Evidence What instructional materials or other resources, if any, will you use? UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED COMPONENT The series of learning Some of the learning activities Teacher coordinates represent the experiences is poorly aligned and materials are suitable to knowledge of content, of coordination of in-depth with the instructional outcomes the instructional outcomes and students, and of resources, to content knowledge, and does not represent a represent a moderate cognitive design a series of learning understanding of different coherent structure. challenge but with no experiences aligned to students’ needs, and differentiation for different instructional outcomes and available resources students. Instructional groups suitable to groups of students. (including technology), The activities are not designed partially support the resulting in a series of to engage students in active instructional outcomes, with an learning activities designed intellectual activity and have The learning activities have effort by the teacher at to engage students in high- unrealistic time allocations. reasonable time allocations; providing some variety. level cognitive activity. Instructional groups do not they represent significant 1e (SC4) Learning activities are support the instructional cognitive challenge, with Designing differentiated appropriately outcomes and offer no variety. The lesson or unit has a some differentiation for coherent for individual learners. recognizable structure; the different groups of students. instruction Instructional groups are progression of activities is varied appropriately with uneven, with most time The lesson or unit has a clear some opportunity for student allocations reason- able. structure, with appropriate choice. and varied use of instructional groups. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. Critical Attributes Learning activities are boring Learning activities are Learning activities are In addition to the and/or not well aligned to the moderately challenging. matched to instructional characteristics of “proficient”: instructional goals. outcomes. Activities permit student choice. Learning resources are Materials are not engaging or do suitable, but there is limited Activities provide opportunity not meet instructional outcomes. variety. for higher-level thinking. Learning experiences connect to other disciplines.
Evidence What instructional materials or other resources, if any, will you use? COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1e (SC4) Designing coherent instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reason- able. Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure, with appropriate and varied use of instructional groups. represent the coordination of in-depth content knowledge, understanding of different students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high- level cognitive activity. Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. Critical Attributes Learning activities are boring and/or not well aligned to the instructional goals. Materials are not engaging or do not meet instructional outcomes. Learning activities are moderately challenging. Learning resources are suitable, but there is limited variety. Learning activities are matched to instructional outcomes. Activities provide opportunity for higher-level thinking. In addition to the characteristics of “proficient”: Activities permit student choice. Learning experiences connect to other disciplines.
tpep_evidence_gathering_document.docx