physical including computer appropriate to including those arrangement technology, is the learning with special and the lesson moderately activities. The needs. Students activities is poor. effective. The teacher makes contribute to the teacher may effective use of use or adaptation attempt to modify physical of the physical the physical resources, environment to arrangement to including advance learning. suit learning computer Technology is activities, with technology. used skillfully, as partial success. appropriate to the lesson. 3a - Communicating with Students INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE Expectations for Expectations for Expectations for learning, learning, directions learning, Expectations for directions and and procedures, directions and learning, procedures, and and explanations procedures, and directions and explanations of of content are explanations of procedures, and content are clarified after initial content are clear explanations of unclear or confusion; the to students. content are clear confusing to teacher's use of Communications to students. The students. The language is correct are appropriate teacher's oral and teacher's use of but may not be for students' written language completely cultures and communication is contains errors appropriate for levels of clear and or is students' cultures development. expressive, inappropriate for or levels of appropriate for students' development. students' cultures cultures or and levels of levels of development, and development anticipates possible student misconceptions.
physical arrangement and the lesson activities is poor. including computer technology, is moderately effective. The teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology. including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson. 3a - Communicating with Students INEFFECTIVE Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. The teacher's use of language contains errors or is inappropriate for students' cultures or levels of development PROGRESSING Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the teacher's use of language is correct but may not be completely appropriate for students' cultures or levels of development. EFFECTIVE Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students' cultures and levels of development. HIGHLY EFFECTIVE Expectations for learning, directions and procedures, and explanations of content are clear to students. The teacher's oral and written communication is clear and expressive, appropriate for students' cultures and levels of development, and anticipates possible student misconceptions.
EdReflect_TESS_Rubric_Descriptors.jun.18.docx