3a (State Criterion 1) The instructional purpose of the The attempt to explain the The teacher clearly communicates The teacher links the teacher’s Communicating with lesson is unclear to students, and the instructional purpose has only limited instructional purpose of the lesson, instructional purpose of the Students directions and procedures are success, and/or directions and including where it is situated within lesson to student interests; the confusing. procedures must be clarified after broader learning, and explains directions and procedures are initial student confusion. procedures and directions clearly. clear and anticipate possible The explanation of the student misunderstanding. teacher’s explanation of content is content contains major errors. The explanation of the teacher’s Teacher’s well scaffolded, clear and accurate, content may contain minor errors; The explanation of teacher’s and connects with The teacher’s spoken or written some portions are clear; other content is thorough and clear, students’ knowledge and experience. language contains errors of grammar portions are difficult to follow. developing conceptual or syntax. understanding through artful During the explanation of content, The explanation consists of scaffolding and connecting with teacher’s the teacher invites student The vocabulary is a monologue, with no invitation to interests. teacher’s students’ intellectual engagement. inappropriate, vague, or used the students for intellectual incorrectly, leaving students engagement. Students contribute to spoken and written confused. extending the content and help Teacher’s language is clear and correct and explain concepts to their uses vocabulary appropriate to the classmates. ages and interests. students’ The spoken and teacher’s written language is expressive, and the teacher finds opportunities to extend vocabularies. students’ EXAMPLES OF MEASURES & EVIDENCE TEACHER: Provides clear directions and procedures; uses multiple styles of communications, appropriate vocabulary for grade level, imaginative metaphors and descriptions, wait time, and scaffolding of complex concepts; responds to student feedback, rephrases questions, plans higher order questioning STUDENTS: Can respond to questions and explain ideas and learning targets ARTIFACTS: Written assignments, lesson plans, student work EVIDENCE: Students can identify daily learning target(s); students use appropriate content vocabulary My Evidence: Component Unsatisfactory Basic Proficient Distinguished
3a (State Criterion 1) Communicating with Students The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. The teacher clearly communicates instructional purpose of the lesson, including where it is situated within broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests. The teacher links the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interests. Students contribute to extending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. EXAMPLES OF MEASURES & EVIDENCE TEACHER: Provides clear directions and procedures; uses multiple styles of communications, appropriate vocabulary for grade level, imaginative metaphors and descriptions, wait time, and scaffolding of complex concepts; responds to student feedback, rephrases questions, plans higher order questioning STUDENTS: Can respond to questions and explain ideas and learning targets ARTIFACTS: Written assignments, lesson plans, student work EVIDENCE: Students can identify daily learning target(s); students use appropriate content vocabulary My Evidence: Component Unsatisfactory Basic Proficient Distinguished
3%20Self%20Assessment%20Rubric%20(for%20both%20Comp.%20and%20Foc).docx