probable success of different courses of action. Critical Attributes The teacher considers the The teacher has a general The teacher accurately In addition to the lesson but draws incorrect sense of whether or not assesses the effectiveness of characteristics of “proficient”: conclusions about its instructional practices were instructional activities used. effectiveness. effective. Teacher’s assessment of the The teacher identifies lesson is thoughtful and The teacher makes no The teacher offers general specific ways in which a includes specific indicators of suggestions for improvement. modifications for future lesson might be improved. effectiveness. instruction. Teacher’s suggestions for improvement draw on an extensive repertoire. Evidence Questions to consider: In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? Did you depart from your plan? If so, how and why? Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To what extent were they effective? If you had an opportunity to teach this lesson again to the same group of students, what would you do differently? COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Teacher’s system for Teacher’s system for Teacher’s system for Teacher’s system for maintaining information on maintaining information on maintaining information on maintaining information on student completion of student completion of student completion of student completion of assignments and student assignments and student assignments, student assignments, student progress in learning is progress in learning is progress in learning, and progress in learning, and 4b (SC6) nonexistent or in disarray. rudimentary and only partially non-instructional records is non-instructional records is Maintaining effective. fully effective. fully effective. Teacher’s records for non- accurate records activities are in Teacher’s records for non- Students contribute disarray, resulting in errors and activities are information and participate in confusion. adequate but require frequent maintaining the records. monitoring to avoid errors. Critical Attributes
probable success of different courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its effectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were effective. The teacher offers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire. Evidence Questions to consider: In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? Did you depart from your plan? If so, how and why? Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To what extent were they effective? If you had an opportunity to teach this lesson again to the same group of students, what would you do differently? COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4b (SC6) Maintaining accurate records Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for activities are in disarray, resulting in errors and confusion. Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher’s records for activities are adequate but require frequent monitoring to avoid errors. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Students contribute information and participate in maintaining the records. Critical Attributes non- non-
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