and master academic language demand(s) for the (vocabulary, function, syntax, language demands language function AND either learning task. discourse). (vocabulary, function, syntax, discourse or syntax. language demands in their discourse). content (vocabulary, function, syntax, discourse). 5b Engages learners in No reference to real world Teacher identifies real world Teacher identifies and Teacher frequently provides problems or big ideas. problems or big ideas and may facilitates student opportunities for students to applying content knowledge elicit student responses. engagement with real world identify and extend the to real world problems or problems or big ideas. discussion of applying content “big ideas”/interdisciplinary to real world problems or big themes (e.g., environment, ideas. justice). 6b Designs assessments that Disconnect between Only some of the learning All learning objectives are All learning objectives are assessments and learning objectives are addressed in addressed and tied to the addressed and tied to the match learning objectives. objectives. the planned assessments. planned assessments. planned assessments and include opportunities for differentiation. 6d Provides students with Feedback is unrelated to the Feedback is general and Feedback is specific, Feedback is specific, learning objectives or is addresses needs AND/OR meaningful, and addresses meaningful, and addresses effective descriptive developmentally strengths related to the either needs OR strengths both strengths AND needs feedback to guide their inappropriate. learning objectives. related to the learning related to the learning learning progress. OR objectives to guide students’ objectives to guide students’ Feedback contains significant learning progress. learning progress. content inaccuracies. 7a Selects and creates Learning experiences are not Learning experiences are Learning experiences build on Learning experiences build on aligned with learning vaguely aligned learning each other and are aligned each other and are clearly and learning experiences that are objectives or content objectives or content with learning objectives and consistently aligned with aligned to learning objectives standards. standards. content standards. learning objectives and and content standards. content standards. 7b Selects and uses materials Materials and learning Materials and learning Materials and learning Materials and learning activities are not relevant to activities are superficially activities are relevant to activities are meaningful and and learning activities that students’ sociocultural relevant to students’ students’ sociocultural consistently relevant to are relevant to students’ backgrounds. sociocultural backgrounds. backgrounds. students’ sociocultural sociocultural backgrounds. backgrounds.
and master academic language demands in their content (vocabulary, function, syntax, discourse). language demand(s) for the learning task. (vocabulary, function, syntax, discourse). language demands (vocabulary, function, syntax, discourse). language function AND either discourse or syntax. 5b Engages learners in applying content knowledge to real world problems or “big ideas”/interdisciplinary themes (e.g., environment, justice). No reference to real world problems or big ideas. Teacher identifies real world problems or big ideas and may elicit student responses. Teacher identifies and facilitates student engagement with real world problems or big ideas. Teacher frequently provides opportunities for students to identify and extend the discussion of applying content to real world problems or big ideas. 6b Designs assessments that match learning objectives. Disconnect between assessments and learning objectives. Only some of the learning objectives are addressed in the planned assessments. All learning objectives are addressed and tied to the planned assessments. All learning objectives are addressed and tied to the planned assessments and include opportunities for differentiation. 6d Provides students with effective descriptive feedback to guide their learning progress. Feedback is unrelated to the learning objectives or is developmentally inappropriate. OR Feedback contains significant content inaccuracies. Feedback is general and addresses needs AND/OR strengths related to the learning objectives. Feedback is specific, meaningful, and addresses either needs OR strengths related to the learning objectives to guide students’ learning progress. Feedback is specific, meaningful, and addresses both strengths AND needs related to the learning objectives to guide students’ learning progress. 7a Selects and creates learning experiences that are aligned to learning objectives and content standards. Learning experiences are not aligned with learning objectives or content standards. Learning experiences are vaguely aligned learning objectives or content standards. Learning experiences build on each other and are aligned with learning objectives and content standards. Learning experiences build on each other and are clearly and consistently aligned with learning objectives and content standards. 7b Selects and uses materials and learning activities that are relevant to students’ sociocultural backgrounds. Materials and learning activities are not relevant to students’ sociocultural backgrounds. Materials and learning activities are superficially relevant to students’ sociocultural backgrounds. Materials and learning activities are relevant to students’ sociocultural backgrounds. Materials and learning activities are meaningful and consistently relevant to students’ sociocultural backgrounds.
advanced-methods-observation-rubric-2018.docx