students assume age-appropriate levels of responsibility for the inefficient with considerable students when they are unclear efficient operation of the instructional time lost. or idle. Transitions are efficient. classroom. Transitions are efficient and occur smoothly. COMMENTS Instructor uses appropriate Instructional materials and Approaching Approaching Instructional materials and Developing instructional materials to support Proficiency resources are aligned to the #6 resources used for instruction learning but may not meet instructional purposes and are Resources are not relevant to the lesson or individual students’ learning appropriate for students’ learning are inappropriate for students. styles / needs or actively engage styles and needs, actively them in learning. engaging students. COMMENTS Approaching Approaching Instructor clear and coherent Developing Proficiency connections with students’ prior The lesson does not build on or knowledge and future learning – connect to students’ prior Instructor makes an attempt to #7 both explicitly to students and knowledge, or the instructor connect the lesson to students’ Prior Content within the lesson. Instructor plans may give an explanation that is prior knowledge, to previous Knowledge / and sequences instruction to illogical or inaccurate as to how lessons, or future learning, but is Connections include the important content, the content connects to not completely successful. concepts, and processes in previous and future learning. curriculum priorities and standards. COMMENTS AREAS 1 2 3 4 5 SCORE INEFFECTIVE DEVELOPING PROFICIENT Instructor fails to communicate Approaching Instructor uses a variety of Approaching Instructor uses effective clearly with students and Developing strategies to communicate with Proficiency communication strategies with #8 families or collaborate students and families and students and families and works Professional effectively with colleagues. collaborate with colleagues, but effectively with colleagues to Responsibilities Instructor fails to understand these approaches may not examine problems of practice, and follow regulations, policies, always be appropriate for a analyze student work, and and agreements. Instructor particular situation or achieve the identify targeted strategies.
inefficient with considerable instructional time lost. students when they are unclear or idle. Transitions are efficient. students assume age-appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. COMMENTS #6 Resources Instructional materials and resources used for instruction are not relevant to the lesson or are inappropriate for students. Approaching Developing Instructor uses appropriate instructional materials to support learning but may not meet individual students’ learning styles / needs or actively engage them in learning. Approaching Proficiency Instructional materials and resources are aligned to the instructional purposes and are appropriate for students’ learning styles and needs, actively engaging students. COMMENTS #7 Prior Content Knowledge / Connections The lesson does not build on or connect to students’ prior knowledge, or the instructor may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. Approaching Developing Instructor makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons, or future learning, but is not completely successful. Approaching Proficiency Instructor clear and coherent connections with students’ prior knowledge and future learning – both explicitly to students and within the lesson. Instructor plans and sequences instruction to include the important content, concepts, and processes in curriculum priorities and standards. COMMENTS AREAS 1 INEFFECTIVE 2 3 DEVELOPING 4 5 PROFICIENT SCORE #8 Professional Responsibilities Instructor fails to communicate clearly with students and families or collaborate effectively with colleagues. Instructor fails to understand and follow regulations, policies, and agreements. Instructor Approaching Developing Instructor uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the Approaching Proficiency Instructor uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies.
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