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CT TEACHING LESSON RUBRIC SPRING 2017
1
Clinical Teacher ____________________________________________________________________________________________ Semester/Year_____________________________________________________________________________________________ District/Campus ____________________________________________________________________________________________ Lesson Subject/Title ________________________________________________________________________________________ Grade Level_______________________________________________________________________________________________ Mentor Teacher____________________________________________________________________________________________ FOR SUPERVISORS: Pre-conference Date time in/out ______________________________ (Box for supervisor to give feedback) Date of evaluation ______________________________ Time in and out of evaluation________________ Adapted from Texas Teacher Evaluation & Support System (T-TESS) a system design by educators to support teaches in their professional growth. Permission given by Tim Regal, TEA.
Accomplished
Proficient
Developing
Improvem
ent needed
Domain 1: Planning - <within the lesson plan> Instructional planning includes:
CT TEACHING LESSON RUBRIC SPRING 2017
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Dimension1.1StandardsandAlignment:Theteacherdesignsclear,well-organized,sequentiallessonsthatreflectbestpractice,alignwithstandardsandareappropriatefordiverselearners.
StandardsBasis:1A,1B,3A,3B,3C
PotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses
Standards & Alignment: The clinical teacher designs and organizes lessons which include standards alignment, developmental sequence, and diverse learning styles to achieve student expectations through best practices.
● Lesson goals and objectives are aligned with TEKS
● Learning objective is stated in measurable terms and all activities are aligned.
● Activities are relevant and sequential to student learning
● Materials are appropriate for diversity of learners
● Appropriate time for lesson activities and closure is provided
● Lesson content correlates to goals for future learning
● Technology is integrated when appropriate and/or applicable
DISTINGUISHEDRareforIn-serviceTeachers.InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidatesInstructionalPlanningIncludes:
PROFICIENTExpectationlevelformiddletoendofClinicalTeaching
Instructional
DEVELOPINGExpectationforpreandbeginningClinicalTeachersInstructionalPlanning
IMPROVEMENTNEEDEDInstructionalPlanningIncludes:
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
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PlanningIncludes:
Includes:
• Allrigorousandmeasurablegoalsalignedtostatecontentstandards.
• Allactivities,materialsandassessments that: o arelogically
sequencedo arerelevant
tostudents’priorunderstandingandreal-worldapplications
o integrateandreinforceconceptsfromotherdisciplines
o provideappropriatetimeforstudentwork,studentreflection,lessonandlessonclosure
o deepenunderstandingofbroaderunitandcourseobjectives
o areverticallyalignedtostatestandards
• Allmeasurablegoalsalignedtostatecontentstandards.
• Allactivities,materialsandassessmentsthat:o aresequencedo arerelevant
tostudents’priorunderstanding
o integrateotherdisciplines
o provideappropriatetimeforstudentwork,lessonandlessonclosure
o reinforcebroaderunitandcourseobjectives
o areverticallyalignedtostatestandards
o areappropriatefordiverselearners
• Allobjectivesalignedandlogicallysequencedtothelesson‘sgoal.
• Allgoalsalignedtostatecontentstandards.
• Allactivities,materialsandassessmentsthat:o aresequencedo arerelevantto
studentso provide
appropriatetimeforlessonandlessonclosure
o fitintothebroaderunitandcourseobjectivesareappropriatefordiverselearners.
• Allobjectivesalignedtothelesson’sgoal.
• Integrationoftechnologywhenapplicable.
• Mostgoalsalignedtostatecontentstandards.
• Mostactivities,materialsandassessmentsthat:o aresequencedo sometimes
provideappropriatetimeforlessonandlessonclosure• Lessons
wheremostobjectivesare aligned and sequenced to the lesson’s goal.
• Fewgoalsalignedtostatecontentstandards.
• Fewactivities,materialsandassessmentsthat:
o aresequencedo rarelyprovidetime
forlessonandlessonclosure• Lessons where
few objectives are aligned and sequenced to the lesson’s goal.
CT TEACHING LESSON RUBRIC SPRING 2017
4
o areappropriatefordiverselearners
• Objectives aligned and logically sequenced to the lesson’s goal, providing relevant and enriching extensions of the lesson
• Integration of technology to enhance mastery of goal(s).
Integrationoftechnologytoenhancemasteryofgoal(s).
CT TEACHING LESSON RUBRIC SPRING 2017
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Dimension1.2DataandAssessment:Theteacherusesformalandinformalmethodstomeasurestudentprogress,thenmanagesandanalyzesstudentdatatoinforminstruction.StandardsBasis:1B,1F,2B,2C,5A,5B,5C,5DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata
Data & Assessment: The clinical teacher uses multiple forms of assessment to monitor student understanding of goals and objectives, analyzes the data to drive instruction, and plans future learning accordingly.
● Formal and informal assessment tools to monitor and measure student progress (formative and post assessments)
● Consistent, immediate feedback to students, families, and other school personnel to communicate student expectations while maintaining confidentiality
● Assessment data used to plan developmentally appropriate activities and strategies (pre-assessment)
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectation
levelformiddletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Formalandinformalassessments
• Formalandinformalassessmentsto
• Formalandinformalassessmentsto
• Formalandinformalassessmentsto
• Fewformalandinformalassessments
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
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tomonitorprogressofallstudents,sharesappropriatediagnostic,formativeandsummativeassessmentdatawithstudentstoengagetheminself-assessment,buildawarenessoftheirownstrengthsandweaknessesandtracktheirownprogress.
• Substantive,specificandtimelyfeedbacktostudents,familiesandschoolpersonnelonthegrowthofstudentsinrelationtoclassroomandcampusgoalsandengageswithcolleaguestoadaptschool-wide
monitorprogressofallstudentsandincorporateappropriatediagnostic,formativeandsummativeassessmentsdataintolessonplans.
• Substantive,specificandtimelyfeedbacktostudents,familiesandotherschoolpersonnelonthegrowthofstudentsinrelationtoclassroomandcampusgoals,whilemaintainingstudentconfidentiality.
• Analysisofstudentdataconnectedtospecificinstructionalstrategiesanduseofresultstoreflectonhisorherteachingand
monitorprogressofallstudents.
• Consistentfeedbacktostudents,familiesandotherschoolpersonnelwhilemaintainingconfidentiality.
• Analysisofstudentdataconnectedtospecificinstructionalstrategies.
monitorprogressofmoststudents.
• Timelyfeedbacktostudentsandfamilies.Utilizationofmultiplesourcesofstudentdata.
tomonitorstudentprogress.
• Fewopportunitiesfortimelyfeedbacktostudentsorfamilies.Utilizationoffewsourcesofstudentdata.
CT TEACHING LESSON RUBRIC SPRING 2017
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instructionalstrategiesandgoalstomeetstudentneedswhilemaintainingconfidentially.
• Analysisofstudentdataconnectedtospecificinstructionalstrategiesanduseofresultstoreflectonhisorherteachingandtomonitorteachingstrategiesandbehaviorsinrelationtostudentsuccess.
tomonitorteachingstrategiesandbehaviorsinrelationtostudentsuccess.
CT TEACHING LESSON RUBRIC SPRING 2017
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Dimension1.3KnowledgeofStudents:Throughknowledgeofstudentsandprovenpractices,theteacherensureshighlevelsoflearning,social-emotionaldevelopmentandachievementforallstudents.StandardsBasis:1A,1B,1C,2A,2B,2CPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata
Knowledge of Students: Using researched based practices and through knowledge of student backgrounds, the clinical teacher ensures academic achievement and social-emotional development focusing on all students’ individual needs.
● Lessons connect to prior learning and background experiences of all students
● Lessons consider differentiation of learning and gaps in content knowledge, diverse life experiences, and assumed skills of all students
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelformiddletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Alllessonsthatconnecttostudents’priorknowledge,experiences,interestsand
• Alllessonsthatconnecttostudents’priorknowledge,experiencesandfuture
• Alllessonsthatconnecttostudents’priorknowledgeandexperiences.
• Adjustmentsto
• Mostlessonsthatconnecttostudents’priorknowledgeandexperiences.
• Adjustmentsto
• Fewlessonsthatconnecttostudents’priorknowledgeandexperiences.
• Adjustmentsto
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
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futurelearningexpectationsacrosscontentareas.
• Guidanceforstudentstoapplytheirstrengths,backgroundknowledge,lifeexperiencesandskillstoenhanceeachother’slearning.
• Opportunitiesforstudentstoutilizetheirindividuallearningpatterns,habitsandneedstoachievehighlevelsofacademicandsocial-emotionalsuccess.
learningexpectations.
• Guidanceforstudentstoapplytheirstrengths,backgroundknowledge,lifeexperiencesandskillstoenhancetheirownlearning.
• Opportunitiesforstudentstoutilizetheirindividuallearningpatterns,habitsandneeds.
addressstrengthsandgapsinbackgroundknowledge,lifeexperiencesandskillsofallstudents.
addressstrengthsandgapsinbackgroundknowledge,lifeexperiencesandskillsofmoststudents.
addressstrengthsandgapsinbackgroundknowledge,lifeexperiencesandskillsoffewstudents.
CT TEACHING LESSON RUBRIC SPRING 2017
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Dimension1.4Activities:Theteacherplansengaging,flexiblelessonsthatencouragehigher-orderthinking,persistenceandachievement.StandardsBasis:1B,1C,1D,1EPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata
Activities: The clinical teacher develops plans including differentiation of researched based practices facilitating student learning through higher order thinking strategies and promotes student engagement through clear, concise communication.
● Higher order thinking questioning techniques promote critical thinking discussions
● Cooperative learning groups based upon student needs and activity goals
● Learning groups facilitate student roles and responsibilities
● Activities, resources, technology connections, and other instructional materials are aligned with lesson goals and objectives
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelformiddletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Opportunities • Questions • Questions • Questionsthat • Encourages
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
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forstudentstogeneratequestionsthatleadtofurtherinquiryandpromotecomplex,higher-orderthinking,problemsolvingandreal-worldapplication
• Instructionalgroupsbasedontheneedsofallstudents,andallowsforstudentstotakeownershipofgroupandindividualaccountability.
• Theabilityforallstudentstosetgoals,reflecton,evaluateandholdeachotheraccountablewithininstructionalgroups.
• Activities,resources,technologyand
thatencourageallstudentstoengageincomplex,higher-orderthinkingandproblemsolving.
• Instructionalgroupsbasedontheneedsofallstudentsandmaintainsbothgroupandindividualaccountability.
• Allstudentsunderstandingtheirindividualroleswithininstructionalgroupsandfacilitatesopportunitiesforstudentinputongoalsandoutcomesofactivities.
• Activities,resources,technologyandinstructionalmaterialsthatareallalignedto
thatencourageallstudentstoengageincomplex,higher-orderthinking.
• Instructionalgroupsbasedontheneedsofallstudents.
• Allstudentsunderstandingtheirindividualroleswithininstructionalgroups.
• Activities,resources,technologyandinstructionalmaterialsthatareallalignedtoinstructionalpurposes.
promotelimited,predictableorroteresponsesandencouragesomecomplex,higher-orderthinking.
• Instructionalgroupsbasedontheneedsofmoststudents.
• Moststudentsunderstandingtheirindividualroleswithininstructionalgroups.
• Activities,resources,technologyand/orinstructionalmaterialsthataremostlyalignedtoinstructionalpurposes.
littletonocomplex,higher-orderthinking.
• Instructionalgroupsbasedontheneedsofafewstudents.
• Lackofstudentunderstandingoftheirindividualroleswithininstructionalgroups.
• Activities,resources,technologyand/orinstructionalmaterialsmisalignedtoinstructionalpurposes.
CT TEACHING LESSON RUBRIC SPRING 2017
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instructionalmaterialsthatareallalignedtoinstructionalpurposes,arevariedandappropriatetoabilitylevelsofstudentsandactivelyengagetheminownershipoftheirlearning.
instructionalpurposes,arevariedandappropriatetoabilitylevelsofstudents.
CT TEACHING LESSON RUBRIC SPRING 2017
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Distinguished
Accomplished
Proficient
Developing
Improvem
ent needed
Domain 2: INSTRUCTION: Evidence is apparent in instruction and classroom
Dimension2.1AchievingExpectations:Theteachersupportsalllearnersintheirpursuitofhighlevelsofacademicandsocial-emotionalsuccess.StandardsBasis:1B,1D,1E,2A,2C,3B,4A,4D,5BPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;studentgrowthprocesses;analysisofstudentdata
Achieving Expectations: The clinical teacher supports all learners in their pursuit of high levels of academic and social-emotional success.
● Sets academic expectations that challenge all students
● Persists with the lesson until there is evidence that most students demonstrate mastery of the objective
● Addresses student mistakes and follows through to ensure student mastery.
● Provides students with opportunities to take initiative of their own learning.
DISTINGUISHEDRareforIn-serviceTeachers.
ACCOMPLISHEDRareforTeachingCandidates
PROFICIENTExpectationlevelfor
DEVELOPINGExpectationforpreand
IMPROVEMENTNEEDEDInstructional
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
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InstructionalPlanningIncludes:
InstructionalPlanningIncludes:
middletoendofClinicalTeaching
InstructionalPlanningIncludes:
beginningClinicalTeachersInstructionalPlanningIncludes:
PlanningIncludes:
• Providesopportunitiesforstudentstoestablishhighacademicandsocial-emotionalexpectationsforthemselves.
• Persistswiththelessonuntilthereisevidencethatallstudentsdemonstratemasteryoftheobjective.
• Providesopportunitiesforstudentstoself-monitorandself-correctmistakes.
• Systematicallyenablesstudentstosetgoalsforthemselvesandmonitortheirprogress
• Providesopportunitiesforstudentstoestablishhighacademicandsocial-emotionalexpectationsforthemselves.
• Persistswiththelessonuntilthereisevidencethatmoststudentsdemonstratemasteryoftheobjective.
• Anticipatesstudentmistakesandencouragesstudentstoavoidcommonlearningpitfalls.
• Establishessystemswherestudentstakeinitiativeoftheirownlearningand
• Setsacademicexpectationsthatchallengeallstudents.
• Persistswiththelessonuntilthereisevidencethatmoststudentsdemonstratemasteryoftheobjective.
• Addressesstudentmistakesandfollowsthroughtoensurestudentmastery.
• Providesstudentsopportunitiestotakeinitiativeoftheirownlearning.
• Setsacademicexpectationsthatchallengemoststudents.
• Persistswiththelessonuntilthereisevidencethatsomestudentsdemonstratemasteryoftheobjective.
• Sometimesaddressesstudentmistakes.
• Sometimesprovidesopportunitiesforstudentstotakeinitiativeoftheirownlearning.
• Setsexpectationsthatchallengefewstudents.
• Concludesthelessoneventhoughthereisevidencethatfewstudentsdemonstratemasteryoftheobjective.
• Allowsstudentmistakestogounaddressedorconfrontsstudenterrorsinawaythatdiscouragesfurthereffort.
• Rarelyprovidesopportunitiesforstudentstotakeinitiativeoftheirownlearning.
CT TEACHING LESSON RUBRIC SPRING 2017
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overtime. self-monitor.
Dimension2.2ContentKnowledgeandExpertise:Theteacherusescontentandpedagogicalexpertisetodesignandexecutelessonsalignedwithstatestandards,relatedcontentandstudentneeds.StandardsBasis:1A,1C,1E,1F,2C,3A,3B,3CPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;studentgrowthprocesses;analysisofstudentdata
Content Knowledge & Expertise: The clinical teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.
● Conveys accurate content knowledge in multiple contexts.
● Integrates learning objectives with other disciplines
● Anticipates possible student misunderstanding.
● Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research based).
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelformiddletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Displaysextensivecontentknowledgeofallthesubjectssheorheteaches
• Conveysadepthofcontentknowledge
• Conveysaccuratecontentknowledgein
• Conveysaccuratecontentknowledge.
• Sometimes
• Conveysinaccuratecontentknowledgethat
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
16
andcloselyrelatedsubjects.
• Integrateslearningobjectiveswithotherdisciplines,contentareasandreal-worldexperience.
• Consistentlyanticipatespossiblestudentmisunderstandingsandproactivelydevelopsteachingtechniquestomitigateconcerns.
• Consistentlyprovidesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).
• Sequencesinstructionthatallowsstudentstounderstandhowthelessonfitswithinthestructureofthe
thatallowsfordifferentiatedexplanations.
• Integrateslearningobjectiveswithotherdisciplinesandreal-worldexperiences.
• Anticipatespossiblestudentmisunderstandingsandproactivelydevelopsteachingtechniquestomitigateconcerns.
• Regularlyprovidesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).
• Sequencesinstructionthatallows
multiplecontexts.
• Integrateslearningobjectiveswithotherdisciplines.
• Anticipatespossiblestudentmisunderstandings.
• Providesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).
• Accuratelyreflectshowthelessonfitswithinthestructureofthedisciplineandthestatestandards.
integrateslearningobjectiveswithotherdisciplines.
• Sometimesanticipatespossiblestudentmisunderstandings.
• Sometimesprovidesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).
leadstostudentconfusion.
• Rarelyintegrateslearningobjectiveswithotherdisciplines.
• Doesnotanticipatepossiblestudentmisunderstandings.
• Providesfewopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).
CT TEACHING LESSON RUBRIC SPRING 2017
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discipline,thestatestandards,relatedcontentandwithinreal-worldscenarios.
studentstounderstandhowthelessonfitswithinthestructureofthedisciplineandthestatestandards.
Dimension2.3Communication:Theteacherclearlyandaccuratelycommunicatestosupportpersistence,deeperlearningandeffectiveeffort.StandardsBasis:1D,1E,2A,3A,4DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;studentgrowthprocesses;analysisofstudentdata
Communication: The clinical teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.
● Establishes classroom practices that provide opportunities for most students to communicate effectively with the teacher and their peers.
● Recognizes students’ misunderstandings and responds with an array of teaching techniques to clarify concepts.
● Provides explanations that are clear and uses verbal and written communication that is clear and correct.
● Asks, remembers, understands and applies level questions that focus on the objective of the lesson and provokes discussion
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
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● Uses probing questions to clarify and elaborate learning.
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelfor
middletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Establishesclassroompracticesthatencourageallstudentstocommunicatesafelyandeffectivelyusingavarietyoftoolsandmethodswiththeteacherandtheirpeers.
• Usespossiblestudentmisunderstandingsatstrategicpointsinlessonstohighlightmisconceptionsandinspireexplorationanddiscovery.
• Providesexplanationsthatareclearandcoherent
• Establishesclassroompracticesthatencourageallstudentstocommunicateeffectively,includingtheuseofvisualtoolsandtechnology,withtheteacherandtheirpeers.
• Anticipatespossiblestudentmisunderstandingsandproactivelydevelopstechniquestoaddressobstaclestolearning.
• Providesexplanations
• Establishesclassroompracticesthatprovideopportunitiesformoststudentstocommunicateeffectivelywiththeteacherandtheirpeers.
• Recognizesstudentmisunderstandingsandrespondswithanarrayofteachingtechniquestoclarifyconcepts.
• Providesexplanationsthatareclearandusesverbalandwrittencommunicationthatisclearandcorrect.
• Leadslessonswithsomeopportunityfordialogue,clarificationorelaboration.
• Recognizesstudentmisunderstandingsbuthasalimitedabilitytorespond.
• Usesverbalandwrittencommunicationthatisgenerallyclearwithminorerrorsofgrammar.
• Asksrememberandunderstandlevelquestionsthatfocusontheobjective
• Directslessonswithlittleopportunityfordialogue,clarificationorelaboration.
• Issometimesunawareoforunresponsivetostudentmisunderstandings.
• Usesverbalcommunicationthatischaracterizedbyinaccurategrammar;writtencommunicationthathasinaccuratespelling,grammar,punctuationorstructure.
• Rarelyasks
CT TEACHING LESSON RUBRIC SPRING 2017
19
andusesverbalandwrittencommunicationthatisclearandcorrect.
• Asksquestionsatthecreative,evaluativeand/oranalysislevelsthatrequireadeeperlearningandbroaderunderstandingoftheobjectiveofthelesson.
• Skillfullybalanceswaittime,questioningtechniquesandintegrationofstudentresponsestosupportstudent-directedlearning.
• Skillfullyprovokesandguidesdiscussiontopiquecuriosityandinspirestudent-ledlearningofmeaningfulandchallengingcontent.
thatareclearandcoherentandusesverbalandwrittencommunicationthatisclearandcorrect.
• Asksquestionsatthecreative,evaluativeand/oranalysislevelsthatfocusontheobjectiveofthelessonandprovokethoughtanddiscussion.
• Skillfullyusesprobingquestionstoclarify,elaborateandextendlearning.
• Provideswaittimewhenquestioningstudents.
• Asksremember,understandandapplylevelquestionsthatfocusontheobjectiveofthelessonandprovokediscussion.
• Usesprobingquestionstoclarifyandelaboratelearning.
ofthelessonbutdolittletoamplifydiscussion.
questions,orasksquestionsthatdonotamplifydiscussionoraligntotheobjectiveofthelesson.
CT TEACHING LESSON RUBRIC SPRING 2017
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Dimension2.4Differentiation:Theteacherdifferentiatesinstruction,aligningmethodsandtechniquestodiversestudentneeds.
StandardsBasis:1C,1F,2A,2B,2C,3C,4A,5A,5C,5DPotentialSourcesofEvidence: Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata
Differentiation: The clinical teacher differentiates instruction, aligning methods and techniques to diverse student needs.
● Adapts lessons to address individual needs of all students.
● Regularly monitors the quality of student participation and performance.
● Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught
● Recognizes when students become confused or disengaged and responds to student learning or social/emotional needs.
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelfor
middletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Adaptslessonswithawidevarietyofinstructionalstrategiesto
• Adaptslessonstoaddressindividualneedsofallstudents.
• Adaptslessonstoaddressindividualneedsofallstudents.
• Adaptslessonstoaddresssomestudentneeds.
• Sometimes
• Providesone-size-fits-alllessonswithoutmeaningfuldifferentiation.
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
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addressindividualneedsofallstudents.
• Consistentlymonitorsthequalityofstudentparticipationandperformance.
• Alwaysprovidesdifferentiatedinstructionalmethodsandcontenttoensurestudentshavetheopportunitytomasterwhatisbeingtaught.
• Consistentlypreventsstudentconfusionordisengagementbyaddressinglearningand/orsocial/emotionalneedsofallstudents.
• Regularlymonitorsthequalityofstudentparticipationandperformance.
• Regularlyprovidesdifferentiatedinstructionalmethodsandcontenttoensurestudentshavetheopportunitytomasterwhatisbeingtaught.
• Proactivelyminimizesstudentconfusionordisengagementbyaddressinglearningand/orsocial/emotionalneedsofallstudents
• Regularlymonitorsthequalityofstudentparticipationandperformance.
• Providesdifferentiatedinstructionalmethodsandcontenttoensurestudentshavetheopportunitytomasterwhatisbeingtaught.
• Recognizeswhenstudentsbecomeconfusedordisengagedandrespondstostudentlearningorsocial/emotionalneeds.
monitorsthequalityofstudentparticipationandperformance.
• Sometimesprovidesdifferentiatedinstructionalmethodsandcontent.
• Sometimesrecognizeswhenstudentsbecomeconfusedordisengagedandminimallyrespondstostudentlearningorsocial/emotionalneeds
• Rarelymonitorsthequalityofstudentparticipationandperformance.
• Rarelyprovidesdifferentiatedinstructionalmethodsandcontent.
• Doesnotrecognizewhenstudentsbecomeconfusedordisengaged,ordoesnotrespondappropriatelytostudentlearningorsocial/emotionalneeds.
CT TEACHING LESSON RUBRIC SPRING 2017
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Dimension2.5MonitorandAdjust:Theteacherformallyandinformallycollects,analyzesandusesstudentprogressdataandmakesneededlessonadjustments.StandardsBasis:1D,1F,2B,2C,3B,4D,5C,5DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata
Monitor & Adjust: The clinical teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.
● Consistently invites input from students in order to monitor and adjust instruction and activities.
● Adjusts instruction and activities to maintain students’ engagement.
● Monitors student behaviors and responses for engagement and understanding.
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelfor
middletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Systematicallygathersinputfromstudentsinordertomonitorandadjustinstruction,activitiesorpacingtorespondto
• Utilizesinputfromstudentsinordertomonitorandadjustinstruction,activitiesandpacingtorespondtodifferencesin
• Consistentlyinvitesinputfromstudentsinordertomonitorandadjustinstructionandactivities.
• Adjusts
• Sometimesutilizesinputfromstudentsinordertomonitorandadjustinstructionandactivities.
• Adjustssome
• Rarelyutilizesinputfromstudentsinordertomonitorandadjustinstructionandactivities.
• Persistswith
COMMENTS:
CT TEACHING LESSON RUBRIC SPRING 2017
24
differencesinstudentneeds.
• Adjustsinstructionandactivitiestomaintainstudentengagement.
• Usesdiscreetandexplicitchecksforunderstandingthroughquestioningandacademicfeedback.
studentneeds.• Adjusts
instructionandactivitiestomaintainstudentengagement.
• Continuallychecksforunderstandingthroughpurposefulquestioningandacademicfeedback.
instructionandactivitiestomaintainstudentengagement.
• Monitorsstudentbehaviorandresponsesforengagementandunderstanding.
instructionwithinalimitedrange.
• Seesstudentbehaviorbutmissessomesignsofdisengagement.
• Isawareofmoststudentresponsesbutmissessomecluesofmisunderstanding.
instructionoractivitiesthatdonotengagestudents.
• Generallydoesnotlinkstudentbehaviorandresponseswithstudentengagementandunderstanding.
• Makesnoattemptstoengagestudentswhoappeardisengagedordisinterested.
CT TEACHING LESSON RUBRIC SPRING 2017
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Distinguished
Accomplished
Proficient
Developing
Improvem
ent needed
Domain 3: LEARNING ENVIRONMENT - Evidence is apparent in the classroom:
Dimension3.1ClassroomEnvironment,RoutinesandProcedures:Theteacherorganizesasafe,accessibleandefficientclassroom.StandardsBasis:1D,4A,4B,4C,4DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;analysisofstudentdata
Environment, Routines and Procedures: The clinical teacher organizes a safe, accessible and efficient classroom.
● All procedures, routines and transitions are clear and efficient.
● Students actively participate in groups, manage supplies and equipment with very limited teacher direction.
● The classroom is safe and organized to support learning objectives and is accessible to most students.
DISTINGUISHEDRareforIn-serviceTeachers.InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidatesInstructionalPlanningIncludes:
PROFICIENTExpectationlevelformiddletoendofClinicalTeaching
InstructionalPlanning
DEVELOPINGExpectationforpreandbeginningClinicalTeachersInstructionalPlanningIncludes:
IMPROVEMENTNEEDEDInstructionalPlanningIncludes:
COMMENTS:
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Includes:• Establishesand
useseffectiveroutines,transitionsandproceduresthatprimarilyrelyonstudentleadershipandresponsibility.
• Studentstakeprimaryleadershipandresponsibilityformanagingstudentgroups,supplies,and/orequipment.
• heclassroomissafeandthoughtfullydesignedtoengage,challengeandinspirestudentstoparticipateinhigh-levellearningbeyondthelearningobjectives.
• Establishesanduseseffectiveroutines,transitionsandproceduresthatsheorheimplementseffortlessly.
• Studentstakesomeresponsibilityformanagingstudentgroups,suppliesand/orequipment.
• Theclassroomissafe,invitingandorganizedtosupportlearningobjectivesandisaccessibletoallstudents.
• Allprocedures,routinesandtransitionsareclearandefficient.
• Studentsactivelyparticipateingroups,managesuppliesandequipmentwithverylimitedteacherdirection.
• Theclassroomissafeandorganizedtosupportlearningobjectivesandisaccessibletomoststudents.
• Mostprocedures,routinesandtransitionsprovidecleardirectionbutothersareunclearandinefficient.
• Studentsdependontheteachertodirecttheminmanagingstudentgroups,suppliesand/orequipment.
• Theclassroomissafeandaccessibletomoststudents,butisdisorganizedandcluttered.
• Fewproceduresandroutinesguidestudentbehaviorandmaximizelearning.Transitionsarecharacterizedbyconfusionandinefficiency.
• Studentsoftendonotunderstandwhatisexpectedofthem.
• Theclassroomisunsafe,disorganizedanduncomfortable.
• Somestudentsarenotabletoaccessmaterials.
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Dimension3.2ManagingStudentBehavior:Theteacherestablishes,communicatesandmaintainsclearexpectationsforstudentbehavior.StandardsBasis:4A,4B,4C,4DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;analysisofstudentdata
Managing Student Behavior: The clinical teacher establishes, communicates, and maintains clear expectation for student behavior.
● Consistently implements the campus and/or classroom behavior system proficiently.
● Most students meet expected classroom behavior standards
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelformiddletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Consistentlymonitorsbehaviorsubtly,reinforcespositivebehaviorsappropriatelyandinterceptsmisbehaviorfluidly.
• Studentsand
• Consistentlyencouragesandmonitorsstudentbehaviorsubtlyandrespondstomisbehaviorswiftly.
• Moststudents
• Consistentlyimplementsthecampusand/orclassroombehaviorsystemproficiently.
• Moststudentsmeetexpectedclassroombehaviorstandards.
• Inconsistentlyimplementsthecampusand/orclassroombehaviorsystem.
• Studentfailuretomeetexpectedclassroombehaviorstandards
• Rarelyorunfairlyenforcescampusorclassroombehaviorstandards.
• Studentbehaviorimpedeslearninginthe
COMMENTS:
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theteachercreate,adoptandmaintainclassroombehaviorstandards.
know,understandandrespectclassroombehaviorstandards.
interruptslearning.
classroom.
Dimension3.3ClassroomCulture:Theteacherleadsamutuallyrespectfulandcollaborativeclassofactivelyengagedlearners.StandardsBasis:1E,1F,3B,4C,4D,5A,5B,5DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;analysisofstudentdata
Classroom Culture: The clinical teacher leads a mutually respectful and collaborative class of actively engaged learners.
● Engages all students in relevant, meaningful learning
● Students work respectfully, individually and in groups.
DISTINGUISHEDRareforIn-serviceTeachers.
InstructionalPlanningIncludes:
ACCOMPLISHEDRareforTeachingCandidates
InstructionalPlanningIncludes:
PROFICIENTExpectationlevelformiddletoendofClinicalTeaching
InstructionalPlanningIncludes:
DEVELOPINGExpectationforpreandbeginningClinicalTeachers
InstructionalPlanningIncludes:
IMPROVEMENTNEEDED
InstructionalPlanningIncludes:
• Consistentlyengagesall
• Engagesallstudentswith
• Engagesallstudentsin
• Establishesalearning
• Establishesalearning
COMMENTS:
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studentswithrelevant,meaningfullearningbasedontheirinterestsandabilitiestocreateapositiverapportamongststudents.
• Studentscollaboratepositivelyandencourageeachother’seffortsandachievements.
relevant,meaningfullearning,sometimesadjustinglessonsbasedonstudentinterestsandabilities.
• Studentscollaboratepositivelywitheachotherandtheteacher.
relevant,meaningfullearning.
• Studentsworkrespectfullyindividuallyandingroups.
environmentwheremoststudentsareengagedinthecurriculum.
• Studentsaresometimesdisrespectfulofeachother.
environmentwherefewstudentsareengagedinthecurriculum.
• Studentsaredisrespectfulofeachotherandoftheteacher.
COMMENTS: