* AND AND/OR Does not establish constructive AND Establishes and promotes Attempts to establish constructive relationships to engage learners Establishes and promotes constructive constructive relationships to relationships to engage learners relationships to equitably engage learners equitably engage learners OR AND/OR Does not use constructive AND AND Attempts to use constructive strategies to maintain learners’ Uses research-based strategies to Uses research-based strategies to strategies to maintain learners’ attention (individual and whole maintain learners’ attention (individual maintain learners’ attention attention (individual and whole group) and whole group) (individual and whole group) group) Sources of Observation of teaching Pre/post observation conferences Evidence: Conversations with and/or documentation from the mentor teacher Classroom ground rules implemented by teacher Possible Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Exceeds: Emerging: Evidence: [student] teacher actively involves learners in managing the Attempts to address the criteria in the level of “The “meets” learning environment and making full use of instructional time. performance S/he employs strategies to learner self-direction and ownership of learning” (INTASC). Does Not Meet: No attempt is made to address the criteria in the level of Meets: performance [student] teacher manages the learning environment, “The organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time” (INTASC). Both The [student] teacher: uses technology to expand learner options in to maintain and increase student engagement. provides evidence for how they have used findings from research to maintain learners’ attention Item Exceeds Expectations Meets Expectations Emerging Does Not Meet Expectations (3 points) (2 points) (1 point) (0 points) Assessment Uses decisions Uses data-informed to to design to design J. Data-Guided data-informed (trends and decisions Uses minimal data Does not use data Instruction patterns) to set short and long term goals for design instruction and assessment instruction and assessment instruction and assessment future instruction and assessment AND
* AND Establishes and promotes constructive relationships to equitably engage learners AND Uses research-based strategies to maintain learners’ attention (individual and whole group) AND Establishes and promotes constructive relationships to equitably engage learners AND Uses research-based strategies to maintain learners’ attention (individual and whole group) AND/OR Attempts to establish constructive relationships to engage learners AND/OR Attempts to use constructive strategies to maintain learners’ attention (individual and whole group) Does not establish constructive relationships to engage learners OR Does not use constructive strategies to maintain learners’ attention (individual and whole group) Sources of Evidence: Observation of teaching Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Classroom ground rules implemented by teacher Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Exceeds: “The [student] teacher actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to learner self-direction and ownership of learning” (INTASC). Meets: “The [student] teacher manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time” (INTASC). Both The [student] teacher: uses technology to expand learner options in to maintain and increase student engagement. provides evidence for how they have used findings from research to maintain learners’ attention Emerging: Attempts to address the criteria in the “meets” level of performance Does Not Meet: No attempt is made to address the criteria in the level of performance Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Assessment J. Data-Guided Instruction Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment Uses data-informed decisions to design instruction and assessment AND Uses minimal data to design instruction and assessment Does not use data to design instruction and assessment
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