There are physical hazards in The physical environment is The classroom is safe, and all In addition to the the classroom, endangering safe, and most students can students are able to see and characteristics of “proficient”: student safety. see and hear. hear. Modifications are made to the Many students can’t see or The physical environment is The classroom is arranged to physical environment to hear the teacher or the board. not an impediment to learning support the instructional goals accommodate students with but does not enhance it. and learning activities. special needs. Available technology is not being used, even if its use The teacher limited use of The teacher makes There is total alignment would enhance the lesson. available technology and appropriate use of available between the goals of the other resources. technology. lesson and the physical environment. Students take the initiative to adjust the physical environment. Teachers and students make extensive and imaginative use of available technology. Evidence Domain 3: Instruction COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED The instructional purpose of The teacher’s attempt to The teacher clearly The teacher the the lesson is unclear to explain the instructional communicates instructional instructional purpose of the students, and the directions purpose has only limited purpose of the lesson, lesson to student interests; and procedures are confusing. success, and/or directions including where it is situated the directions and procedures and procedures must be within broader learning, and are clear and anticipate The teacher’s explanation of clarified after initial student explains procedures and possible student the content contains major confusion. directions clearly. misunderstanding. errors. 3a (SC1) The teacher’s explanation of Teacher’s explanation of The teacher’s explanation of The teacher’s spoken or Communicating the content may contain content is well scaffolded, content is thorough and clear, written language contains with students minor errors; some portions clear and accurate, and developing conceptual errors of grammar or syntax. are clear; other portions are connects with students’ understanding through artful difficult to follow. knowledge and experience. scaffolding and connecting The teacher’s vocabulary is with students’ interests. inappropriate, vague, or used The teacher’s explanation During the explanation of incorrectly, leaving students consists of a monologue, with content, the teacher invites Students contribute to confused. no invitation to the students student intellectual extending the content and for intellectual engagement. engagement. help explain concepts to their
There are physical hazards in the classroom, endangering student safety. Many students can’t see or hear the teacher or the board. Available technology is not being used, even if its use would enhance the lesson. The physical environment is safe, and most students can see and hear. The physical environment is not an impediment to learning but does not enhance it. The teacher limited use of available technology and other resources. The classroom is safe, and all students are able to see and hear. The classroom is arranged to support the instructional goals and learning activities. The teacher makes appropriate use of available technology. In addition to the characteristics of “proficient”: Modifications are made to the physical environment to accommodate students with special needs. There is total alignment between the goals of the lesson and the physical environment. Students take the initiative to adjust the physical environment. Teachers and students make extensive and imaginative use of available technology. Evidence Domain 3: Instruction COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 3a (SC1) Communicating with students The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. The teacher clearly communicates instructional purpose of the lesson, including where it is situated within broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. The teacher the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interests. Students contribute to extending the content and help explain concepts to their
tpep_evidence_gathering_document.docx