Dimension Substandard Tier Tier 1 Tier 2 Tier 3 * criteria measured by each dimension are noted. Performing Below 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 Class organization Instructional plan 5a, 5b* Instructor changes the established class session plan without prior notification to students. The session demonstrates clear signs of planning and organization, and follows a logical flow. The session includes student interaction with peers, content, and instructor. 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 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* Instructor technology issues, including software, sound, camera, lighting, and background, 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 well-timed. Little or no time spent on activities. Instructor prepares relevant technology Instructor utilizes and references educational technology for passive learning activities outside of class to support effective use of time. Instructor maximizes in-class time, using active learning or applications rather than passive learning. Instructor clearly indicates time limits for all student activities.
before the start of class. Comments: Learning environment Classroom climate 1b, 1c, 2e, 2f, 3a, 4e* Instructor raises students’ stress or 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. Instructor consistently uses 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. Instructor has established course behavioral norms that foster a positive and inclusive environment. Instructor encourages interaction between students. Instructor uses practices 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 does not inform students when sessions are recorded. Instructor volume, pace, and diction allow observer to follow the class session. Instructor utilizes webcam feature. Instructor incorporates appropriate eye contact and effective non-verbal communication (e.g., hand gestures). Instructor avoids distracting mannerisms or speech patterns, such as filler words 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 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: Instructional content 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 course-level content. Instructor answers questions confidently, clearly, and simply. Instructor ties current content to topics or knowledge from the profession and/or more advanced courses.