37% 16% 47% The teacher communicates clear learning ES # objective(s) aligned to 2011 Massachusetts 40% 10% 50% Curriculum Frameworks. SEI/language MS % objective(s) are included when applicable. 35% 30% 35% HS --- --- --- --- 13% 29% 58% The teacher uses appropriate ES # instructional strategies well matched to learning objective(s) and content. 35% 20% 45% MS % 10% 25% 65% HS --- --- --- --- 63% 13% 24% The teacher uses appropriate ES # modifications for English language learners and students with disabilities such as explicit 75% 15% 10% MS % language objective(s); direct instruction in vocabulary; presentation of content at HS --- --- --- --- multiple levels of complexity; and, differentiation of content, process, and/or 60% 10% 30% products. 37% 21% 42% The teacher provides multiple ES # opportunities for students' to engage in 30% 45% 25% higher order thinking such as use of inquiry, MS % exploration, application, analysis, synthesis, and/or evaluation of knowledge or concepts 20% 50% 30% 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) 18% 32% 50% The teacher uses questioning techniques ES # that require thoughtful responses that 15% 35% 50% demonstrate understanding. MS % 10% 30% 60% HS --- 21% 13% 66% The teacher implements teaching ES # strategies that promote a learning environment where students can take 25% 20% 55% MS % instance, where they can make predictions, make judgments and investigate. 25% 30% 45% HS --- --- --- --- 13% 37% 50% The teacher paces the lesson to match ES #
The teacher communicates clear learning objective(s) aligned to 2011 Massachusetts Curriculum Frameworks. SEI/language objective(s) are included when applicable. ES 37% 16% 47% # MS 40% 10% 50% % HS 35% 30% 35% --- --- --- --- The teacher uses appropriate instructional strategies well matched to learning objective(s) and content. ES 13% 29% 58% # MS 35% 20% 45% % HS 10% 25% 65% --- --- --- --- 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 63% 13% 24% # MS 75% 15% 10% % HS 60% 10% 30% --- --- --- --- 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 37% 21% 42% # MS 30% 45% 25% % HS 20% 50% 30% --- --- --- --- (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 18% 32% 50% # MS 15% 35% 50% % HS 10% 30% 60% --- The teacher implements teaching strategies that promote a learning environment where students can take instance, where they can make predictions, make judgments and investigate. ES 21% 13% 66% # MS 25% 20% 55% % HS 25% 30% 45% --- --- --- --- The teacher paces the lesson to match ES 13% 37% 50% #
2014-0780.docx