SELECTION RUBRIC FOR MODEL TEACHERS

Transcription

1 PART ONE: INSTRUCTION OBSERVED Standards and Rubric Objectives Presenting Instructinal Cntent Mtivating Students In rder t be selected as a mdel teacher, the teacher must display 80% f the categries in the minute vide submissin. (in mst cases, meeting at least tw criteria within the categry meets that categry) We will als nte hw many f the specific criteria are bserved as anther pssible indicatr fr selectin. Learning bjective(s) are clearly cmmunicated, cnnected t Iwa Cre standards r ther cntent standards (if Iwa Cre is nt applicable). Learning bjectives are: (a) cnnected t what students have previusly learned, (b) cnnected t life experiences, and/r (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. Lessn fcus is relevant t verall utcmes f grade/curse/subject. The teacher rganizes the cntent s that it is persnally meaningful and relevant t students. The teacher develps learning experiences where inquiry, curisity, and explratin are valued. The teacher regularly reinfrces effrt grwth mindset language is used. Other mtivatin techniques are nticed Presentatin f cntent includes any f the fllwing: Any f the High Impact Instructinal strategies (i.e. thinking prmpts, stries, effective questining, etc.) 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

2 Lessn Structure and Activities and Materials Pacing The lessn starts prmptly. The lessn s structure is cherent, with a beginning, middle, and end. (depending n prtin f lessn that is taped) Timing f instructinal cntent is apprpriate fr what is being taught (nt t lng, nt t shrt) The lessn prvides time fr students be active (ask questins, have discussins, perfrm tasks, etc.) 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 any 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 student chices Incrprate multimedia and technlgy

3 Questining Teacher questins are varied and high-quality, prviding a balanced mix f questin types (DOK, Open/Clsed, Opinin, Right/Wrng) Students are allwed time t ask questins; teachers respnse is apprpriate. Teacher s respnse t student s answers is apprpriate. Questins require students t regularly cite evidence thrughut lessn. Questins are cnsistently purpseful and cherent t the age level f the student. Questins regularly require active respnses (such as, but nt limited t): Whle class signaling Chral respnses Written and shared respnses Grup and individual answers Wait time is cnsistently prvided (3-5 secnds). Teacher calls n vlunteers and nn-vlunteers, and a balance f students. Other tactics such as n pt ut are used t gain respnses frm multiple students. Assessment Assessments: Evidence f bth frmative and summative measures Are used t drive instructin Are aligned with Iwa Cre Standards r ther cntent standards if Iwa Cre is nt applicable) Have clear measurement criteria Require written tasks Results/gals/measures are displayed in the classrm in sme manner Academic Feedback Teacher Knwledge f Students Oral and written feedback is academically fcused, frequent, high-quality and references expectatins. Feedback is frequently given during guided practice and hmewrk/practice wrk 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. Students are fully aware f what their assessment results mean. (they knw what they knw and can d and what they still have t wrk n) Psitive rapprt with students is evident Teacher practices regularly incrprating student interests. Teacher regularly prvides differentiated instructinal methds and cntent t ensure children have the pprtunity t master what is begin taught.

4 DOK and Thinking The teacher thrughly teaches tw r mre types f thinking: Analytical thinking where student 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 Research-based thinking where students explre and review a variety f ideas, mdels, and slutins t prblems. Classrm Activities/Prblem- Slving The teacher implements activities that teach and reinfrce three r mre f the fllwing prblem-slving types: Abstractin Categrizatin Drawing cnclusins/justifying slutins Predicting utcmes Observing experimenting Imprving slutins Identifying relevant/irrelevant infrmatin Generating ideas Creating and designing PART TWO: CLASSROOM MANAGEMENT AND ENVIRONMENT Expectatins Managing Student Behavir Teacher sets high and demanding academic expectatins fr every student Teacher encurages students t learn frm mistakes Teacher creates learning pprtunities where all students can experience success. Students take initiative and fllw thrugh with their wn wrk. Teacher ptimizes instructinal time, teaches mre material, and demands better perfrmance frm every student. Teacher uses Cntinuus Imprvement cmpnents t set grund rules, missin statements, and gals with students. Students are authentically engaged. Envirnment is ne that values failure and mistakes as learning and grwth pprtunities. Teacher and student 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.

5 Psitive/ Envirnment Happiness Advantage Learner-friendly envirnment (High Impact Learner Friendly Envirnment criteria established such as, but nt limited t) : Is rganized and understandable t all students 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. Grwth mindset vs. fixed mindset envirnment. Teacher s passin/lve fr their jb is evident. Ttal number f criteria bserved: Ttal number f categries met: (must have 12 f the 15 categries 80%) Ttal Ttal length f vide: If additinal bservatins cnducted: Ttal length f bservatin time: