proficiency, proficiency, interests, and proficiency, interests, and interests, and special needs, interests, and special needs, special needs, and and attains this special needs and does not attains this knowledge for from a variety of seek such knowledge for the groups of sources, and understanding. class as a whole. students. attains this knowledge for individual students. 1c - Setting Instructional Outcomes INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE Instructional Instructional The teacher's outcomes are outcomes are of plans and Instructional unsuitable for moderate rigor and practice reflect outcomes are students, are suitable for solid knowledge stated as goals represent trivial some students, but of the content, that can be or low-level consist of a prerequisite assessed, learning, or are combination of relationships reflecting rigorous stated only as activities and between learning and activities. They goals, some of important curriculum do not permit which permit viable concepts, and standards. They viable methods methods of the instructional represent different of assessment. assessment. They practices types of content, reflect more than specific to that offer opportunities one type of discipline. for both learning, but the coordination and teacher makes no integration, and attempt at take the needs of coordination or individual integration. students into account. 1d - Demonstrating Knowledge of Resources INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE
proficiency, interests, and special needs, and does not seek such understanding. proficiency, interests, and special needs, and attains this knowledge for the class as a whole. interests, and special needs, and attains this knowledge for groups of students. proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. 1c - Setting Instructional Outcomes INEFFECTIVE Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment. PROGRESSING Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. EFFECTIVE The teacher's plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. HIGHLY EFFECTIVE Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take the needs of individual students into account. 1d - Demonstrating Knowledge of Resources INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE
EdReflect_TESS_Rubric_Descriptors.jun.18.docx