Unacceptable Basic Proficient Distinguished Comments: 4.4 Designs Coherent Instructional Grouping of Students U Instructional groups Instructional groups are Instructional groups are suitable Instructional groups are suitable to the do not support the inconsistent in to the instructional goals and/or instructional goals and/or to the learning instructional goals suitability to the the learning needs of students. needs of students. There is evidence of and/or do not offer any instructional and student choice in selecting different variety in the learning offer minimal variety in instructional groups. experience. learning experiences. Unacceptable Basic Proficient Distinguished Comments: 4.5 Engages Students in Learning Using Appropriate Structure and Pacing U The lesson has no The lesson has a The lesson has a clearly defined The lesson’s structure is highly coherent, clearly defined structure, recognizable structure, structure around which the allowing for reflection and closure as and/or the pacing of the although it is not activities are organized. Pacing appropriate. Pacing of the lesson is lesson is too slow or uniformly maintained of the lesson is consistent. appropriate for students with multiple rushed, or both. throughout the lesson. learning needs. Pacing of the lesson is inconsistent. Unacceptable Basic Proficient Distinguished Comments: 4.6 Engages Students in Learning Activities and Assignments U Activities and Some activities and Most activities and assignments All students are cognitively engaged in assignments are assignments are are appropriate to students. the activities and assignments in their inappropriate for appropriate to Almost all students are exploration of content. Students initiate students in terms of students, and they are cognitively engaged in them. or adapt activities and projects to their age or cognitively engaged. enhance understanding. backgrounds. Students are not cognitively engaged. Unacceptable Basic Proficient Distinguished Comments 4.7 Engages Students in Learning Using Suitable Instructional Materials and Resources U Teacher does not Teacher selects Teacher seeks out resources for Teacher seeks out resources for teaching, access suitable resources instructional materials teaching in professional or in professional organizations and in for instruction or and resources that are organizations and the the community and shares awareness of engagement of students. partially suitable to the community. Instructional resources with students’ families and instructional goals, or materials and resources are colleagues. Instructional materials and students’ level of suitable to the instructional resources are suitable to the cognitive engagement goals and engage students instructional goals and engage students is moderate. cognitively. cognitively. Students are involved in the choice, adaptation, or creation of materials to enhance their own learning.
Unacceptable Basic Proficient Distinguished Comments: 4.4 Designs Coherent Instructional Grouping of Students U Instructional groups do not support the instructional goals and/or do not offer any variety in the learning experience. Instructional groups are inconsistent in suitability to the instructional and offer minimal variety in learning experiences. Instructional groups are suitable to the instructional goals and/or the learning needs of students. Instructional groups are suitable to the instructional goals and/or to the learning needs of students. There is evidence of student choice in selecting different instructional groups. Unacceptable Basic Proficient Distinguished Comments: 4.5 Engages Students in Learning Using Appropriate Structure and Pacing U The lesson has no clearly defined structure, and/or the pacing of the lesson is too slow or rushed, or both. The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent. The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is consistent. The lesson’s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for students with multiple learning needs. Unacceptable Basic Proficient Distinguished Comments: 4.6 Engages Students in Learning Activities and Assignments U Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not cognitively engaged. Some activities and assignments are appropriate to students, and they are cognitively engaged. Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them. All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding. Unacceptable Basic Proficient Distinguished Comments 4.7 Engages Students in Learning Using Suitable Instructional Materials and Resources U Teacher does not access suitable resources for instruction or engagement of students. Teacher selects instructional materials and resources that are partially suitable to the instructional goals, or students’ level of cognitive engagement is moderate. Teacher seeks out resources for teaching in professional organizations and the community. Instructional materials and resources are suitable to the instructional goals and engage students cognitively. Teacher seeks out resources for teaching, or in professional organizations and in the community and shares awareness of resources with students’ families and colleagues. Instructional materials and resources are suitable to the instructional goals and engage students cognitively. Students are involved in the choice, adaptation, or creation of materials to enhance their own learning.
Career-Teacher-Evaluation-update.docx