1c: Outcomes represent low Outcomes represent moderately Most outcomes represent rigorous and All outcomes represent rigorous and expectations for students and lack high expectations and rigor. important learning in the discipline. important learning in the discipline. Setting of rigor, and not all of them reflect Instructional All the instructional outcomes are The outcomes are clear, are written in important learning in the Some reflect important learning in Outcomes clear, are written in the form of the form of student learning, and discipline. the discipline and consist of a student learning, and suggest viable permit viable methods of assessment. combination of outcomes and methods of assessment. Outcomes are stated as activities activities. Outcomes reflect several rather than as student learning. Outcomes reflect several types of learning and, where Outcomes reflect several types of types of learning and opportunities for appropriate, represent opportunities Outcomes reflect only one type of learning, but teacher has made no coordination. for both coordination and integration. learning and only one discipline or attempt at coordination or strand and are suitable for only integration. Outcomes take into account the Outcomes take into account the some students. varying needs of groups of students. varying needs of individual students. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning. 1d: Teacher is unaware of school or Teacher displays basic awareness Teacher displays awareness of Teacher displays extensive knowledge district resources for classroom of school or district resources resources—not only through the of resources—not only through the Demonstrating use, for the expansion of his or available for classroom use, for school and district but also through school and district but also in the Knowledge of her own knowledge, or for the expansion of his or her own sources external to the school and on community, through professional Resources students. knowledge, and for students, but the Internet—available for classroom organizations and universities, and on no knowledge of resources use, for the expansion of his or her the Internet—for classroom use, for available more broadly. own knowledge, and for students. the expansion of his or her own knowledge, and for students.
1c: Setting Instructional Outcomes Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Outcomes are stated as activities rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning. Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. 1d: Demonstrating Knowledge of Resources Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students. Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly. Teacher displays awareness of resources—not only through the school and district but also through sources external to the school and on the Internet—available for classroom use, for the expansion of his or her own knowledge, and for students. Teacher displays extensive knowledge of resources—not only through the school and district but also in the community, through professional organizations and universities, and on the Internet—for classroom use, for the expansion of his or her own knowledge, and for students.
DANCriteria4.docx