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1
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2
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3
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4
|
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Classroom Management
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1 Teacher displays
little or no control over behavior. Procedures are not
in place. Instructional time is consistently wasted
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2 Teacher displays
basic classroom control. Teacher does not articulate
or teach procedures to aid in classroom flow and movement
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3 Teacher displays
solid classroom management skills Effective procedures
and routines are in place and working
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4 Teacher displays
extensive and creative classroom management skills Rules,
procedures, and routines are natural and provide smooth
transitions
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____
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Writing Objectives
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1 Objective is not
stated or written
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2 Objectives are not
clear; stated as activities. Objectives do not include
viable assessment
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3 Objectives are clear
and include assessments but are missing some components
in the format
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4 Objectives follow
format and include student friendly language and viable
methods of assessment
|
____
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Student Engagement
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1 Students are not
engaged. Students display off-task behaviors.
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2 Some students are
engaged. No structured engagement piece is in place.
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3 Most students are
engaged. Progression of activities is logical and fairly
even. Graphic organizers and notes are provided.
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4 Students are engaged
in highly relevant learning activities which progress
coherently
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____
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Anticipatory Set
and Closure
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1 Teacher does not
use anticipatory set or closure
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2 Teacher attempts
anticipatory set but some parts are omitted. Teacher
does not ask students to summarize
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3 Teacher displays
solid use of anticipatory set and student closure
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4 Teacher consistently
uses all aspects of set and closure
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____
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Questioning Strategies
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1 Teacher asks low
level Blooms questions only
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2 Some of the teacher's
questions address higher level thinking
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3 Teacher questions
and student activities often address higher level thinking
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4 Teacher consistently
calls for higher level thinking by using analysis, synthesis,
and evaluation questioning strategies
|
____
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| |
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Total---->
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____
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