Lesson plans are not structured or sequenced and are unrealistic in their expectations. Instructional student groups are organized thoughtfully to maximize learning and build on student strengths. The plan for the lesson or unit is well structured, with reasonable time allocations. Lesson plans differentiate for individual student needs. Possible Examples Possible Examples (cont.) The teacher plans to have his 9th graders color in the worksheet after memorizing the parts of a microscope. Despite having a textbook that is 15 old, the teacher plans to use that as the sole resource for his communism unit. The teacher organizes her class in rows, seating the students alphabetically; she plans to have students work all year in groups of four selected on the basis of where they are sitting. The teacher’s lesson are written on sticky notes in his grade book; they indicate lecture, activity, or test. After the minilesson the teacher plans to have the whole class play a game to reinforce the skills she taught. The teacher has found an atlas to use as a supplemental resource during the geography unit. The teacher always lets students select own working groups because they behave better when they can choose whom they want to sit with. The teacher’s lesson plans are nicely formatted, but the timing for many activities is too short to actually cover the concepts thoroughly. The teacher reviews her learning activities with a reference to high-level “action verbs” and rewrites some of the activities to increase the challenge level. The teacher creates a list of historical fiction titles that will expand her students’ knowledge of the age of exploration. The teacher plans for students to complete projects in small groups; he carefully selects group members based on their ability level and learning style. The teacher reviews lesson plans with her principal; they are well structured with pacing times and activities clearly indicated. The teacher’s unit on ecosystems lists a variety of high level activities in a menu; students choose those that suit their approach to learning. While completing their projects, the teacher’s students will have access to a wide variety of resources that she has coded by reading level so they can make the best selections. After the cooperative group lesson, students will reflect on their participation and make suggestions for new group arrangements in the future. The lesson plan clearly indicates the concepts taught in the last few lessons; the teacher plans for his students to link the current lesson’s outcomes to those they previously learned.
Critical Attributes (cont.) The materials used ask students to perform only rote Only one type of instructional group is used (whole group, small groups) when variety would better serve the instructional purpose. Instructional materials used are unsuitable to the lesson and/or students. The lesson drags or is rushed. Students are in part passively engaged with the content, learning primarily facts or procedures. Students have no choice in how they complete tasks. The teacher uses different instructional groupings; are partially successful in achieving the lesson objectives. The materials and resources are partially aligned to the lesson objectives and only in some cases demand student thinking. The pacing of the lesson is uneven- suitable in parts, but rushed or dragging in others. Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking. Students have some choice in how they complete learning There is a mix of different types of groupings, suitable to the lesson objectives. Materials and resources support the learning goals and require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. Students take initiative to modify a learning task to make it more meaningful or relevant to their needs. Students suggest modifications to the grouping patterns used. Students have extensive choice in how they complete tasks. Students suggest modifications or additions to materials being used. Students have the opportunity for both reflection and closure after the lesson to consolidate their understanding. Possible Examples Students are able to fill out the worksheet without fully understanding what it’s asking them to do. The lesson drags or feels rushed. Students complete “busy work” activities. Students are asked to fill in a worksheet, following an established procedure. There is a recognizable beginning, middle and end to the lesson. Parts of the lesson have a suitable pace: other parts drag or feel rushed. Students are asked to formulate a hypothesis about what might happen if the American voting system allowed for the direct election of presidents. Students are given a task to do independently, then to discuss with a table group, and then to report out from each table. There is a clear beginning, middle and end to the lesson. The lesson neither rushes or drags. Students are asked to write an essay “in the spirit of Hemmingway.” A student asks whether they remain in their small groups to complete another section of the activity, rather than work independently. Students identify or create their own learning materials. Students summarize their learning from the lesson.
Students monitor their own understanding, either on their own initiative or as a result of tasks set by their teacher. Possible Examples Possible Examples (cont.) A student asks: “How is this assignment to be graded?” A student asks, “Does this quiz count towards my grade?” The teacher forges ahead with a presentation without checking for understanding. The teacher says: “Good job, everyone.” Teacher asks: “Does anyone have a question?” When a student completes a problem on the board, the teacher corrects the student’s work without explaining why. The teacher, after receiving a correct response from one student, continues without ascertaining whether all students understand the concept. The teacher circulates during group or independent work, offering suggestions to groups of students. The teacher uses a specifically formulated question to elicit evidence of student understanding. The teacher asks student to look over their papers to correct their errors The teacher reminds students of the characteristics of high-quality work (the assessment criteria), suggesting that the students themselves helped develop them. While students are working, the teacher circulates, providing substantive feedback to individual students. The teacher uses exit tickets to elicit evidence of individual student understanding. Students offer feedback to their classmates on their work. Students evaluate a piece of their writing rubric and confer with the teacher about how it could be improved.
5A – Student Growth Student Growth Goal Setting Results Rigorous Student Growth Goals Student Growth Goal Setting Process Fidelity Student Growth Percentiles The teacher contributes to the overall success of the school and the academic growth of each student, regardless of demographics (e.g., socioeconomic status, ethnicity, gender, disability, achievement). We know that teachers have a definite and powerful impact on student learning and academic performance. One approach to linking student growth to teacher performance involves building the capacity for teachers and their supervisors to interpret and use student data to set goals for student growth. The intent of monitoring student growth is to make explicit the connection between teaching and learning, make instructional decisions based on student data, provide a tool for school improvement, increase effectiveness of instruction through continuous professional growth, focus attention on student growth, and ultimately, increase student achievement. Ineffective Developing Accomplished Exemplary The teacher demonstrates little or no student growth over the course of an academic year. The teacher makes no attempt to establish goals using the goal setting process. The teacher does not complete the goal setting process. The teacher demonstrates growth but does not meet the collaboratively established student growth goal. The teacher makes little effort to set rigorous goals as a part of the goal setting process. The teacher makes little effort to adjust strategies throughout the school year as a part of the goal setting process. The teacher demonstrates growth that meets or exceeds the collaboratively established student growth goal. The teacher sets rigorous as a part of the goal setting process. The teacher continuously monitors student progress, adjusting strategies as needed as a part of the goal setting process. The teacher develops and implements programs or initiatives based on student data that targets the overall success of the school. The teacher supports other staff in the setting of rigorous student growth goals. The teacher supports other staff to adjust strategies to achieve student growth goals. Critical Attributes Student growth is limited. No evidence of goal setting process. Student growth is made but goal is not met. Student growth goal is not rigorous. Little evidence of strategy modification. Student growth is made and goal is met. Student growth goal is rigorous. In addition to the characteristics of “accomplished”: