(0) (1) (2) (0) (1) (2) 7 1 30 9 6 63 The teacher demonstrates knowledge of ES # subject and content. 0 4 16 12% 8% 81% MS % 2 1 17 HS --- 7 10 21 11 22 45 The teacher plans and implements a ES # lesson that reflects rigor and high 3 7 10 14% 28% 58% expectations. MS % 1 5 14 HS --- --- --- --- 14 6 18 29 14 35 The teacher communicates clear learning ES # objective(s) aligned to 2011 Massachusetts Curriculum Frameworks. SEI/language 8 2 10 37% 18% 45% MS % objective(s) are included when applicable. 7 6 7 HS --- --- --- --- 5 11 22 14 20 44 The teacher uses appropriate ES # instructional strategies well matched to learning objective(s) and content. 7 4 9 18% 26% 56% MS % 2 5 13 HS --- --- --- --- 24 5 9 51 10 17 The teacher uses appropriate ES # modifications for English language learners 15 3 2 65% 13% 22% and students with disabilities such as explicit MS % language objective(s); direct instruction in vocabulary; presentation of content at HS --- --- --- --- multiple levels of complexity; and, differentiation of content, process, and/or 12 2 6 products. 14 8 16 24 27 27 The teacher provides multiple ES # opportunities for students' to engage in 6 9 5 31% 35% 35% higher order thinking such as use of inquiry, MS % exploration, application, analysis, synthesis, and/or evaluation of knowledge or concepts 4 10 6 HS --- --- --- --- (Bloom's Taxonomy). (Please see next page) Evidence by Grade Span Evidence Overall & & Teaching (continued) Grade None None Partial Clear Partial Span Clear Consistent Consistent (0) (1) (2) (0) (1) (2) 7 12 19 25 41 The teacher uses questioning techniques ES #
(0) (1) (2) (0) (1) (2) The teacher demonstrates knowledge of subject and content. ES 7 1 30 # 9 6 63 MS 0 4 16 % 12% 8% 81% HS 2 1 17 --- The teacher plans and implements a lesson that reflects rigor and high expectations. ES 7 10 21 # 11 22 45 MS 3 7 10 % 14% 28% 58% HS 1 5 14 --- --- --- --- The teacher communicates clear learning objective(s) aligned to 2011 Massachusetts Curriculum Frameworks. SEI/language objective(s) are included when applicable. ES 14 6 18 # 29 14 35 MS 8 2 10 % 37% 18% 45% HS 7 6 7 --- --- --- --- The teacher uses appropriate instructional strategies well matched to learning objective(s) and content. ES 5 11 22 # 14 20 44 MS 7 4 9 % 18% 26% 56% HS 2 5 13 --- --- --- --- The teacher uses appropriate modifications for English language learners 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 24 5 9 # 51 10 17 MS 15 3 2 % 65% 13% 22% HS 12 2 6 --- --- --- --- 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 14 8 16 # 24 27 27 MS 6 9 5 % 31% 35% 35% HS 4 10 6 --- --- --- --- (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 ES 7 12 19 # 25 41
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