adequately promote or may not provide students assess and promote assess student learning. with the opportunity to student learning and apply and extend their modify instruction. knowledge. Creates grading criteria for Does not establish clear Establishes some grading Establishes clear, all assessments and grading criteria; does not criteria; employs one or complete grading accommodates various employ rubrics or fails to more rubrics to help the criteria; Designs and performance levels through incorporate them in any student understand the employs multiple the use of rubrics meaningful way into individual learning goals rubrics to guide student instruction. and how they will be learning, assess assessed. performance, provide feedback and 3.5Adapts assessment based on Generally does not adapt Provides some Consistently needs of individual assessments to meet accommodations in differentiates, providing students; differentiates, student needs or does so assessment to meet the well-reasoned allowing various means for in inappropriate ways. needs of individual accommodations in students to demonstrate students. assessment to meet the proficiency needs of individual students. 4. Design for Instruction 1a, b Demonstrates in-depth Displays gaps in subject Demonstrates adequate Demonstrates 2a,b knowledge of content area knowledge, unable knowledge of discipline sophisticated 3a,b,c to effectively and curriculum, but may knowledge of key communicate central not be able to situate the disciplinary concepts, concepts of discipline, or lesson or unit within a is able to contextualize adequately respond to broader conceptual instruction, and is able ESOL student questions. framework, or anticipate to anticipate and and respond to ESOL respond to ESOL student learning student learning difficulties and difficulties and misconceptions. misconceptions. 4.2 Presents a coherent Sequence and coherence ESL lessons are related to Unit represents a instructional sequence of ESL lessons is weak the unit learning goals and coherent, developed instructional
adequately promote or assess student learning. may not provide students with the opportunity to apply and extend their knowledge. assess and promote student learning and modify instruction. Creates grading criteria for all assessments and accommodates various performance levels through the use of rubrics Does not establish clear grading criteria; does not employ rubrics or fails to incorporate them in any meaningful way into instruction. Establishes some grading criteria; employs one or more rubrics to help the student understand the individual learning goals and how they will be assessed. Establishes clear, complete grading criteria; Designs and employs multiple rubrics to guide student learning, assess performance, provide feedback and 3.5Adapts assessment based on needs of individual students; differentiates, allowing various means for students to demonstrate proficiency Generally does not adapt assessments to meet student needs or does so in inappropriate ways. Provides some accommodations in assessment to meet the needs of individual students. Consistently differentiates, providing well-reasoned accommodations in assessment to meet the needs of individual students. 4. Design for Instruction 1a, b 2a,b 3a,b,c Demonstrates in-depth knowledge of content Displays gaps in subject area knowledge, unable to effectively communicate central concepts of discipline, or adequately respond to ESOL student questions. Demonstrates adequate knowledge of discipline and curriculum, but may not be able to situate the lesson or unit within a broader conceptual framework, or anticipate and respond to ESOL student learning difficulties and misconceptions. Demonstrates sophisticated knowledge of key disciplinary concepts, is able to contextualize instruction, and is able to anticipate and respond to ESOL student learning difficulties and misconceptions. 4.2 Presents a coherent instructional sequence Sequence and coherence of ESL lessons is weak ESL lessons are related to the unit learning goals and Unit represents a coherent, instructional developed
tesol_tcwssl_2014.docx