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 module/unit instructional plan without prior notification to students. The module/unit instructional plan demonstrates clear signs of planning and organization, and follows a logical flow. Module/unit instructional plan includes due dates and assignment descriptions. The class session includes student interaction with peers, content, and instructor. The module/unit instructional plan includes instruction, formative assessment, and reflection components. Each assignment description has an accompanying rubric. Communication of clear learning goals for the module/unit 6a* Instructor communicates no learning goals for the module/unit. Instructor communicates inappropriate or unrealistic learning goals for the module/unit. Instructor clearly identifies realistic learning goals for the module/unit. Instructor clearly connects the learning goals for the module/unit to the course learning objectives. Instructor clearly identifies the learning goals for the module/unit, and connects them to the course learning objectives. Course Environment and Technology 5c, 5d* Instructor does not select suitable technologies for activities, communication and/or assessment. Instructor does not conduct learning activities which promote the achievement of the stated learning objectives. Course tools are used that allow the student to complete the required activity. Course tools promote learner engagement. Instructor selects appropriate and varied course tools for activities, communication and assessments.
Comments: Learning environment Course climate 1b, 1c, 2e, 2f, 3a, 4e* Instructor displays a negative attitude in tone and/or content. 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 written 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 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. Communication 1a, 1b* Instructor uses inappropriate, offensive, or unprofessional communication. Instructor provides clear and complete instructions for all assignments and activities. Instructor participates in and manages communication. Instructor frequently provides communication that promotes the stated learning objectives. Content 4a, 4d, 3e* Instructor does not use, or uses inappropriate, visual and written support for content and/or examples/illustrations. Instructor provides a variety of multimedia content. Instructor uses concrete to clarify content. Instructor sources for content. Instructor provides transcripts and/or captions for all auditory media, including both audio and video resources. Comments:
Appropriate content or level 1c, 2a, 2b, 3a* Module/unit content is too easy or difficult for student knowledge level. Instructor does not encourage higher-order thinking. Module/unit content appropriately challenges students. Module/unit content promotes mastery of course learning objectives. Instructor engages students in thinking skills during in the module/unit. A majority of the module/unit’s activities engage thinking. Active learning 2a, 2b, 2c, 2d, 2e, 3d, 4b* Instructor uses no exercises. Instructor has unrealistic expectations for exercises. Instructor uses inappropriate or offensive active-learning exercises. Instructor uses exercises that are not accessible to everyone in the class. Module/unit contains at least one exercise to apply course content, resulting in a graded student work product. Instructor facilitates student-led explanations and/or discussions. Where appropriate, instructor leverages student use of electronic technology to facilitate active learning. Formative 1b, 2f, 6a, 6b, 6c, 6d* Instructor violates 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. Instructor provides information to students about their performance on module/unit activities compared to a pre-established standard. Instructor leads students in structured reflection on learning activities.