Instructional Effectiveness Monitors Domain: Dimension: Teacher checks to determine if students are progressing toward stated objectives. 1 2 3 4 5 Ineffective Needs Improvement Effective Highly Effective Superior Never moves around Seldom moves around When appropriate, Moves to all areas of the Moves throughout the the room while the room while students to all areas of the room room with efficiency and room to assure optimal students are working on are working on guided while students are effectiveness while instructional impact guided practice. practice to promote and working on guided students are working on while students are reinforce positive practice to promote guided practice to working on guided student behaviors. and reinforce positive promote and reinforce practice to promote When movement student behaviors. positive student and reinforce positive happens it is to the behaviors. Makes eye student behaviors. same area of classroom. contact with all students When a problem is often. observed reviews / it to the whole class. Uses different types of Seldom uses student Routinely uses Delivers upon all of Never uses student student response response techniques to developmentally performance category 4 response techniques to techniques, both increase active appropriate student and varied response increase active individual / group. engagement. response techniques to techniques are used to engagement. Uses student response increase active provide immediate techniques to increase engagement by the feedback to / active engagement. students. review the concept(s) misinterpreted or not learned, while actively engaging all students. Student’s Seldom uses feedback Delivers upon all of Uses immediate feedback understanding is Never uses feedback concerning student’s performance category 4 concerning student’s evaluated by feedback. understanding. concerning student’s and is able to assess understanding. understanding. when question / wait time is no longer effective and employs a different strategy / technique. Seldom uses wait time Uses wait time of 3-5 Routinely uses wait time after voicing a question seconds (more for of 3-5 seconds (additional Never uses wait time to the students. more complex time for more complex after voicing a question questions) after voicing questions) after voicing to the students. the question. Provides the question. Provides opportunity for opportunity for students students to formulate to formulate more more thoughtful thoughtful responses and responses and allows allows time for the time for the student to student to consider consider supporting supporting evidence. evidence. the question after hearing student response to probe for deeper understanding of concept utilizing appropriate wait time.
Domain: Instructional Effectiveness Dimension: Monitors Teacher checks to determine if students are progressing toward stated objectives. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Never moves around the room while students are working on guided practice. Never uses student response techniques to increase active engagement. Never uses feedback concerning student’s understanding. Never uses wait time after voicing a question to the students. Seldom moves around the room while students are working on guided practice to promote and reinforce positive student behaviors. When movement happens it is to the same area of classroom. Seldom uses student response techniques to increase active engagement. Seldom uses feedback concerning student’s understanding. Seldom uses wait time after voicing a question to the students. When appropriate, to all areas of the room while students are working on guided practice to promote and reinforce positive student behaviors. Uses different types of student response techniques, both individual / group. Uses student response techniques to increase active engagement. Student’s understanding is evaluated by feedback. Uses wait time of 3-5 seconds (more for more complex questions) after voicing the question. Provides opportunity for students to formulate more thoughtful responses and allows time for the student to consider supporting evidence. Moves to all areas of the room with efficiency and effectiveness while students are working on guided practice to promote and reinforce positive student behaviors. Makes eye contact with all students often. Routinely uses developmentally appropriate student response techniques to increase active engagement by the students. Uses immediate feedback concerning student’s understanding. Routinely uses wait time of 3-5 seconds (additional time for more complex questions) after voicing the question. Provides opportunity for students to formulate more thoughtful responses and allows time for the student to consider supporting evidence. the question after hearing student response to probe for deeper understanding of concept utilizing appropriate wait time. Moves throughout the room to assure optimal instructional impact while students are working on guided practice to promote and reinforce positive student behaviors. When a problem is observed reviews / it to the whole class. Delivers upon all of performance category 4 and varied response techniques are used to provide immediate feedback to / review the concept(s) misinterpreted or not learned, while actively engaging all students. Delivers upon all of performance category 4 and is able to assess when question / wait time is no longer effective and employs a different strategy / technique.
Teacher-RUBRIC-SY-12-13.docx