The teacher The teacher The teacher is demonstrates demonstrates fully aware of The teacher little or no some familiarity the resources seeks out familiarity with with resources available resources in and resources to available through through the beyond the school enhance own the school or school or district or district in knowledge, to district to enhance to enhance own professional use in teaching, own knowledge, to knowledge, to organizations, on or for students use in teaching, or use in teaching, the Internet, and who need them. for students who or for students in the community The teacher need them. The who need them. to enhance own does not seek teacher does not knowledge, to use such knowledge. seek to extend in teaching, and such knowledge. for students who need them. 1e - Designing Coherent Instruction INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE The series of The series of The teacher learning learning coordinates The teacher experiences is experiences knowledge of coordinates poorly aligned demonstrates content, of knowledge of with the partial alignment students, and of content, of instructional with instructional resources to students, and of outcomes and outcomes, and design a series resources, to does not some of the of learning design a series of represent a experiences are experiences learning coherent likely to engage aligned to experiences structure. The students in instructional aligned to experiences are significant outcomes and instructional suitable for only learning. The suitable for outcomes, some students. lesson or unit has groups of differentiated a recognizable students. The where appropriate structure and lesson or unit to make them reflects partial has a clear suitable to all knowledge of structure and is students and
The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek such knowledge. The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek to extend such knowledge. The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them. 1e - Designing Coherent Instruction INEFFECTIVE The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. PROGRESSING The series of learning experiences demonstrates partial alignment with instructional outcomes, and some of the experiences are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of EFFECTIVE The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The lesson or unit has a clear structure and is HIGHLY EFFECTIVE The teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and
EdReflect_TESS_Rubric_Descriptors.jun.18.docx