and of student contribution to the exploration of important content. The pacing of the lesson is too The pacing of the lesson may not The pacing of the lesson is The pacing of the lesson provides slow or too rushed. Few students provide students the time needed appropriate, providing most students the time needed to are intellectually engaged or to be intellectually engaged. students the time needed to be intellectually engage with and interested. intellectually engaged. reflect upon their learning and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for another. 3.d. Using Assessment in There is little or no assessment or Assessment is used sporadically Assessment is used regularly by Assessment is fully integrated Instruction monitoring of student learning; by teacher and/or students to teacher and/or students during through extensive use of feedback is absent or of poor support instruction through some the lesson through monitoring of formative assessment. quality. monitoring progress in learning. learning progress and results in accurate, specific feedback that advances learning. Students do not appear to be Feedback to students is general, Students appear to be aware of Students appear to be aware of, aware of the assessment criteria students appear to be only the assessment criteria; some of and there is some evidence that and do not engage in partially aware of the assessment them engage in self-assessment. they have contributed to, the criteria used to evaluate their assessment criteria. Students work, and few assess their own and monitor their work. progress. A variety of feedback from both their teacher and their peers is accurate, specific, and advances learning. Questions, prompts and Questions, prompts, assessments Questions, prompts, assessments assessments are rarely used to are used to diagnose evidence of are used regularly to diagnose diagnose evidence of learning. learning. evidence of learning by individual students. 3.e. Demonstrating Teacher adheres to the Teacher attempts to modify the Teacher promotes successful Teacher seizes an opportunity to Flexibility and instruction plan in spite of lesson when needed and to learning of all students, making enhance learning, building on a Responsiveness evidence of poor student respond to student questions and minor adjustments as needed to spontaneous event or student understanding or lack of interest. interests, with moderate success. instruction plans and interests, or successfully adjusts accommodating student and differentiates instruction to questions, needs, and interests.
and of student contribution to the exploration of important content. The pacing of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. The pacing of the lesson may not provide students the time needed to be intellectually engaged. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for another. 3.d. Using Assessment in Instruction There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Assessment is used sporadically by teacher and/or students to support instruction through some monitoring progress in learning. Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning. Assessment is fully integrated through extensive use of formative assessment. Students do not appear to be aware of the assessment criteria and do not engage in Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students and monitor their progress. A variety of feedback from both their teacher and their peers is accurate, specific, and advances learning. Questions, prompts and assessments are rarely used to diagnose evidence of learning. Questions, prompts, assessments are used to diagnose evidence of learning. Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students. 3.e. Demonstrating Flexibility and Responsiveness Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher promotes successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to
springfield-teacher-handbook.docx