Engaging Students instructional groups and instructional outcomes but outcomes and designed to challenging content through in Learning technology are poorly aligned require only minimal thinking by challenge student thinking, the well-designed learning tasks and with the instructional outcomes students, allowing most to be result being that most students suitable scaffolding by the or require only rote responses. passive or merely compliant. display active intellectual teacher and fully aligned with The pace of the lesson is too The pacing of the lesson may engagement with important and the instructional outcomes. slow or too rushed. not provide students the time challenging content and are In addition, there is evidence of Few students are intellectually needed to be intellectually supported in that engagement some student initiation of engaged or interested. engaged. by teacher scaffolding. inquiry and of student The pacing of the lesson is contribution to the exploration appropriate, providing most of important content. students the time needed to be The pacing of the lesson intellectually engaged. 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 one another. Evidence Component Ineffective Developing Accomplished Exemplary 3d There is little or no assessment Assessment is used sporadically Assessment is used regularly by Assessment is fully integrated Using Assessment or monitoring of student by teacher and/or students to teacher and/or students during into instruction through in Instruction support instruction through the lesson through monitoring
Engaging Students in Learning instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually engaged. outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. 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 one another. Evidence Component Ineffective Developing Accomplished Exemplary 3d Using Assessment in Instruction There is little or no assessment or monitoring of student Assessment is used sporadically by teacher and/or students to support instruction through Assessment is used regularly by teacher and/or students during the lesson through monitoring Assessment is fully integrated into instruction through
Teacher%20Evaluation%20Field%20Test%20Guide%202012-0.docx