Dimension Substandard Tier Tier 1 Tier 2 Tier 3 * criteria measured by Performing Below Minimum USC Performing at Minimum USC Performing at Proficient Level Performing at Excellence Level each dimension are Teaching Policy Standard Teaching Policy Standard of Teaching Standard at USC of Teaching Standard at USC noted. Class organization Instructional plan Instructor changes the The module/unit The class session The module/unit established module/unit instructional plan includes student instructional plan 5a, 5b* instructional plan without demonstrates clear interaction with includes instruction, prior notification to signs of planning and peers, content, and formative students. organization, and instructor. assessment, and follows a logical flow. reflection components. Module/unit instructional plan Each assignment includes due dates description has an and assignment accompanying rubric. descriptions. Communication of Instructor communicates no Instructor clearly Instructor clearly Instructor clearly learning goals for the identifies realistic connects the learning identifies the clear learning goals module/unit. learning goals for the goals for the learning goals for the for the module/unit module/unit. module/unit to the module/unit, and 6a* Instructor communicates course learning connects them to the inappropriate or unrealistic objectives. course learning learning goals for the objectives. module/unit. Course Environment Instructor does not select Course tools are used Course tools Instructor selects suitable technologies for that allow the promote learner appropriate and and Technology activities, communication student to complete engagement. varied course tools 5c, 5d* and/or assessment. the required activity. for activities, communication and Instructor does not conduct assessments. learning activities which promote the achievement of the stated learning objectives.
Dimension Substandard Tier Tier 1 Tier 2 Tier 3 * criteria measured by each dimension are noted. Performing Below Minimum USC Teaching Policy Standard Performing at Minimum USC Teaching Policy Standard Performing at Proficient Level of Teaching Standard at USC Performing at Excellence Level of Teaching Standard at USC Class organization Instructional plan 5a, 5b* Instructor changes the established module/unit instructional plan without prior notification to students. The module/unit instructional plan demonstrates clear signs of planning and organization, and follows a logical flow. Module/unit instructional plan includes due dates and assignment descriptions. The class session includes student interaction with peers, content, and instructor. The module/unit instructional plan includes instruction, formative assessment, and reflection components. Each assignment description has an accompanying rubric. Communication of clear learning goals for the module/unit 6a* Instructor communicates no learning goals for the module/unit. Instructor communicates inappropriate or unrealistic learning goals for the module/unit. Instructor clearly identifies realistic learning goals for the module/unit. Instructor clearly connects the learning goals for the module/unit to the course learning objectives. Instructor clearly identifies the learning goals for the module/unit, and connects them to the course learning objectives. Course Environment and Technology 5c, 5d* Instructor does not select suitable technologies for activities, communication and/or assessment. Instructor does not conduct learning activities which promote the achievement of the stated learning objectives. Course tools are used that allow the student to complete the required activity. Course tools promote learner engagement. Instructor selects appropriate and varied course tools for activities, communication and assessments.
CET-Asynch-Online-Teaching-Observation-Checklist-.docx