Domain 1: Planning and Preparation
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Element 1A: Demonstrating Knowledge of Content
- To what level is content communicated in the lesson plan and resulting lesson?
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Possible Observable Expectations
- Plans reflect solid knowledge of content and academic language, have sequence of learning aligned to standards
- Activities are varied, suitable to grade level, have appropriate time allocations, differentiated, have flexible grouping, challenging tasks
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Domain 2: Creating an Environment for Learning
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Element 2A: Creating an Environment of Respect
- To what level are interactions in the classroom positive and productive?
- To what level are all student groups respected and valued in the classroom?
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Possible Observable Expectations
- Exhibits politeness and respect
- Greets students at door
- Utilizes students’ interests and strengths in lessons
- Positive feedback about learning and effort
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Element 2B: Organizing Physical Space
- To what level do all students have equal access to learning resources and materials?
- To what level does the classroom environment support the day’s lesson?
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Possible Observable Expectations
- Learning outcomes are posted (objectives) and referenced
- Physical space encourages variety of groupings
- Uses visuals (anchor charts, graphics, technology)
- Is safe
- Physical space promotes appropriate behavior
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Element 2C: Establishing a Culture for Learning
- To what level do all students exhibit a learning energy during the lesson that supports engagement?
- To what level are all students encouraged to communicate with others to address learning goals?
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Possible Observable Expectations
- Flexible grouping
- Structured student dialogue
- Significant interaction between peers (reduce teacher talk)
- Use of strategies for engagement and to enhance understanding of content
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Element 2D: Managing Classroom Procedures
- To what level is the classroom culture and routine maximizing instructional time?
- To what level does the teacher use developmentally appropriate procedures to maximize instructional time?
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Possible Observable Expectations
- Established routines/procedures including handing in work, make-up work, classroom group work, pair work, individual work, note-taking, projects, bathroom breaks
- Modify speech and use wait time
- Efficient transitions
- Efficient system for getting supplies and materials
- Materials ready every lesson
- Rules for student discussion
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Element 2E: Managing Student Behavior
- To what level are student behavior expectations consistently monitored and reinforced?
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Possible Observable Expectations
- Models behavioral expectations, procedures and expectations.
- Rules and consequences are clearly established and referenced
- Consistent responses to misbehavior that are fair and respect student dignity
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Domain 3: Teaching for Learning
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Element 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development
- To what level are directions clearly delivered and understandable?
- To what level is content communicated in a clear, concise manner?
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Possible Observable Expectations
- Direct instruction is correct/accurate
- Objectives are posted, stated and referred to
- Clear directions and procedures are stated
- Uses appropriate vocabulary and scaffolds so it is understood with wait time, visuals, etc.
- Content is differentiated for students.
- Connect to student culture and language background.
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Element 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse
- To what level do all students have an opportunity to answer questions?
- To what level are questions thought provoking and rigorous?
- To what degree are questions designed and used to meet individual IEP goals?
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Possible Observable Expectations
- Use questioning for frequent interaction between T-ST and ST-ST
- Preplan questions/tasks
- Use systems for response from all students
- (choral, random calling, etc.)
- Include higher level questions for critical thinking
- Allow students to respond in different ways
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Element 3C: Engaging Students in Learning
- To what level are all students engaging in the lesson’s activities?
- To what level are activities sequential and aligned to the daily learning target?
- To what level are all students required to be intellectually engaged with the course content?
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Possible Observable Expectations
- Explicitly connect lessons to prior learning
- Maintain effective amount of student talk vs. teacher talk to engage students
- Deliver coherent lesson with appropriate scaffolding, pacing, sequencing, flexible grouping, reflection, closing
- Scan for engagement and adapt lesson as needed
- Strategically group students for practice
- Lesson plans show evidence of curriculum being used and differentiated for student needs.
- Use a variety of teaching methods and groupings
- Use a variety of resources
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Element 3D: Assessment in Instruction
- To what level does the teacher determine the understanding and needs of each student during the lesson?
- To what level are all students aware of how they will demonstrate understanding of the content/lesson?
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Possible Observable Expectations
- Check for understanding during lesson
- Give descriptive feedback in a timely manner
- Give clear performance criteria (rubrics, pre and post-tests, etc.)
- Create multiple ways to show learned material
- Use exemplars
- Monitor student learning throughout lesson
- Documents progress toward goals
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Element 3E: Demonstrating Flexibility and Responsiveness
- To what level does the teacher modify instruction within the lesson/class period?
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Possible Observable Expectations
- Include all students in learning
- Modify instruction according to IEPs
- Adjust instruction for interest, needs, language demands, appropriate grade level content
- Adjust lesson when checking for understanding
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