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1
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2
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3
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4
|
|
Knowledge of Material
|
Has little familiarity
with the subject matter and few ideas on how to teach
it and how students learn.
|
Is somewhat familiar
with the subject and has a few ideas of ways students
develop and learn.
|
Knows the subject matter
well and has a good grasp of child development and how
students learn.
|
Is expert in the subject
area and up to date on research and how students learn.
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____
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Student Engagement
and Connection
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Mostly lectures to
passive students or has them learn through textbooks
and worksheets. Students have no interest or connection
to the lesson.
|
Attempts to get students
actively involved but some students are disengaged.
Sometimes successful in making the lesson interesting
and relating to students previous knowledge.
|
Has students actively
think about, discuss, and use the ideas and skills being
taught. Activates students' prior knowledge and hooks
their interest in each lesson and new vocabulary.
|
Gets virtually all
students involved in focused activities, actively learning
and problem-solving, losing themselves in the work.
Has students hooked in the unit/lesson by activating
knowledge, experience, reading, and vocabulary.
|
____
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Differentiation
and Support
|
Fails to differentiate
instruction for students with learning deficits. Often
fails to refer to students for special services and/or
refers students who do not need them.
|
Attempts to accommodate
students with learning deficits, but with mixed success.
Sometimes does not refer students promptly for special
help, and/or refers students who don't need it.
|
Differentiates and
scaffolds instruction and uses peer helpers to accommodate
most students' learning needs. When necessary, refers
students for extra help.
|
Successfully reaches
virtually all students by skillfully differentiating
and scaffolding and using peer helpers. Makes sure students
who need extra help receive appropriate services immediately.
|
____
|
Efficiency
|
Loses a great deal
of instructional time because of confusion, interruptions,
ragged transitions, and off-task teacher behavior.
|
Sometimes loses teaching
time due to lack of clarity, interruptions, inefficient
transitions, and off-task teacher behavior.
|
Maximizes academic
learning time through coherence, lesson momentum, and
smooth transitions.
|
Skillfully uses coherence,
momentum, and transitions so that almost every minute
of classroom time produces learning.
|
____
|
Closure
|
Moves on at the end
of the lesson without closure or application to other
contexts.
|
Sometimes brings closure
to the lesson and asks students to think about applications.
|
Has students sum up
what they have learned and apply it in a different context.
|
Consistently has students
summarize and internalize what they learn and apply
it to real-life situations and future opportunities.
|
____
|
|
|
|
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Total---->
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____
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