COMMENTS #2 Knowledge of Students The instructor’s plan does not demonstrate an understanding of students’ development, individual learning styles, backgrounds, or prior experiences. Approaching Developing The instructor’s plan sometimes demonstrates an understanding of students’ development, individual learning styles, backgrounds, or prior experiences. Approaching Proficiency The instructor’s plan draws upon an accurate understanding of students’ development, individual learning styles, backgrounds, or prior experiences. COMMENTS #3 Lesson Delivery Explanations are unclear, incoherent, or inaccurate, and are generally ineffective in building student understanding. Lesson is almost entirely instructor-directed. Approaching Developing Explanations are accurate and generally but some language may lead to confusion or limited discussion. Approaching Proficiency Explanations are accurate and clear. Lesson is a balance of instructor-directed and learning. COMMENTS #4 Teaching Techniques Instructor does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate. Approaching Developing Instructor relies on a single strategy or alternate set of materials to make the lesson accessible to most students, but many students may not be able to access certain parts of the lesson and / or some may not be challenged. Approaching Proficiency Instructor supports the learning of students through a variety of strategies, materials, and / or pacing that make learning accessible and challenging for the group. COMMENTS AREAS 1 INEFFECTIVE 2 3 DEVELOPING 4 5 PROFICIENT SCORE #5 Classroom Environment There is little or no evidence of a positive rapport between the instructor and students. There is no evidence of routines or procedures. Transitions are Approaching Developing Instructor is fair and establishes a basic rapport with students. Routines and procedures are in place, but the instructor may inappropriately prompt or direct Approaching Proficiency Instructor has positive rapport with students and demonstrates respect for and interest in all students. Routines and procedures run smoothly throughout the lesson, and
inefficient with considerable instructional time lost. students when they are unclear or idle. Transitions are efficient. students assume age-appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. COMMENTS #6 Resources Instructional materials and resources used for instruction are not relevant to the lesson or are inappropriate for students. Approaching Developing Instructor uses appropriate instructional materials to support learning but may not meet individual students’ learning styles / needs or actively engage them in learning. Approaching Proficiency Instructional materials and resources are aligned to the instructional purposes and are appropriate for students’ learning styles and needs, actively engaging students. COMMENTS #7 Prior Content Knowledge / Connections The lesson does not build on or connect to students’ prior knowledge, or the instructor may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. Approaching Developing Instructor makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons, or future learning, but is not completely successful. Approaching Proficiency Instructor clear and coherent connections with students’ prior knowledge and future learning – both explicitly to students and within the lesson. Instructor plans and sequences instruction to include the important content, concepts, and processes in curriculum priorities and standards. COMMENTS AREAS 1 INEFFECTIVE 2 3 DEVELOPING 4 5 PROFICIENT SCORE #8 Professional Responsibilities Instructor fails to communicate clearly with students and families or collaborate effectively with colleagues. Instructor fails to understand and follow regulations, policies, and agreements. Instructor Approaching Developing Instructor uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the Approaching Proficiency Instructor uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies.
fails to demonstrate evidence of an ability to accurately performance and appropriately identify areas for professional development. intended outcome. Instructor understands and follows regulations, policies, and agreements at a minimal level. Instructor identifies strengths and areas for growth to develop and implement targeted goals for professional growth. Instructor meets ethical and professional responsibilities with integrity and honesty and upholds regulations, policies, and agreements. Instructor sets short- and long- term professional goals and takes action to meet these goals. COMMENTS #9 Assessment of Student Learning Instructor does not routinely use assessments to measure student understanding of material. The instructor fails to make adjustments in response to student confusion. Approaching Developing Instructor uses assessments to measure student understanding but may not differentiate instruction based on this information. Instructor checks for student understanding throughout instruction and attempts to adjust instruction accordingly. Approaching Proficiency Instructor uses assessment data to identify students’ strengths and and modifies and differentiates instruction accordingly. Instructor checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). Instructor responds to student misunderstandings by providing additional clarification. COMMENTS SCORING AREAS POINTS Focus on Learning Knowledge of Students Lesson Delivery Differentiation Classroom Environment Resources