ensure that most students are heard. Critical Attributes Questions are rapid-fire, and Teacher frames some Teacher uses open-ended In addition to the convergent, with a single correct questions designed to questions, inviting students to characteristics of “proficient”: answer. promote student thinking, think and/or offer multiple Students initiate higher-order but only a small number of possible answers. The questions. Students extend students are involved. teacher makes effective use the discussion, enriching it. Questions do not invite student of wait time. thinking. The teacher invites students Students invite comments to respond directly to one The teacher effectively builds from their classmates during a All discussion is between another’s ideas, but few on student responses to discussion. teacher and students; students students respond. questions. are not invited to speak directly to one another. Teacher calls on many Discussions enable students students, but only a few to talk to one another without A few students dominate the actually participate in the ongoing mediation by the discussion. discussion. teacher. The teacher calls on most students, even those who don’t initially volunteer. Many students actively engage in the discussion. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED The learning and activities, The learning tasks and The learning tasks and Virtually all students are materials, resources, activities are partially aligned activities are aligned with intellectually engaged in instructional groups and with the instructional the instructional outcomes challenging content through technology are poorly aligned outcomes but require only and designed to challenge well-designed learning tasks with the instructional outcomes minimal thinking by students, student thinking, the result and suitable scaffolding by or require only rote responses. allowing most to be passive being that most students the teacher and fully aligned or merely compliant. display active intellectual with the instructional 3c (SC1) The pace of the lesson is too engagement with important outcomes. Engaging slow or too rushed. The pacing of the lesson may and challenging content and students in not provide students the time In addition, there is evidence are supported in that Few students are intellectually learning needed to be intellectually of some student initiation of engagement by teacher engaged or interested. engaged. inquiry and of student scaffolding. contribution to the exploration The pacing of the lesson is of important content. appropriate, providing most The pacing of the lesson students the time needed to provides students the time be intellectually engaged. needed to intellectually
ensure that most students are heard. Critical Attributes Questions are rapid-fire, and convergent, with a single correct answer. Questions do not invite student thinking. All discussion is between teacher and students; students are not invited to speak directly to one another. A few students dominate the discussion. Teacher frames some questions designed to promote student thinking, but only a small number of students are involved. The teacher invites students to respond directly to one another’s ideas, but few students respond. Teacher calls on many students, but only a few actually participate in the discussion. Teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers. The teacher makes effective use of wait time. The teacher effectively builds on student responses to questions. Discussions enable students to talk to one another without ongoing mediation by the teacher. The teacher calls on most students, even those who don’t initially volunteer. Many students actively engage in the discussion. In addition to the characteristics of “proficient”: Students initiate higher-order questions. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 3c (SC1) Engaging students in learning The learning and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually engaged. The learning tasks and activities are aligned with the instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually
tpep_evidence_gathering_document.docx