INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE The teacher The teacher The teacher adheres to the attempts to modify promotes the The teacher instruction plan, the lesson when successful seizes an even when a needed and to learning of all opportunity to change respond to student students, enhance learning, improve the questions, with making building on a lesson or moderate success. adjustments as spontaneous address The teacher needed to event or student students' lack of accepts instruction plans interests. The interest. The responsibility for and teacher ensures teacher brushes student success, accommodating the success of all aside student but has only a student students, using an questions; when limited repertoire of questions, extensive students strategies to draw needs, and repertoire of experience upon. interests. instructional difficulty, the strategies. teacher blames the students or their home environment. 4a - Reflecting on Teaching INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE The teacher The teacher The teacher does not provides a partially provides an The teacher's accurately accurate and accurate and reflection on the assess the objective objective lesson is effectiveness of description of the description of thoughtful and the lesson and lesson but does the lesson, citing accurate, citing has no ideas not cite specific specific specific evidence. about how the evidence. The evidence. The The teacher lesson could be teacher only teacher makes draws on an improved. general some specific extensive suggestions as to suggestions as repertoire to
INEFFECTIVE The teacher adheres to the instruction plan, even when a change improve the lesson or address students' lack of interest. The teacher brushes aside student questions; when students experience difficulty, the teacher blames the students or their home environment. PROGRESSING The teacher attempts to modify the lesson when needed and to respond to student questions, with moderate success. The teacher accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon. EFFECTIVE The teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests. HIGHLY EFFECTIVE The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of all students, using an extensive repertoire of instructional strategies. 4a - Reflecting on Teaching INEFFECTIVE The teacher does not accurately assess the effectiveness of the lesson and has no ideas about how the lesson could be improved. PROGRESSING The teacher provides a partially accurate and objective description of the lesson but does not cite specific evidence. The teacher only general suggestions as to EFFECTIVE The teacher provides an accurate and objective description of the lesson, citing specific evidence. The teacher makes some specific suggestions as HIGHLY EFFECTIVE The teacher's reflection on the lesson is thoughtful and accurate, citing specific evidence. The teacher draws on an extensive repertoire to
EdReflect_TESS_Rubric_Descriptors.jun.18.docx