The pacing of the lesson is uneven - consolidate their understanding. suitable in parts but rushed or dragging The teacher uses groupings that are in others. suitable to the lesson activities. The instructional groupings used are partially appropriate to the activities. Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient 4: Distinguished The teacher gives no indication of what There is little evidence that the Students indicate that they clearly The teacher makes the standards of high-quality work looks like. The teacher students understand how their work will understand the characteristics of high-quality work clear to students. work, and there is evidence that makes no effort to determine whether be evaluated. students have helped establish the students understand the lesson. The teacher elicits evidence of student evaluation criteria. Students receive no feedback, or The teacher monitors understanding understanding. feedback is global or directed to only through a single method, or without The teacher is constantly taking the one student. eliciting evidence of understanding from Students are invited to assess their pulse of the class; monitoring of student The teacher does not ask students to students. own work and make improvements; understanding is sophisticated and evaluate their own or classmates work. most of them do so. continuous and makes use of strategies Feedback to students is vague and not to elicit information about individual oriented toward future improvement of Feedback includes specific and timely student understanding. work. guidance, at least for groups of students. Students monitor their own The teacher makes only minor understanding, either on their own attempts to engage students in self- or initiative or as a result of tasks set by the peer assessment. teacher. High-quality feedback from many
The pacing of the lesson is uneven - suitable in parts but rushed or dragging in others. The instructional groupings used are partially appropriate to the activities. The teacher uses groupings that are suitable to the lesson activities. consolidate their understanding. Level 1: Unsatisfactory Level 2: Basic Level 3: Proficient 4: Distinguished The teacher gives no indication of what high-quality work looks like. The teacher makes no effort to determine whether students understand the lesson. Students receive no feedback, or feedback is global or directed to only one student. The teacher does not ask students to evaluate their own or classmates work. There is little evidence that the students understand how their work will be evaluated. The teacher monitors understanding through a single method, or without eliciting evidence of understanding from students. Feedback to students is vague and not oriented toward future improvement of work. The teacher makes only minor attempts to engage students in self- or peer assessment. The teacher makes the standards of high-quality work clear to students. The teacher elicits evidence of student understanding. Students are invited to assess their own work and make improvements; most of them do so. Feedback includes specific and timely guidance, at least for groups of students. Students indicate that they clearly understand the characteristics of work, and there is evidence that students have helped establish the evaluation criteria. The teacher is constantly taking the pulse of the class; monitoring of student understanding is sophisticated and continuous and makes use of strategies to elicit information about individual student understanding. Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher. High-quality feedback from many
Teacher_Self_Review_Form.docx