Baseline (0 points) ▪ Learning activities do not reflect social, cognitive, emotional, or physical developmental levels ▪ no evidence of learning theory in teaching activities ▪ No evidence in lessons of learning styles, multiple intelligences, and experience to enhance learning Inconsistent (1 points) ▪ Learning activities consider social, cognitive, emotional, and physical of students; ▪ Uses learning theories to address child/adolescent development. ▪ Little evidence of learning styles, multiple intelligences, and experience in the planning lessons Consistent (2 points) ▪ Learning activities address the social, cognitive, emotional, and physical developmental level of students ▪ theory of learning used in teaching activities ▪ Lesson design reflects knowledge of learning styles, multiple intelligences, and experience Developing (3 points) ▪ Activities and lessons designed at the social, cognitive, emotional, and physical developmental of students ▪ Well developed theory of learning in all lessons and activities ▪ Lesson design includes learning styles, multiple intelligences, use of prior real world experiences to enhance instruction Comments: Standard 3—Curriculum Implementation: Baseline (0 points) ▪ Individual student learning needs are not addressed ▪ Lessons do not contain district, state, and national standards Inconsistent (1 point) ▪ Considers diverse student learning needs ▪ Lessons contain district, state, and national standards Consistent (2 points) ▪ Consistent attention to diverse student learning need ▪ Lessons include learning strategies from district, and national standards Developing (3 points) ▪ Recognizes of diverse learners and creates effective lessons ▪ Lessons developed using differentiated strategies from district, state, and national standards Comments: Standard 4—Critical Thinking: Baseline (0 points) Inconsistent (1 point) Consistent (2 points) Developing (3 points)
▪ Appropriate instructional strategies are not included in lessons ▪ Instructional resources are not used to improve student learning ▪ Lessons include some instructional strategies to enhance student engagement ▪ Few instructional resources are used for student learning ▪ Instructional strategies are used to improve student engagement for problem-solving ▪ Uses instructional resources for student learning ▪ Instructional strategies are based on effective communication to improve student engagement in problem-solving ▪ Uses appropriate instructional resources to enhance student learning Comments: Standard 5—Positive Classroom Environment: Baseline (0 points) ▪ No management techniques used to promote learning ▪ No transitions used and inadequate time management of activities Inconsistent (1 point) ▪ Uses a classroom management technique to enhance learning in the classroom ▪ Attempts to manage time, transitions, and activities Consistent (2 points) ▪ Explores individualized classroom management techniques to impact learning ▪ Manages time, transitions, activities, and classroom space to promote student learning Developing (3 points) ▪ Implements combined classroom management techniques, a positive social environment, student engagement, and group & self-motivation ▪ Maximized student learning through time management, space, & transitions Comments: Standard 6—Effective Communication: Baseline (0 points) Inconsistent (1 point) Consistent (2 points) Developing (3 points) ▪ Sensitive to cultural, gender, intellectual, & physical ability
▪ Little insight into differences in culture, gender, and abilities when communicating with students ▪ No variation of technology, media or communication tools used in the classroom ▪ Some understanding of differences in culture, gender, and abilities when communicating with students ▪ Tries to communicate in the classroom with different communication tools ▪ Recognizes different cultural, gender, intellectual, & physical abilities to communicate with students ▪ Communicates well in the classroom through technology, & other tools differences in students to promote effective communication ▪ Promotion of effective interactions in the classroom through technology, media, & communication tools Comments: Standard 7—Student Assessment and Data Analysis: Baseline (0 points) ▪ Few or no assessments used to monitor student progress ▪ No data collected or analyzed for instructional purposes ▪ Student learning is not monitored during instruction Inconsistent (1 point) ▪ Student progress monitored through informal assessments ▪ Limited data collected to analyze for instructional purposes ▪ Minimal feedback used to modify instruction for learning Consistent (2 points) ▪ Formative and summative assessments used to monitor student progress ▪ Assessment data collected for instruction ▪ System used to monitor student learning through instruction Developing (3 points) ▪ Effective use of formative and summative assessments to monitor student progress ▪ Assessment data used to improve student learning ▪ Effective instruction monitored for student learning Comments: Standard 8—Professionalism: Baseline (0 points) ▪ Does not attempt self-assessment or reflect on lessons that have been taught Inconsistent (1 point) ▪ Incomplete written or verbal reflections after lessons are completed ▪ Attends few professional development opportunities Consistent (2 points) ▪ Uses self-assessment and reflection to make improvements ▪ Takes advantage when offered professional development opportunity Developing (3 points) ▪ Continually makes instructional improvements through reflection and self-assessment