Evidence Notes: Robert Sternberg (1998). Principles of Teaching for Successful Intelligence. Educational Psychologist, 33, 65-72. Planning Exemplary (4) Proficient (3) Improvement (2) Unsatisfactory (1) Description of Qualifying Measures Consistent Evidence of Student Centered Learning/Student Ownership of Learning- Teacher Facilitates the Learning. Some Evidence of Student Centered Learning/ Student Ownership of Learning – Teacher Facilitates the Learning Moving Towards Student Centered Learning/Student Ownership of Learning- Consistent Reliance on Teacher Direction. Heavy emphasis on Teacher Direction – Minimal Evidence of Student Ownership of Learning Instructional Plans ADEPT 1A,B,C; 2A,2B Score: ___ Instructional include: measurable and explicit goals aligned to state content standards. activities, materials, and assessments that: are aligned to standards. are sequenced from basic to complex. build on prior student knowledge, are relevant to students’ lives, and integrate other disciplines. provide appropriate time for student work, student reflection, and lesson and unit closure. evidence that plan is appropriate for the age, knowledge, and interests of all learners. evidence that the plan provides regular opportunities to accommodate individual student Instructional plans include: goals aligned to state content standards. activities, materials, and assessments that: are aligned to state standards. are sequenced from basic to complex. build on prior student knowledge. provide appropriate time for student work, and lesson and unit closure. evidence that plan is appropriate for the age, knowledge, and interests of most learners. evidence that the plan provides some opportunities to accommodate individual student Instructional include: some aligned to state content standards. activities, materials, and assessments that: are sometimes aligned to state standards. are sometimes sequenced from basic to complex. Sometimes build on prior student knowledge. Sometimes provide appropriate time for student work, and lesson and unit closure. Some evidence that plan is appropriate for the age, knowledge, and interests of most learners. evidence that the plan provides some opportunities to accommodate individual student needs. Instructional plans include: few goals aligned to state content standards. activities, materials, and assessments that: are rarely aligned to standards. are rarely logically sequenced. rarely build on prior student knowledge inconsistently provide time for student work, and lesson and unit closure little evidence that the plan is appropriate for the age, knowledge, or interests of the learners. little evidence that the plan provides some opportunities to accommodate individual student needs.
Student Work1 ADEPT 1C,D;2C; 3B Score: ___ Assignments require students to: organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it. draw conclusions, make generalizations, and produce arguments that are supported through extended writing. connect what they are learning to experiences, observations, feelings, or situations significant in their daily lives both inside and outside of school. Assignments require students to: interpret and analyze information rather than reproduce it. draw conclusions and support them through writing. connect what they are learning to prior learning and some life experiences. Assignments require students to: interpret information rather than reproduce it. Sometimes draw conclusions and support them through writing. Sometimes connect what they are learning to learning Assignments require students to: mostly reproduce information. rarely draw conclusions and support them through writing. rarely connect what they are learning to prior learning or life experiences.
Assessment ADEPT 2C; 3A,B,C; 7B Score: ___ Assessment Plans: are consistently aligned with state content standards. have clear appropriate measurement criteria. measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test. require extended written tasks. are with clear illustrations of student progress toward state content standards. include descriptions of how assessment results will be used to inform future instruction. Assessment Plans: are aligned with state content standards. have clear measurement criteria. measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). require written tasks. include performance checks throughout the school year. Assessment Plans: are sometimes aligned with content standards. have measurement criteria. measure student performance in more than one way (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). require limited written tasks. include performance checks but may not be monitored consistently. Assessment are rarely aligned with state content standards. have ambiguous measurement criteria. measure student performance in less than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). include performance checks, although the purpose of these checks is not clear. Evidence Notes:
Environment Exemplary (4) Proficient (3) Improvement (2) Unsatisfactory (1) Description of Qualifying Measures Consistent Evidence of Student Centered Learning/Student Ownership of Learning- Teacher Facilitates the Learning. Some Evidence of Student Centered Learning/ Student Ownership of Learning – Teacher Facilitates the Learning Moving Towards Student Centered Learning/Student Ownership of Learning-Consistent Reliance on Teacher Direction. Heavy emphasis on Teacher Direction – Minimal Evidence of Student Ownership of Learning Expectations ADEPT 4A,B;8C; 9B Score: ___ Teacher sets high and demanding academic expectations for student. Teacher encourages students to learn from mistakes. Teacher creates learning opportunities where all students can experience success. Students take initiative and follow through with their own work. Teacher optimizes instructional time, teaches more material, and demands better performance from every student. Teacher sets high and demanding academic expectations for every student. Teacher encourages students to learn from mistakes. Teacher creates learning opportunities where most students can experience success. Students complete their work according to teacher expectations. Teacher sets high and demanding academic expectations for most students. Teacher encourages students to from mistakes. Teacher creates learning opportunities where some students can experience success. Teacher expectations for student work are not clear for all students. Teacher expectations are not sufficiently high for student. Teacher creates an environment where mistakes and failure are not viewed as learning experiences. Students demonstrate little or no pride in the quality of their work.
Respectful Culture9 ADEPT8B,C;9A Score: ___ Teacher-student interactions demonstrate caring and respect for one another. Students exhibit caring and respect for one another. Teacher out, and is receptive to the interests and opinions of all students. Positive relationships and interdependence characterize the classroom. Teacher-student interactions are mostly friendly, but may reflect occasional inconsistencies. Students exhibit respect for the teacher, and are polite to each other. Teacher is receptive to the interests and opinions of students. Teacher-student interactions are sometimes friendly, but may reflect occasional inconsistencies, favoritism, or disregard for students' cultures. Students exhibit respect for the teacher, and are generally polite to each other. Teacher is sometimes receptive to the interests and opinions of students. Teacher-student interactions are sometimes authoritarian, negative, or inappropriate. Students exhibit disrespect for the teacher. Student interaction is characterized by conflict, sarcasm, or put-downs. Teacher is not receptive to interests and opinions of students. Evidence