3a The instructional purpose of The teacher’s attempt to The teacher clearly The teacher links the Communicating the lesson is unclear to explain the instructional communicates instructional instructional purpose of the with Students students, and the directions purpose has only limited purpose of the lesson, lesson to the students and procedures are confusing. success, and/or directions and including it is situated interests; the directions and The teacher’s explanation of procedures must be clarified within the broader learning, procedures are clear and the content contains major after initial student confusion. and explains procedures and anticipate possible student errors. The teacher’s explanation of directions clearly. misunderstanding. The teacher’s spoken or the content may contain Teacher’s explanation of The teacher’s explanation of written language contains minor errors; some portions content is well scaffolded, content is thorough and clear, errors. are clear; other portions are clear and accurate, and developing conceptual The teacher’s spoken or difficult to follow. connects with students’ understanding through artful written language contains The teacher’s explanation knowledge and experience. scaffolding and connecting errors of grammar or syntax consists of a monologue, with During the explanation of with students’ interest. The teacher’s vocabulary is no invitation to the students content, the teacher invites Students contribute to inappropriate, vague, or used for intellectual engagement. student intellectual extending the content and incorrectly, leaving students Teacher’s spoken language is engagement. help explain concepts to their confused. correct; however, his or her Teacher’s spoken and written classmates. vocabulary is limited, or not language is clear and correct The teacher’s spoken and appropriate to the and uses vocabulary written language is expressive, students’ ages or backgrounds. appropriate to the students’ and the teacher finds ages and interests. opportunities to extend students’ vocabularies. Evidence Component Ineffective Developing Accomplished Exemplary
3a Communicating with Students The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors. The teacher’s spoken or written language contains errors of grammar or syntax The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; however, his or her vocabulary is limited, or not appropriate to the students’ ages or backgrounds. The teacher clearly communicates instructional purpose of the lesson, including it is situated within the broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests. The teacher links the instructional purpose of the lesson to the students interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interest. Students contribute to extending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. Evidence Component Ineffective Developing Accomplished Exemplary
Teacher%20Evaluation%20Field%20Test%20Guide%202012-0.docx