1 2 3 * criteria measured by each dimension are noted. Performing Minimum USC Teaching Policy Standard Performing at Minimum USC Teaching Policy Standard Performing at Proficient Level of Teaching Standard at USC Performing at Excellence Level of Teaching Standard at USC Instructional plan 5a, 5b* Instructor changes the established class session plan without prior notification to students. The class session demonstrates clear signs of planning and organization, and follows a logical flow. The class session includes instruction and formative assessment to assess student learning for that class session. The class session includes instruction, formative assessment, and reflection components. Communication of clear learning goals for the class session 6a* Instructor communicates no learning goals for the class session and/or each lesson activity. Instructor communicates inappropriate or unrealistic learning goals for the class session and/or each lesson activity. Instructor clearly identifies realistic learning goals for the class session. Instructor clearly connects the learning goals for the class session to the course learning objectives. Instructor clearly identifies the learning goals for each instructional activity, and connects them to the course learning objectives. Time management 5c, 5d* Room and/or technology issues occur during class that could have been addressed before the start of class. The class session starts and ends on time. Planned sections of the class session are Little or no time spent on non-instructional activities. Instructor prepares the room and relevant technology before the start of class. Instructor utilizes and references educational technology for passive learning activities outside of class to support effective use of in-class time. Instructor maximizes time, using active learning or applications rather than passive learning. Instructor clearly indicates time limits for all student activities. Comments: Classroom climate Instructor raises students’ stress or Instructor consistently uses Instructor has established Instructor uses practices
1b, 1c, 2e, 2f, 3a, 4e* anxiety by using discriminatory, dismissive, or other abusive language. Instructor minimizes students’ struggle with material. Instructor discourages student input. Instructor violates confidentiality by publicly revealing students with accommodations. Instructor ignores disruptive student behaviors. verbal and body language that is responsive to students’ stress or anxiety. Instructor encourages student participation. Instructor treats all students equitably. Instructor is responsive to students’ different educational backgrounds and learning needs. classroom norms that foster a positive and inclusive environment. Instructor encourages interaction between students. that increase students’ motivation and foster a growth mindset. Presentation form 1a, 1b* Instructor uses inappropriate or offensive gestures and/or speech. Instructor displays a negative attitude in tone and/or content. Instructor volume, pace, and diction allow observer to follow the class session. Instructor faces students when speaking. Instructor incorporates appropriate eye contact and effective non-verbal communication (e.g., hand gestures). Instructor avoids distracting mannerisms or speech patterns, such as filler and nervous habits. Instructor is engaging, responsive, and constructive in both tone and content of their speech. Presentation substance 4a, 4d, 3e* Instructor does not use, or uses inappropriate, visual support for presentation and/or examples/illustrations. Instructor provides visual support for verbal presentation and uses concrete examples/illustrations to clarify content. Instructor cites sources for content discussed. Instructor follows accessibility best practices by verbally describing and/or captioning any images used in presentation. Comments:
Knowledge of subject 4a* Instructor does not appear to understand course content. Instructor’s factual statements are consistent with current knowledge in the field. Instructor correctly answers questions about content. Instructor answers questions confidently, clearly, and simply. Instructor ties current content to topics or knowledge from the profession and/or more advanced courses. Discipline-specific language 1e* Instructor does not use, or incorrectly uses, discipline-specific and/or academic language. Instructor uses and academic language. Instructor explains use of discipline-specific Instructor facilitates the use of discipline-specific language by students. Contextual relevance and transferability 3c, 4c* Instructor teaches content devoid of real-world scenarios and/or examples. Instructor assumes unrealistic skill level of students in the class. Instructor provides applications of class session content. Instructor explicitly builds on prior student knowledge. Instructor has students provide real-world examples of class content or apply content to scenarios. Where appropriate, instructor uses examples where their discipline converges with other disciplines in addressing challenges. Where appropriate, instructor addresses “” identified by USC on a local, national, or global level. Comments:
Appropriate content or level 1c, 2a, 2b, 3a* Class content is too easy or difficult for student knowledge level. Instructor does not encourage higher-order thinking. Class content appropriately challenges students. Class content promotes mastery of course learning objectives. Instructor engages students in higher-order thinking skills during class. The instructor spends the majority of class time leading students in thinking activities. Active learning 2a, 2b, 2c, 2d, 2e, 3d, 4b* Instructor uses no active-learning exercises. Instructor has unrealistic expectations for active-learning exercises. Instructor uses inappropriate or offensive active-learning exercises. Instructor uses active-learning exercises that are not accessible to everyone in the class. Class session contains at least one active-learning exercise to apply course content. Instructor monitors and manages active-learning exercises. Instructor uses exercises no more than 30 consecutive minutes of lecture. Instructor ensures that all students are on-task. Instructor is responsive to student engagement and adjusts strategy accordingly. Instructor facilitates student-led explanations and/or discussions. Instructor uses exercises no more than 15 consecutive minutes of lecture. Instructor requires students to submit or present work by end of class. Where appropriate, instructor leverages student use of electronic technology to facilitate active learning. Formative assessment/feedback 1b, 2f, 6a, 6b, 6c, 6d* Instructor violates FERPA by publicly sharing student grades. Instructor provides and/or discouraging feedback. Instructor compares student work to an ambiguous or unrealistic standard. Instructor provides students constructive and encouraging feedback on how to improve their comprehension or performance in class. Instructor provides information to students about their performance on class activities compared to a pre-established standard. Instructor leads students in structured reflection on class learning activities.