UNSATISFACTORY PROFICIENT COMPONENT Outcomes represent low Outcomes represent Most outcomes represent All outcomes represent expectations for students and moderately high expectations rigorous and important rigorous and important lack of rigor, and not all of and rigor. learning in the discipline. learning in the discipline. them reflect important learning Some reflect important All the instructional The outcomes are clear, are in the discipline. learning in the discipline and outcomes are clear, are written in the form of student Outcomes are stated as consist of a combination of written in the form of student learning, and permit viable activities rather than as student outcomes and activities. learning, and suggest viable methods of assessment. learning. methods of assessment. 1c (SC4) Outcomes reflect several Outcomes reflect several Setting Outcomes reflect only one type types of learning, but teacher Outcomes reflect several different types of learning instructional of learning and only one has made no attempt at different types of learning and, where appropriate, outcomes discipline or strand and are coordination or integration. and opportunities for represent opportunities for suitable for only some coordination. both coordination and Most of the outcomes are students. integration. suitable for most of the Outcomes take into account students in the class in the varying needs of groups Outcomes take into account accordance with global of students. the varying needs of assessments of student individual students. learning. Critical Attributes Outcomes lack rigor. Outcomes Outcomes represent a mixture Outcomes represent high In addition to the do not represent important of low expectations and expectations and rigor. characteristics of "proficient": learning in the discipline. Outcomes are related to the Teacher plans make Some outcomes reflect Outcomes are not clear or are ideas” of the discipline. reference to curricular important learning in the “big stated as activities. frameworks or blueprints to discipline. ensure accurate sequencing. Outcomes are written in Outcomes are not suitable for of what students will learn Outcomes are suitable for most many students in the class. rather than do. Teacher connects outcomes of the class. to previous and future learning. Outcomes represent a range: factual, conceptual understanding, reasoning, Outcomes are differentiated to social, management, encourage individual students communication. to take educational risks. Outcomes are suitable to groups of students in the class and are differentiated where necessary.
COMPONENT UNSATISFACTORY PROFICIENT 1c (SC4) Setting instructional outcomes Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Outcomes are stated as activities rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning. Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. Critical Attributes Outcomes lack rigor. Outcomes do not represent important learning in the discipline. Outcomes are not clear or are stated as activities. Outcomes are not suitable for many students in the class. Outcomes represent a mixture of low expectations and Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes are written in of what students will learn rather than do. Outcomes represent a range: factual, conceptual understanding, reasoning, social, management, communication. Outcomes are suitable to groups of students in the class and are differentiated where necessary. In addition to the characteristics of "proficient": Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing. Teacher connects outcomes to previous and future learning. Outcomes are differentiated to encourage individual students to take educational risks.
tpep_evidence_gathering_document.docx