse student needs. The series of learning Some of the learning activities Teacher coordinates knowledge Plans represent the coordination experiences is poorly aligned and materials are suitable to the of content, of students, and of of in-depth content knowledge, with the instructional outcomes instructional outcomes and resources, to design a series of understanding of different and does not represent a represent a moderate cognitive learning experiences aligned to students' needs, and available coherent structure. challenge but with no instructional outcomes and resources (including technology), differentiation for different suitable to groups of students. resulting in a series of learning students. Instructional groups activities designed to engage partially support the instructional students in high-level cognitive outcomes, with an effort by the activity. teacher at providing some variety.
1.e. Designing Coherent Instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. Plans represent the coordination of in-depth content knowledge, understanding of different students' needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure, with appropriate and varied use of instructional groups. Learning activities are differentiated appropriately for individual learners. Instructional groups are varies appropriately with some opportunity for student choice. The lesson's or unit's structure is clear and allows for different pathways according to diverse student needs. The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. Plans represent the coordination of in-depth content knowledge, understanding of different students' needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity.
springfield-teacher-handbook.docx