Appendix C: Instructional Inventory Learning environment By school type: No evidence Partial evidence Clear & consistent evidence 0 1 2 1. Interactions between teacher & students & among students are positive & respectful. Overall 0% 12% 88% Vocational 0% 0% 100% Academic 0% 23% 77% 2. Behavioral standards are clearly communicated & disruptions, if present, are managed effectively & equitably. Overall 15% 12% 73% Vocational 31% 0% 69% Academic 0% 23% 77% 3. Classroom procedures are established & maintained to create a safe physical environment & promote smooth transitions all classroom activities. Overall 3% 7% 90% Vocational 0% 0% 100% Academic 8% 15% 77% 4. Lesson reflects rigor & high expectations. Overall 8% 27% 65% Vocational 0% 15% 85% Academic 15% 38% 46% 5. Classroom rituals, routines & appropriate interactions create a safe intellectual environment in which students take academic risks & most behaviors that interfere with learning are prevented. Overall 8% 12% 81% Vocational 8% 0% 92% Academic 8% 23% 69% 6. Multiple resources are available to meet students’ diverse learning needs. Overall 23% 19% 58% Vocational 8% 0% 92% Academic 38% 38% 23% 7. The physical arrangement of the classroom ensures a positive learning environment & provides all students with access to learning activities. Overall 0% 4% 96% Vocational 0% 0% 100% Academic 0% 8% 92% Teaching By school type: No evidence Partial evidence Clear & consistent evidence 0 1 2 8. Demonstrates knowledge of subject & content. Overall 4% 4% 92% Vocational 0% 0% 100% Academic 8% 8% 85%
9. Communicates clear learning objectives aligned to state standards. Applicable ELL language objectives are evident. Overall 72% 8% 20% Vocational 58% 17% 25% Academic 85% 0% 15% 10. Uses appropriate & varied strategies matched to learning objectives & content. Overall 19% 15% 65% Vocational 8% 8% 85% Academic 31% 23% 46% 11. Requires inquiry, exploration, application, analysis, synthesis, &/or evaluation of concepts individually, in or in groups to demonstrate higher-order thinking. (circle observed skills) Overall 46% 12% 42% Vocational 23% 15% 62% Academic 69% 8% 23% 12. Uses varied questioning techniques that require/seek thoughtful responses & promote deeper understanding. Overall 38% 12% 50% Vocational 38% 0% 62% Academic 38% 23% 38% 13. Implements appropriate & varied strategies that meet students’ diverse learning needs. Overall 27% 31% 42% Vocational 8% 46% 46% Academic 46% 15% 38% 14. Paces lesson to engage all students & promote understanding. Overall 15% 19% 65% Vocational 15% 15% 69% Academic 15% 23% 62% 15. Conducts frequent formative assessments to check for understanding & inform instruction. Overall 12% 32% 56% Vocational 15% 23% 62% Academic 8% 42% 50% 16. Makes use of technology to enhance learning. Overall 50% 12% 38% Vocational 31% 15% 54% Academic 69% 8% 23% Learning By school type: No evidence Partial evidence Clear & consistent evidence 0 1 2 17. Students are engaged in productive learning routines. Overall 4% 8% 88% Vocational 8% 8% 85% Academic 0% 8% 92% 18. Students are engaged in challenging academic Overall 15% 15% 69% Vocational 15% 15% 69% Academic 15% 15% 69% 19. Students assume responsibility for their own learning. Overall 27% 19% 54% Vocational 15% 8% 77% Academic 38% 31% 31% 20. Students articulate their thinking or reasoning verbally Overall 46% 12% 42% Vocational 62% 8% 31%
or in writing either individually, in pairs or in groups. Academic 31% 15% 54% 21. Students’ responses to questions elaborate about content & ideas (not expected for all responses). Overall 58% 23% 19% Vocational 69% 15% 15% Academic 46% 31% 23% 22. Students make connections to prior knowledge, real world experiences & other subject matter. Overall 31% 23% 46% Vocational 15% 31% 54% Academic 46% 15% 38% 23. Students use technology as a tool for learning &/or understanding. Overall 54% 0% 46% Vocational 31% 0% 69% Academic 77% 0% 23% 24. Student work demonstrates high quality & can serve as exemplars. Overall 65% 12% 23% Vocational 54% 8% 38% Academic 77% 15% 8% Appendix D: March 5, 2013, letter from ESE Deputy Commissioner Jeff Wulfson