Interpretation of No evidence or Provides evidence Uses evidence to Student Learning reasons provided to with basic support conclusions support conclusions hypotheses to drawn in “Analysis drawn in support conclusions of Student GP 4 “Analysis DP 5 of Student drawn in Learning” section. “Analysis Learning” section. of Student Explores multiple Learning” section hypotheses about that show depth of the students and professional his/her own knowledge. teaching for why some students did not meet learning objectives. Explicitly analyzes the role of professional knowledge in analyzing his/her responsibilities for student learning. Insights on Provides no Identifies Identifies Effective rationale for why successful and successful and Instruction and some activities or unsuccessful unsuccessful Assessment assessments were activities or activities and more successful assessments and assessments and than others. plausible reasons provides plausible, GP 2 for success or thorough reasons lack thereof (based on theory or (limited use of research) for their theory, research or success or lack professional thereof. Assumes knowledge). active responsibility for his/her professional success. Alignment Does not connect Connects learning Logically and learning objectives, objectives, extensively Objectives, Instruction and instruction, and instruction, and connects learning Assessment assessment results assessment results objectives, in the discussion of in the discussion of instruction, and GP 4 student learning student learning assessment results and effective and effective in the discussion of instruction and/or instruction. student learning the connections are and effective irrelevant or instruction. Show inaccurate. depth of
Interpretation of Student Learning GP 4 DP 5 No evidence or reasons provided to support conclusions drawn in “Analysis of Student Learning” section. Provides evidence with basic hypotheses to support conclusions drawn in “Analysis of Student Learning” section that show depth of professional knowledge. Uses evidence to support conclusions drawn in “Analysis of Student Learning” section. Explores multiple hypotheses about the students and his/her own teaching for why some students did not meet learning objectives. Explicitly analyzes the role of professional knowledge in analyzing his/her responsibilities for student learning. Insights on Effective Instruction and Assessment GP 2 Provides no rationale for why some activities or assessments were more successful than others. Identifies successful and unsuccessful activities or assessments and plausible reasons for success or lack thereof (limited use of theory, research or professional knowledge). Identifies successful and unsuccessful activities and assessments and provides plausible, thorough reasons (based on theory or research) for their success or lack thereof. Assumes active responsibility for his/her professional success. Alignment Objectives, Instruction and Assessment GP 4 Does not connect learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. Connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Logically and extensively connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Show depth of
TWS%20-%20Secondary%20Revision%20-%20Summer%202013.docx