HS 0 0 15 --- The teacher plans and implements a ES 9 10 10 # 17 15 25 lesson that reflects rigor and high MS 5 2 6 % 30 26 44 expectations. HS 3 3 9 --- --- --- --- The teacher communicates clear learning ES 14 7 8 # 20 9 28 objective(s) aligned to 2011 Massachusetts MS 4 2 7 % 35 16 49 Curriculum Frameworks. SEI/language objective(s) are included when applicable. HS 2 0 `13 --- --- --- --- The teacher uses appropriate ES 6 6 17 # 11 14 32 instructional strategies well matched to MS 4 3 6 % 19 25 56 learning objective(s) and content. HS 1 5 9 --- --- --- --- ES 21 1 7 # 37 7 13 The teacher uses appropriate modifications for ELLs and students with disabilities such as MS 8 3 2 % 67 12 21 explicit language objective(s); direct instruction in vocabulary; presentation of content at HS 8 3 4 --- --- --- --- multiple levels of complexity; and, differentiation of content, process, and/or products. The teacher provides multiple ES 16 3 10 # 25 10 22 opportunities for students' to engage in MS 6 3 4 % 44 18 38 higher order thinking such as use of inquiry, exploration, application, analysis, synthesis, HS 3 4 8 --- --- --- --- and/or evaluation of knowledge or concepts (Bloom's Taxonomy). (Please see next page) Evidence by Grade Span Evidence Overall & & Teaching (continued) Grade None None Partial Clear Span Partial Clear Consistent Consistent (0) (1) (2) (0) (1) (2) The teacher uses questioning techniques ES 3 8 18 # 9 12 37 that require thoughtful responses that MS 3 1 9 % 15 21 64 demonstrate understanding. HS 3 2 10 --- The teacher implements teaching ES 10 4 15 # 16 9 32 strategies that promote a learning MS 5 4 4 % 28 16 56 environment where students can take risks instance, where they can make HS 1 1 13 --- --- --- --- predictions, make judgments and investigate.
HS 0 0 15 --- The teacher plans and implements a lesson that reflects rigor and high expectations. ES 9 10 10 # 17 15 25 MS 5 2 6 % 30 26 44 HS 3 3 9 --- --- --- --- The teacher communicates clear learning objective(s) aligned to 2011 Massachusetts Curriculum Frameworks. SEI/language objective(s) are included when applicable. ES 14 7 8 # 20 9 28 MS 4 2 7 % 35 16 49 HS 2 0 `13 --- --- --- --- The teacher uses appropriate instructional strategies well matched to learning objective(s) and content. ES 6 6 17 # 11 14 32 MS 4 3 6 % 19 25 56 HS 1 5 9 --- --- --- --- The teacher uses appropriate modifications for ELLs and students with disabilities such as explicit language objective(s); direct instruction in vocabulary; presentation of content at multiple levels of complexity; and, differentiation of content, process, and/or products. ES 21 1 7 # 37 7 13 MS 8 3 2 % 67 12 21 HS 8 3 4 --- --- --- --- The teacher provides multiple opportunities for students' to engage in higher order thinking such as use of inquiry, exploration, application, analysis, synthesis, and/or evaluation of knowledge or concepts (Bloom's Taxonomy). ES 16 3 10 # 25 10 22 MS 6 3 4 % 44 18 38 HS 3 4 8 --- --- --- --- (Please see next page) Teaching (continued) Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Consistent (0) (1) (2) (0) (1) (2) The teacher uses questioning techniques that require thoughtful responses that demonstrate understanding. ES 3 8 18 # 9 12 37 MS 3 1 9 % 15 21 64 HS 3 2 10 --- The teacher implements teaching strategies that promote a learning environment where students can take risks instance, where they can make predictions, make judgments and investigate. ES 10 4 15 # 16 9 32 MS 5 4 4 % 28 16 56 HS 1 1 13 --- --- --- ---
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