General Educator Rubric: Instruction

Transcription

1 General Educatr Rubric: Instructin Standards and Objectives Mtivating Students Presenting Instructinal Cntent Lessn Structure and Pacing Significantly Abve Expectatins (5) At Expectatins (3) Significantly Belw Expectatins (1) All learning bjectives are clearly and explicitly cmmunicated, cnnected t state standards and referenced thrughut lessn. Sub-bjectives are aligned and lgically sequenced t the lessn s majr bjective. Learning bjectives are: (a) cnsistently cnnected t what students have previusly learned, (b) knw frm life experiences, and (c) integrated with ther disciplines. Expectatins fr student perfrmance are clear, demanding, and high. There is evidence that mst students demnstrate mastery f the daily bjective that supprts significant prgress twards mastery f a standard. The teacher cnsistently rganizes the cntent s that it is persnally meaningful and relevant t The teacher cnsistently develps learning experiences where inquiry, curisity, and explratin are valued. The teacher regularly reinfrces and rewards effrt. Presentatin f cntent always includes: visuals that establish the purpse f the lessn, preview the rganizatin f the lessn, and include internal summaries f the lessn; examples, illustratins, analgies, and labels fr new cncepts and ideas; effective mdeling f thinking prcess by the teacher and/r students guided by the teacher t demnstrate perfrmance expectatins; cncise cmmunicatin; lgical sequencing and segmenting; all essential infrmatin; n irrelevant, cnfusing, r nn-essential infrmatin. The lessn starts prmptly. The lessn's structure is cherent, with a beginning, middle, and end. Mst learning bjectives are cmmunicated, cnnected t state standards and referenced thrughut lessn. Sub-bjectives are mstly aligned t the lessn s majr bjective. Learning bjectives are cnnected t what students have previusly learned. Expectatins fr student perfrmance are clear. There is evidence that mst students demnstrate mastery f the daily bjective that supprts significant prgress twards mastery f a standard. The teacher smetimes rganizes the cntent s that it is persnally meaningful and relevant t The teacher smetimes develps learning experiences where inquiry, curisity, and explratin are valued. The teacher smetimes reinfrces and rewards effrt. Presentatin f cntent mst f the time includes: visuals that establish the purpse f the lessn, preview the rganizatin f the lessn, and include internal summaries f the lessn; examples, illustratins, analgies, and labels fr new cncepts and ideas; mdeling by the teacher t demnstrate perfrmance expectatins; cncise cmmunicatin; lgical sequencing and segmenting; all essential infrmatin; n irrelevant, cnfusing, r nn-essential infrmatin. The lessn starts prmptly. The lessn's structure is cherent, with a beginning, middle, and end. Few learning bjectives are cmmunicated, cnnected t state standards and referenced thrughut lessn. Sub-bjectives are incnsistently aligned t the lessn s majr bjective. Learning bjectives are rarely cnnected t what students have previusly learned. Expectatins fr student perfrmance are vague. There is evidence that few students demnstrate mastery f the daily bjective that supprts significant prgress twards mastery f a standard. The teacher rarely rganizes the cntent s that it is persnally meaningful and relevant t The teacher rarely develps learning experiences where inquiry, curisity, and explratin are valued. The teacher rarely reinfrces and rewards effrt. Presentatin f cntent rarely includes: visuals that establish the purpse f the lessn, preview the rganizatin f the lessn, and include internal summaries f the lessn; examples, illustratins, analgies, and labels fr new cncepts and ideas; mdeling by the teacher t demnstrate perfrmance expectatins; cncise cmmunicatin; lgical sequencing and segmenting; all essential infrmatin; n irrelevant, cnfusing, r nn-essential infrmatin. The lessn des nt start prmptly. The lessn has a structure, but may be missing clsure r intrductry elements. 1

2 General Educatr Rubric: Instructin Activities and Materials Questining The lessn includes time fr reflectin. Pacing is brisk and prvides many pprtunities fr individual students wh prgress at different learning rates. Rutines fr distributing materials are seamless. N instructinal time is lst during transitins. Activities and materials include all f the fllwing: supprt the lessn bjectives; are challenging; sustain students attentin; elicit a variety f thinking; prvide time fr reflectin; are relevant t students lives; prvide pprtunities fr student-t-student interactin; induce student curisity and suspense; prvide students with chices; incrprate multimedia and technlgy; and incrprate resurces beynd the schl curriculum texts (e.g., teacher-made materials, manipulatives, resurces frm museums, cultural centers, etc.). In additin, smetimes activities are game-like, invlve simulatins, require creating prducts, and demand self-directin and self-mnitring. The prepnderance f activities demand cmplex thinking and analysis. Texts and tasks are apprpriately cmplex. Teacher questins are varied and high-quality, prviding a balanced mix f questin types: knwledge and cmprehensin; applicatin and analysis; and creatin and evaluatin. Questins require students t regularly cite evidence thrughut lessn. Questins are cnsistently purpseful and cherent. A high frequency f questins is asked. Questins are cnsistently sequenced with attentin t the instructinal gals. Questins regularly require active respnses (e.g., Pacing is apprpriate and smetimes prvides pprtunities fr students wh prgress at different learning rates. Rutines fr distributing materials are efficient. Little instructinal time is lst during transitins. Activities and materials include mst f the fllwing: supprt the lessn bjectives; are challenging; sustain students attentin; elicit a variety f thinking; prvide time fr reflectin; are relevant t students lives; prvide pprtunities fr student-t-student interactin; induce student curisity and suspense; prvide students with chices; incrprate multimedia and technlgy; and incrprate resurces beynd the schl curriculum texts (e.g., teacher-made materials, manipulatives, resurces frm museums, cultural centers, etc.). Texts and tasks are apprpriately cmplex. Teacher questins are varied and high-quality prviding fr sme, but nt all, questin types: knwledge and cmprehensin; applicatin and analysis; and creatin and evaluatin. Questins usually require students t cite evidence Questins are usually purpseful and cherent. A mderate frequency f questins asked. Questins are smetimes sequenced with attentin t the instructinal gals. Questins smetimes require active respnses (e.g., whle class signaling, chral respnses, r Pacing is apprpriate fr less than half f the students and rarely prvides pprtunities fr students wh prgress at different learning rates. Rutines fr distributing materials are inefficient. Cnsiderable time is lst during transitins. Activities and materials include few f the fllwing: supprt the lessn bjectives; are challenging; sustain students attentin; elicit a variety f thinking; prvide time fr reflectin; are relevant t students lives; prvide pprtunities fr student t student interactin; induce student curisity and suspense; prvide students with chices; incrprate multimedia and technlgy; and incrprate resurces beynd the schl curriculum texts (e.g., teacher made materials, manipulatives, resurces frm museums, etc.). Teacher questins are incnsistent in quality and include few questin types: knwledge and cmprehensin; applicatin and analysis; and creatin and evaluatin. Questins are randm and lack cherence. A lw frequency f questins is asked. Questins are rarely sequenced with attentin t the instructinal gals. Questins rarely require active respnses (e.g., whle class signaling, chral respnses, r grup and individual answers). Wait time is incnsistently prvided. 2

3 General Educatr Rubric: Instructin Academic Feedback Gruping Students whle class signaling, chral respnses, written and shared respnses, r grup and individual answers). Wait time (3-5 secnds) is cnsistently prvided. The teacher calls n vlunteers and nnvlunteers, and a balance f students based n ability and sex. Students generate questins that lead t further inquiry and self-directed learning. Questins regularly assess and advance student understanding When text is invlved, majrity f questins are text based Oral and written feedback is cnsistently academically fcused, frequent, high-quality and references expectatins Feedback is frequently given during guided practice and hmewrk review. The teacher circulates t prmpt student thinking, assess each student s prgress, and prvide individual feedback. Feedback frm students is regularly used t mnitr and adjust instructin. Teacher engages students in giving specific and high-quality feedback t ne anther. The instructinal gruping arrangements (either whle-class, small grups, pairs, individual; hetergeneus r hmgenus ability) cnsistently maximize student understanding and learning efficiency. All students in grups knw their rles, respnsibilities, and grup wrk expectatins. All students participating in grups are held accuntable fr grup wrk and individual wrk. Instructinal grup cmpsitin is varied (e.g., race, gender, ability, and age) t best accmplish the gals f the lessn. Instructinal grups facilitate pprtunities fr students t set gals, reflect n, and evaluate their learning. grup and individual answers). Wait time is smetimes prvided. The teacher calls n vlunteers and nnvlunteers, and a balance f students based n ability and sex. When text is invlved, majrity f questins are text based Oral and written feedback is mstly academically fcused, frequent, and mstly high-quality. Feedback is smetimes given during guided practice and hmewrk review. The teacher circulates during instructinal activities t supprt engagement, and mnitr student wrk. Feedback frm students is smetimes used t mnitr and adjust instructin. The instructinal gruping arrangements (either whle class, small grups, pairs, individual; hetergeneus r hmgenus ability) adequately enhance student understanding and learning efficiency. Mst students in grups knw their rles, respnsibilities, and grup wrk expectatins. Mst students participating in grups are held accuntable fr grup wrk and individual wrk. Instructinal grup cmpsitin is varied (e.g., race, gender, ability, and age) t mst f the time, accmplish the gals f the lessn. The teacher mstly calls n vlunteers and highability The quality and timeliness f feedback is incnsistent. Feedback is rarely given during guided practice and hmewrk review. The teacher circulates during instructinal activities, but mnitrs mstly behavir. Feedback frm students is rarely used t mnitr r adjust instructin. The instructinal gruping arrangements (either whle-class, small grups, pairs, individual; hetergeneus r hmgenus ability) inhibit student understanding and learning efficiency. Few students in grups knw their rles, respnsibilities, and grup wrk expectatins. Few students participating in grups are held accuntable fr grup wrk and individual wrk. Instructinal grup cmpsitin remains unchanged irrespective f the learning and instructinal gals f a lessn. 3

4 General Educatr Rubric: Instructin Teacher Cntent Knwledge Teacher Knwledge f Students Teacher displays extensive cntent knwledge f all the subjects she r he teaches. Teacher regularly implements a variety f subjectspecific instructinal strategies t enhance student cntent knwledge. The teacher regularly highlights key cncepts and ideas and uses them as bases t cnnect ther pwerful ideas. Limited cntent is taught in sufficient depth t allw fr the develpment f understanding. Teacher practices display understanding f each student s anticipated learning difficulties. Teacher practices regularly incrprate student interests and cultural heritage. Teacher regularly prvides differentiated instructinal methds and cntent t ensure children have the pprtunity t master what is being taught. Teacher displays accurate cntent knwledge f all the subjects he r she teaches. Teacher smetimes implements subject-specific instructinal strategies t enhance student cntent knwledge. The teacher smetimes highlights key cncepts and ideas and uses them as bases t cnnect ther pwerful ideas. Teacher practices display understanding f sme student anticipated learning difficulties. Teacher practices smetimes incrprate student interests and cultural heritage. Teacher smetimes prvides differentiated instructinal methds and cntent t ensure children have the pprtunity t master what is being taught. Teacher displays under-develped cntent knwledge in several subject areas. Teacher rarely implements subject-specific instructinal strategies t enhance student cntent knwledge. Teacher des nt understand key cncepts and ideas in the discipline and therefre presents cntent in an uncnnected way. Teacher practices demnstrate minimal knwledge f students anticipated learning difficulties. Teacher practices rarely incrprate student interests r cultural heritage. Teacher practices demnstrate little differentiatin f instructinal methds r cntent. Thinking The teacher thrughly teaches tw r mre types f thinking: analytical thinking, where students analyze, cmpare and cntrast, and evaluate and explain infrmatin; practical thinking, where students use, apply, and implement what they learn in real-life scenaris; creative thinking, where students create, design, imagine, and suppse; and research-based thinking, where students explre and review a variety f ideas, mdels, and slutins t prblems. The teacher prvides pprtunities where students: generate a variety f ideas and alternatives; analyze prblems frm multiple perspectives and viewpints; and mnitr their thinking t insure that they understand what they are learning, are attending t critical infrmatin, and are aware f the learning strategies that they are using and why. The teacher thrughly teaches ne type f thinking: analytical thinking, where students analyze, cmpare and cntrast, and evaluate and explain infrmatin; practical thinking, where students use, apply, and implement what they learn in real-life scenaris; creative thinking, where students create, design, imagine, and suppse; and research-based thinking, where students explre and review a variety f ideas, mdels, and slutins t prblems. The teacher prvides pprtunities where students: generate a variety f ideas and alternatives; and analyze prblems frm multiple perspectives and viewpints. The teacher implements n learning experiences that thrughly teach any type f thinking. The teacher prvides n pprtunities where students: generate a variety f ideas and alternatives; r analyze prblems frm multiple perspectives and viewpints. 4

5 General Educatr Rubric: Instructin Prblem-Slving The teacher implements activities that teach and reinfrce three r mre f the fllwing prblemslving types: Abstractin Categrizatin Drawing Cnclusins/Justifying Slutins Predicting Outcmes Observing and Experimenting Imprving Slutins Identifying Relevant/Irrelevant Infrmatin Generating Ideas Creating and Designing The teacher implements activities that teach tw f the fllwing prblem-slving types: Abstractin Categrizatin Drawing Cnclusins/Justifying Slutin Predicting Outcmes Observing and Experimenting Imprving Slutins Identifying Relevant/Irrelevant Infrmatin Generating Ideas Creating and Designing The teacher implements n activities that teach the fllwing prblem-slving types: Abstractin Categrizatin Drawing Cnclusins/Justifying Slutin Predicting Outcmes Observing and Experimenting Imprving Slutins Identifying Relevant/Irrelevant Infrmatin Generating Ideas Creating and Designing 5

6 General Educatr Rubric: Planning Instructinal Plans Student Wrk Assessment Significantly Abve Expectatins (5) At Expectatins (3) Significantly Belw Expectatins (1) Instructinal plans include: Instructinal plans include: Instructinal plans include: measurable and explicit gals aligned t state gals aligned t state cntent standards; few gals aligned t state cntent standards; cntent standards; activities, materials, and assessments that: activities, materials, and assessments that: activities, materials, and assessments that: are aligned t state standards. are rarely aligned t state standards. are aligned t state standards. are sequenced frm basic t cmplex. are rarely lgically sequenced. are sequenced frm basic t cmplex. build n prir student knwledge, are relevant t students lives, and integrate ther disciplines. prvide apprpriate time fr student wrk, student reflectin, and lessn unit and clsure; evidence that plan is apprpriate fr the age, knwledge, and interests f all learners; and evidence that the plan prvides regular pprtunities t accmmdate individual student needs. Assignments require students t: rganize, interpret, analyze, synthesize, and evaluate infrmatin rather than reprduce it; draw cnclusins, make generalizatins, and prduce arguments that are supprted thrugh extended writing; and cnnect what they are learning t experiences, bservatins, feelings, r situatins significant in their daily lives bth inside and utside f schl. Assessment Plans: are aligned with state cntent standards; have clear measurement criteria; measure student perfrmance in mre than three ways (e.g., in the frm f a prject, experiment, presentatin, essay, shrt answer, r multiple chice test); require extended written tasks; are prtfli-based with clear illustratins f student prgress tward state cntent standards; and include descriptins f hw assessment results will be used t infrm future instructin. build n prir student knwledge. prvide apprpriate time fr student wrk, and lessn and unit clsure; evidence that plan is apprpriate fr the age, knwledge, and interests f mst learners; and evidence that the plan prvides sme pprtunities t accmmdate individual student needs. Assignments require students t: interpret infrmatin rather than reprduce it; draw cnclusins and supprt them thrugh writing; and cnnect what they are learning t prir learning and sme life experiences. Assessment Plans: are aligned with state cntent standards; have measurement criteria; measure student perfrmance in mre than tw ways (e.g., in the frm f a prject, experiment, presentatin, essay, shrt answer, r multiple chice test); require written tasks; and include perfrmance checks thrughut the schl year. rarely build n prir student knwledge. incnsistently prvide time fr student wrk, and lessn and unit clsure; little evidence that the plan prvides sme pprtunities t accmmdate individual student needs. Assignments require students t: mstly reprduce infrmatin; rarely draw cnclusins and supprt them thrugh writing; and rarely cnnect what they are learning t prir learning r life experiences. Assessment Plans: are rarely aligned with state cntent standards; have ambiguus measurement criteria; measure student perfrmance in less than tw ways (e.g., in the frm f a prject, experiment, presentatin, essay, shrt answer, r multiple chice test); and include perfrmance checks, althugh the purpse f these checks is nt clear. 6

7 General Educatr Rubric: Envirnment Significantly Abve Expectatins (5) At Expectatins (3) Significantly Belw Expectatins (1) Expectatins Teacher sets high and demanding academic expectatins fr every student. Teacher sets high and demanding academic expectatins fr every student. Teacher expectatins are nt sufficiently high fr every student. Teacher encurages students t learn frm mistakes. Teacher encurages students t learn frm mistakes. Teacher creates an envirnment where mistakes an failure are nt viewed as learning experiences. Teacher creates learning pprtunities where all students can experience success. Teacher creates learning pprtunities where mst students can experience success. Students demnstrate little r n pride in the quality f their wrk. Students take initiative and fllw thrugh with their wn wrk. Students cmplete their wrk accrding t teacher expectatins. Teacher ptimizes instructinal time, teaches mre material, and demands better perfrmance frm every student. Managing Student Behavir Envirnment Respectful Culture Students are cnsistently well-behaved and n task. Teacher and students establish clear rules fr learning and behavir. The teacher verlks incnsequential behavir. The teacher deals with students wh have caused disruptins rather than the entire class. The teacher attends t disruptins quickly and firmly. The classrm: welcmes all members and guests. is rganized and understandable t all supplies, equipment, and resurces are all easily and readily accessible. displays student wrk that frequently changes. is arranged t prmte individual and grup learning. Teacher-student interactins demnstrate caring and respect fr ne anther. Students exhibit caring and respect fr ne anther. Psitive relatinships and interdependence characterize the classrm. Students are mstly well-behaved and n task, sme minr learning disruptins may ccur. Teacher establishes rules fr learning and behavir. The teacher uses sme techniques, such as scial apprval, cntingent activities, and cnsequences, t maintain apprpriate student behavir. The teacher verlks sme incnsequential behavir, but ther times addresses it, stpping the lessn. The teacher deals with students wh have caused disruptins, yet smetimes he r she addresses the entire class. The classrm: welcmes mst members and guests. is rganized and understandable t mst supplies, equipment, and resurces are accessible. displays student wrk. is arranged t prmte individual and grup learning. Teacher-student interactins are generally friendly, but may reflect ccasinal incnsistencies, favritism, r disregard fr students cultures. Students exhibit respect fr the teacher, and are generally plite t each ther. Teacher is smetimes receptive t the interests and pinins f Students are nt well-behaved and are ften ff task. Teacher establishes few rules fr learning and behavir. The teacher uses few techniques t maintain apprpriate student behavir. The teacher cannt distinguish between incnsequential behavir and inapprpriate behavir. Disruptins frequently interrupt instructin. The classrm: is smewhat cld and uninviting. is nt well rganized and understandable t supplies, equipment, and resurces are difficult t access. des nt display student wrk. is nt arrange t prmte grup learning. Teacher-student interactins are smetimes authritarian, negative, r inapprpriate. Students exhibit disrespect fr the teacher. Student interactin is characterized by cnflict, sarcasm, r put-dwns. Teacher is nt receptive t interests and pinins f 7