|
|
1
|
2
|
3
|
4
|
|
|
iPod/VERBAL GREETING
(MORNING/AFTERNOON)
|
Jack greets his teacher
each morning, and says good-bye each night using his
iPod and words in combination, with limited effectiveness.
|
Jack greets his teacher
each morning, and says good-bye each night using his
iPod and words in combination, with some effectiveness.
|
Jack greets his teacher
each morning, and says good-bye each night using his
iPod and words in combination, with considerable effectiveness.
|
Jack greets his teacher
each morning, and says good-bye each night using his
iPod and words in combination, with a high degree of
effectiveness.
|
____
|
|
iPod RECESS GREET.
|
Jack approaches and
introduces himself once a day at recess to three new
to class students, using his iPod with limited effectiveness.
|
Jack approaches and
introduces himself once a day at recess to three new
To class students, using his iPod with some effectiveness.
|
Jack approaches and
introduces himself once a day at recess to three new
To class students, using his iPod with considerable
effectiveness.
|
Jack approaches and
introduces himself once a day at recess to three new
To class students, using his iPod with a high degree
of effectiveness.
|
____
|
|
iPOD WALK REQUEST.
|
Jack uses his iPod
to ask a friend/peer to walk with him to various places
in the school (i.e. library/gym), with limited effectiveness.
|
Jack uses his iPod
to ask a friend/peer to walk with him to various places
in the school (i.e. library/gym), with some effectiveness.
|
Jack uses his iPod
to ask a friend/peer to walk with him to various places
in the school (i.e. library/gym), with considerable
effectiveness.
|
Jack uses his iPod
to ask a friend/peer to walk with him to various places
in the school (i.e. library/gym), with a high degree
of effectiveness.
|
____
|
|
FEELING COMMUNICATION
(iPod)
|
Jack uses his iPod
to communicate with his teacher/E.A., What he is feeling
with 50% accuracy each morning, and or when he is upset
with limited effectiveness.
|
Jack uses his iPod
to communicate with his teacher/E.A., What he is feeling
with 50% accuracy each morning, and or when he is upset
with some effectiveness.
|
Jack uses his iPod
to communicate with his teacher/E.A., What he is feeling
with 50% accuracy each morning, and or when he is upset
with considerable effectiveness.
|
Jack uses his iPod
to communicate with his teacher/E.A., What he is feeling
with 50% accuracy each morning, and or when he is upset
with a high degree of effectiveness.
|
____
|
|
Content The information
presented in the lesson must be accurate, thoroughly
taught, and relevant to the students.
|
Unsatisfactory The
information presented in the lesson is inaccurate, inadequately
taught, and/or irrelevant to the students.
|
Emergent The information
presented in the lesson is somewhat accurate, relevant,
and taught, but still needs work in these areas and/or
is unsatisfactory in one of these areas.
|
Satisfactory The information
presented is completely accurate, taught fairly well,
and is somewhat relevant to the students.
|
Outstanding The information
presented is completely accurate, exceptionally taught,
and relevant to the students.
|
____
|
|
Organization The
lesson must be organized such that it flows well, devotes
adequate time to each activity, and fills up the entire
period so the students are always doing something useful.
|
Unsatisfactory The
lesson is choppy, does not devote sufficient time to
some activities, and has leftover time at the end so
the students are doing nothing.
|
Emergent The lesson
has some semblance of order, gives an equal amount of
time to the activities, and does not leave too much
extra time at the end.
|
Satisfactory The lesson
has a clear order, devotes sufficient time to most activities,
and does not have any extra time at the end.
|
Outstanding The lesson
has a clear order and flows smoothly from one activity
to the next, devotes sufficient time to each activity,
and does not have any extra time at the end.
|
____
|
|
Teaching Strategies
The lesson must include a variety of teaching strategies
in order to differentiate and keep the lesson interesting.
|
Unsatisfactory The
lesson is mostly direct instruction and does not involve
any creative activities.
|
Emergent The lesson
is mostly direct instruction but includes some differentiation
for students with disabilities and/or TAG students.
|
Satisfactory The lesson
is divided between direct instruction, creative activities,
and class and group discussion, and uses differentiation
strategies.
|
Outstanding The lesson
incorporates direct instruction, class and group discussion,
technology, creative handouts, and other innovative
activities, and uses differentiation strategies.
|
____
|
|
Presentation The
teacher must present in a professional manner and must
clearly communicate all the activities and information.
|
Unsatisfactory The
teacher does not dress or behave in a professional manner,
and/or the activities and information are poorly communicated.
|
Emergent The teacher
dresses in a professional manner, but the the activities
and information are poorly communicated.
|
Satisfactory The teacher
dresses and behaves in a professional manner, and the
activities and information are clearly communicated.
|
Outstanding The teacher
dresses and behaves in a professional manner, and the
activities and information are clearly, effectively,
and creatively communicated.
|
____
|
|
Lesson Plan The
lesson plan must contain enough detailed information
that a substitute teacher could teach the lesson on
short notice.
|
Unsatisfactory The
lesson plan includes the bare minimum of information
for teaching the lesson.
|
Emergent The lesson
includes guidelines for the lesson and activities.
|
Satisfactory The lesson
is written clearly, and the activities are included.
|
Outstanding The lesson
is written in detail, the activities are clearly explained,
and any handouts, links, and/or extra information are
included.
|
____
|
|
|
|
|
|
|
____
|
| |
|
|
|
Total---->
|
____
|