Indicator Highly Effective Descriptor Descriptor Summary Possible Instructional Strategies and Techniques Element I.2:A Uses strategies to support learning and language acquisition Teacher designs lessons to include several instructional strategies that support the learning and language acquisition needs of each student. Teacher is able to adjust instruction by adapting and/or adding strategies to meet the needs of specific students. Students suggest specific strategies that help them achieve the outcomes of the lesson and teacher supports the students’ suggestions. Instructional strategies that support learning and language acquisition Adjust instruction based on needs Seen at Beginning of Lesson in Written Agenda on Board, Seen throughout the Lesson Strategies for vocabulary development (i.e. use of word walls include current/relevant, grade-level appropriate words; visual representations, examples and non-examples, Frayer Models) Explicit instruction in tier 2 and academic vocabulary, explicit instruction in content area vocabulary Reading across the curriculum (instruction aligned to CCSS for Literacy in the Sciences, Social Studies, and technical subjects) Ongoing checks for understanding (i.e. TAPPLE, use of dry erase boards, cold calling) followed by adjusting instruction in response to student understanding Leveled texts used for acquisition of content knowledge through reading Students respond in complete sentences and use content area vocabulary
Element IV.1:A Interactions with students Teacher-student interactions reflect genuine respect, caring, and cultural understanding for individuals as well as groups of students. Teacher creates a safe learning environment where all students feel accepted and free to take learning risks. Interactions are respectful and caring Teacher creates a safe learning environment Seen throughout the lesson Positive tone of voice Interactions reflect/support a growth mindset Feedback is positive and focused on growth Students willingly share work/ideas Teacher corrects behavior in a positive manner (I need you to… rather than Stop…) Evidence of students self-correcting their own behavior Element IV.3:A Establishes routines/ and expectations for student behavior The teacher and students have established seamless routines/ procedures/ transitions and standards of conduct. They are clear to all students and appear to be internalized. Student assume responsibility in developing routines and standards of conduct, and in ensuring their efficient operation Seen throughout the lesson Use of transition signals Students help manage/run non-instructional routines (i.e. mail delivery) Clearly posted and followed classroom rules Teacher applies respectful behavior management techniques (i.e. non-verbal warnings, proximity control; pulls aside when necessary to address behavior) Expectations for behavior are consistent with the school’s code of conduct/PBIS expectations Students treat one another with respect Students remind one another of classroom routines and expectations/support the implementation of routines and expectations Procedures/routines are orderly (i.e. students calmly and quickly rearrange furniture when moving from independent to group work) Evidence of students self-correcting their own behavior Materials and resources are prepared and readily available
Element VII.3:B Collaborates Teacher actively and consistently collaborates with peers to improve professional practice. Teacher assumes leadership roles and works to improve practice on the team Works with peers Evidence of participation in grade-level teams, such as through shared instructional materials, setting common outcomes (i.e. power standards), teaching common essential vocabulary Applies professional learning Instructional practice reflects collaboration (i.e. application of technique learned from a peer/instructional coach) Observes/allows peers to observe instruction Backwards planning from common assessments (i.e. aligning daily instruction to summative unit assessment)