A. Focus for align to appropriate Ohio Learning Plans align to appropriate Ohio Plans align to appropriate Ohio do not align to the Learning: Standards Learning Standards Learning Standards appropriate Ohio Learning Standards and Standards Objectives AND AND AND/OR /Targets Goals are measureable Goals are measureable Some goals are measureable AND/OR Goals are absent or not AND AND AND/OR measureable Standards, objectives/targets, and learning Standards, objectives/ targets, and Standards, objectives/targets, tasks are consistently aligned with each other learning tasks are consistently and learning are loosely or AND/OR aligned with each other are not consistently aligned Standards, objectives/targets, AND with each other and learning tasks are not Articulates objectives/targets that are AND aligned with each other appropriate for learners and attend to Articulates objectives/targets that AND/OR appropriate developmental progressions are appropriate for learners Articulates some AND/OR relative to age and content-area objectives/targets that are Does not articulate appropriate for learners objectives/targets that are appropriate for learners Sources of Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Evidence: Cumulative lesson plans Student learning objectives Evidence of differentiation Use of Ohio Learning Standards Posted learning objectives/ targets Possible Expectations Emerging/ Does Not Meet Expectations Student teachers’ plans: appropriately content to standard” may be missing one or more of the following Evidence: “connect (Marzano, p. 27). qualities: specific, measurable and timebound. Goals are not based on prior available student learning. Goals are: specific, measurable and timebound; based on multiple are partially aligned to content standards. Goals may be “Goals sources of available data that reveal prior student learning; aligned to missing one or more of the following: appropriate for content standards; appropriate for the context, instructional interval and the context, instructional interval and content content standard(s); demonstrating a significant impact on student standard(s). Goal is not connected to a significant learning of content (transferable skills)” (Marzano, p. 36). impact on student learning of content” (Marzano, p. 36). Item Exceeds Expectations Meets Expectations Emerging Does Not Meet Expectations (3 points) (2 points) (1 point) (0 points) Planning for Instruction and Assessment
A. Focus for Learning: Standards and Objectives /Targets align to appropriate Ohio Learning Standards AND Goals are measureable AND Standards, objectives/targets, and learning tasks are consistently aligned with each other AND Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area Plans align to appropriate Ohio Learning Standards AND Goals are measureable AND Standards, objectives/ targets, and learning tasks are consistently aligned with each other AND Articulates objectives/targets that are appropriate for learners Plans align to appropriate Ohio Learning Standards AND/OR Some goals are measureable AND/OR Standards, objectives/targets, and learning are loosely or are not consistently aligned with each other AND/OR Articulates some objectives/targets that are appropriate for learners do not align to the appropriate Ohio Learning Standards AND/OR Goals are absent or not measureable AND/OR Standards, objectives/targets, and learning tasks are not aligned with each other AND/OR Does not articulate objectives/targets that are appropriate for learners Sources of Evidence: Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans Student learning objectives Evidence of differentiation Use of Ohio Learning Standards Posted learning objectives/ targets Possible Evidence: Expectations Emerging/ Does Not Meet Expectations Student teachers’ plans: appropriately “connect content to standard” (Marzano, p. 27). “Goals are: specific, measurable and timebound; based on multiple sources of available data that reveal prior student learning; aligned to content standards; appropriate for the context, instructional interval and content standard(s); demonstrating a significant impact on student learning of content (transferable skills)” (Marzano, p. 36). may be missing one or more of the following qualities: specific, measurable and timebound. Goals are not based on prior available student learning. Goals are partially aligned to content standards. Goals may be missing one or more of the following: appropriate for the context, instructional interval and content standard(s). Goal is not connected to a significant impact on student learning of content” (Marzano, p. 36). Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Planning for Instruction and Assessment
20160705%20Look_Fors_VARI-EPP.docx