Teachers should know and be able to: Use a variety of instructional strategies to focus instruction. 3b. Unsatisfactory Progressing Proficient Exemplary Lacking instructional focus, Selects instructional strategies specific to Selects multiple instructional strategies Strategically selects from an extensive classroom time is often the subject matter to support student that to maintain focus and repertoire of instructional strategies to of filled with activities that understanding. cognitively engage students. design meaningful learning merely consume time. experiences that challenge all students to be cognitively engaged throughout trategies election the lesson. Instructional Instructional delivery is poorly Instructional delivery (activities, Instructional delivery (activities, Instructional delivery is well executed executed and significantly groupings of students, materials, and groupings of students, materials and (activities, groupings of students, lacks learning experiences resources) engages some, but not all, resources) is effective in engaging materials and resources) and EFFECTIVENESS that engage students. of the students in the learning of students in important learning of effectively leads to student Delivery content and skills. content and skills. engagement in significant learning of OF Instructional content and skills. The teacher’s written and/or oral The teacher’s written and/or The teacher’s written and/or oral The teacher’s written and/or oral directions anticipate possible student oral directions are confusing directions are sometimes unclear, directions contain an appropriate level misunderstanding and to the students, leaving causing students to frequently ask the of detail and are clear to students. accordingly. The teacher prepares and them with questions about teacher to repeat the directions. Explanations of content and students well for understanding what they are supposed to Explanations of content do not teaching important vocabulary significant content by pre-teaching do. prepare all students to engage in effectively prepare students to engage that vocabulary, scaffolding of more classroom experiences without further in appropriate classroom experiences. complex ideas and insuring that Expectations guidance. Directions INDICATORS classroom experiences are appropriate, yet challenging. 3b. Performance ELEMENT I I II III Unsatisfactory Progressing Progressing II Proficient Proficient Proficient Exemplary Rating
Teachers should know and be able to: 3b. Use a variety of instructional strategies to focus instruction. INDICATORS OF EFFECTIVENESS Unsatisfactory Progressing Proficient Exemplary election of Instructional trategies Lacking instructional focus, classroom time is often filled with activities that merely consume time. Selects instructional strategies specific to the subject matter to support student understanding. Selects multiple instructional strategies that to maintain focus and cognitively engage students. Strategically selects from an extensive repertoire of instructional strategies to design meaningful learning experiences that challenge all students to be cognitively engaged throughout the lesson. Instructional Delivery Instructional delivery is poorly executed and significantly lacks learning experiences that engage students. Instructional delivery (activities, groupings of students, materials, and resources) engages some, but not all, of the students in the learning of content and skills. Instructional delivery (activities, groupings of students, materials and resources) is effective in engaging students in important learning of content and skills. Instructional delivery is well executed (activities, groupings of students, materials and resources) and effectively leads to student engagement in significant learning of content and skills. Directions and Expectations The teacher’s written and/or oral directions are confusing to the students, leaving them with questions about what they are supposed to do. The teacher’s written and/or oral directions are sometimes unclear, causing students to frequently ask the teacher to repeat the directions. Explanations of content do not prepare all students to engage in classroom experiences without further guidance. The teacher’s written and/or oral directions contain an appropriate level of detail and are clear to students. Explanations of content and important vocabulary effectively prepare students to engage in appropriate classroom experiences. The teacher’s written and/or oral directions anticipate possible student misunderstanding and accordingly. The teacher prepares students well for understanding significant content by pre-teaching that vocabulary, scaffolding of more complex ideas and insuring that classroom experiences are appropriate, yet challenging. 3b. Performance ELEMENT Rating Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary teaching
TchrPerfStandRubric081617-Locked.docx