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1
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2
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3
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4
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The teacher uses
the scope and sequence to guide instruction of the students.
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There is no evidence
that the teacher follows the scope and sequence when
developing and organizing lessons for the students.
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There is minimal evidence
that the teacher follows the scope and sequence when
developing and organizing lessons for the students.
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There is evidence that
the teacher follows the scope and sequence when developing
and organizing lessons for the students, however the
teacher veers off the plan from time to time.
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There is evidence that
the teacher follows the scope and sequence when developing
and organizing lessons for the students. There is additional
evidence of creative use of presentation.
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The teacher conducts
short cycle assessments each grading period and realizes
that it is a valuable tool to be used to determine student
needs, re-teach, and guide learning.
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The teacher does not
utilize short cycle assessments at the close of each
grading period.
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The teacher is not
consistent in utilizing short cycle assessments at the
close of each grading period and rarely uses the data
gained to drive instruction.
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The teacher uses short
cycle assessment at the end of each grading period and
uses the data gained to drive instruction. The teacher
individualizes some lessons and groups the others.
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The teacher uses short
cycle assessment at the close of each grading period
and uses the data gained to drive instruction. The teacher
individualizes instruction based on the data.
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The teacher utilizes
various forms of technology in the classroom to enhance
learning.
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The teacher does not
use technology in the classroom.
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The teacher rarely
uses technology in the classroom. When technology is
used, it is teacher directed and students have little
to no contact with it.
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The teacher incorporates
technology into lessons on a weekly basis and creates
opportunities for students to use the technology for
teacher assigned research projects.
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The teacher incorporates
technology into the lessons on a daily basis and creates
opportunities for students to research various topics
of interest. Students create projects to present based
on their research.
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Learning stations
will enhance student learning and support success.
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The teacher does not
use learning stations.
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The teacher rarely
uses learning stations. The learning stations are not
meaningful or connected to the learning. The students
are not continually on task and the teacher is not monitoring
student participation.
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The teacher uses learning
stations. The stations are usually meaningful and connected
to the learning. The students are mostly on task and
involved in the learning station and the teacher is
monitoring student participation.
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The teacher uses learning
stations. The stations are meaningful and connected
to learning. The students are engaged in each station
and the teacher is monitoring student participation.
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Experiential learning
provides a strong and valuable connection to learning.
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The teacher seldom
utilizes experiential learning. The students are not
given many opportunities to work in groups, conduct
science experiments, or participate in field trips.
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The teacher uses experiential
learning to emphasize specific criteria. The opportunities
for group work are given in specific subjects, and field
trips may not be connected to content being taught.
Additionally, science experiments are minimal.
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The teacher utilizes
experiential learning in most content areas and connects
the learning to the content. Field trips are connected
to learning, but may not occur simultaneously with the
lesson. Group work is encouraged, and science experiments
are conducted at least once a month.
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The teacher utilizes
experiential learning and connects all aspects back
to the content being taught in the classroom. Field
trips connect to the learning that is happening in the
classroom and group work is utilized across the content
areas. Additionally, science experiments are conducted
at least once a week.
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Total---->
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