COMMENTS The instructor’s plan does not Approaching The instructor’s plan sometimes Approaching The instructor’s plan draws upon demonstrate an understanding Developing demonstrates an understanding Proficiency #2 an accurate understanding of of students’ development, of students’ development, Knowledge students’ development, individual individual learning styles, individual learning styles, of Students learning styles, backgrounds, or backgrounds, or prior backgrounds, or prior prior experiences. experiences. experiences. COMMENTS Explanations are unclear, Approaching Approaching incoherent, or inaccurate, and Developing Explanations are accurate and Proficiency Explanations are accurate and #3 are generally ineffective in generally but some language clear. Lesson is a balance of Lesson building student understanding. may lead to confusion or limited instructor-directed and Delivery Lesson is almost entirely discussion. learning. instructor-directed. COMMENTS Instructor relies on a single Approaching Approaching Developing strategy or alternate set of Proficiency Instructor supports the learning Instructor does not attempt to materials to make the lesson of students through a variety #4 make the lesson accessible accessible to most students, but of strategies, materials, and / or Teaching and challenging for most many students may not be able pacing that make learning Techniques students, or attempts are to access certain parts of the accessible and challenging for developmentally inappropriate. lesson and / or some may not be the group. challenged. COMMENTS AREAS 1 2 3 4 5 SCORE INEFFECTIVE DEVELOPING PROFICIENT Approaching Approaching Instructor has positive rapport There is little or no evidence of Instructor is fair and establishes a Developing Proficiency with students and demonstrates #5 a positive rapport between the basic rapport with students. respect for and interest in all Classroom instructor and students. There Routines and procedures are in students. Routines and Environment is no evidence of routines or place, but the instructor may procedures run smoothly procedures. Transitions are inappropriately prompt or direct throughout the lesson, and
COMMENTS #2 Knowledge of Students The instructor’s plan does not demonstrate an understanding of students’ development, individual learning styles, backgrounds, or prior experiences. Approaching Developing The instructor’s plan sometimes demonstrates an understanding of students’ development, individual learning styles, backgrounds, or prior experiences. Approaching Proficiency The instructor’s plan draws upon an accurate understanding of students’ development, individual learning styles, backgrounds, or prior experiences. COMMENTS #3 Lesson Delivery Explanations are unclear, incoherent, or inaccurate, and are generally ineffective in building student understanding. Lesson is almost entirely instructor-directed. Approaching Developing Explanations are accurate and generally but some language may lead to confusion or limited discussion. Approaching Proficiency Explanations are accurate and clear. Lesson is a balance of instructor-directed and learning. COMMENTS #4 Teaching Techniques Instructor does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. Approaching Developing Instructor relies on a single strategy or alternate set of materials to make the lesson accessible to most students, but many students may not be able to access certain parts of the lesson and / or some may not be challenged. Approaching Proficiency Instructor supports the learning of students through a variety of strategies, materials, and / or pacing that make learning accessible and challenging for the group. COMMENTS AREAS 1 INEFFECTIVE 2 3 DEVELOPING 4 5 PROFICIENT SCORE #5 Classroom Environment There is little or no evidence of a positive rapport between the instructor and students. There is no evidence of routines or procedures. Transitions are Approaching Developing Instructor is fair and establishes a basic rapport with students. Routines and procedures are in place, but the instructor may inappropriately prompt or direct Approaching Proficiency Instructor has positive rapport with students and demonstrates respect for and interest in all students. Routines and procedures run smoothly throughout the lesson, and
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