(Skill is emerging, but not yet development and coaching is to ideal proficiency. Coaching critical.) is recommended.) Evidence of learning Evidence of clear learning intentions—Teachers and intentions—Teachers and students know what the students know what the Teachers can explain students should be able students should be able to what the students Neither teachers nor 1 Learning Intention Know, Do, and Understand Know, Do and Understand should Know, Do & students can explain the because of the teaching. because of the teaching. Understand, but learning intention. Evidence is observed in Evidence is observed in students do not. classrooms and in written classrooms but not in lesson plans. written lesson plans. The teacher and students The teacher and students can explain the scoring can explain the scoring The teacher (not the criteria prior to instruction criteria prior to instruction students) knows what Neither teacher nor and they know when and they know when criteria will be expected students have success 2 Success Criteria students will be held students will be held for success and when criteria prior to accountable. Evidence is accountable. Evidence is students will be held instruction. observed in classrooms observed in classrooms and accountable. but not in written lesson in written lesson plans. plans. Evidence of grabbing Evidence of grabbing Hook does not put the students’ attention (the students’ attention (the students in a receptive to put students in a to put students in “hook”) “hook”) 3 Hook frame of mind. Hook is The hook is not evident. receptive frame of mind. a receptive frame of mind. not tied to learning Hook is tied to learning Hook is tied to learning intention. intention. Evidence intention. Evidence
(Skill is emerging, but not yet to ideal proficiency. Coaching is recommended.) development and coaching is critical.) 1 Learning Intention Evidence of learning intentions—Teachers and students know what the students should be able Know, Do, and Understand because of the teaching. Evidence is observed in classrooms and in written lesson plans. Evidence of clear learning intentions—Teachers and students know what the students should be able to Know, Do and Understand because of the teaching. Evidence is observed in classrooms but not in written lesson plans. Teachers can explain what the students should Know, Do & Understand, but students do not. Neither teachers nor students can explain the learning intention. 2 Success Criteria The teacher and students can explain the scoring criteria prior to instruction and they know when students will be held accountable. Evidence is observed in classrooms and in written lesson plans. The teacher and students can explain the scoring criteria prior to instruction and they know when students will be held accountable. Evidence is observed in classrooms but not in written lesson plans. The teacher (not the students) knows what criteria will be expected for success and when students will be held accountable. Neither teacher nor students have success criteria prior to instruction. 3 Hook Evidence of grabbing students’ attention (the “hook”) to put students in a receptive frame of mind. Hook is tied to learning intention. Evidence Evidence of grabbing students’ attention (the “hook”) to put students in a receptive frame of mind. Hook is tied to learning intention. Evidence Hook does not put the students in a receptive frame of mind. Hook is not tied to learning intention. The hook is not evident.
Dir.-Inst.-Practice-Profile-July-2015.docx