Common use of Communicating with Students Clause in Contracts

Communicating with Students. Unsatisfactory Basic Proficient Distinguished The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are di¤cult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; how- ever, his or her vocabulary is limited, or not fully appropriate to the students’ ages or backgrounds. The teacher clearly communicates instructional purpose of the lesson, including where it is situated within broader learning, and explains procedures and directions clearly. Teachers explanations of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests. The teacher links the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful sca¤xxxxxx and connecting with students’ interests. Students contribute to extending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. Critical Attributes At no time during the lesson does the teacher convey to the students what they will be learning. Students indicate through their questions that they are confused about the learning task. The teacher makes a serious content error that will affect students’ understanding of the lesson. Students indicate through body language or questions that they don’t understand the content being presented. Teacher’s communications include errors of vocabulary or usage. The teacher’s vocabulary is inappropriate to the age or culture of the students. The teacher refers in passing to what the students will be learning, or has written it on the board with no elaboration or explanation. The teacher must clarify the learning task so that students can complete it. The teacher makes no serious content errors but may make a minor error. The teacher’s explanation of the content consists of a monologue or is purely procedural, with minimal participation by students. Vocabulary and usage are correct but unimaginative. Vocabulary is too advanced or too juvenile for the students. The teacher states clearly, at some point during the lesson, what the students will be learning. If the tactic is appropriate, the teacher models the process to be followed in the task. Students engage with the learning task, indicating that they understand what they are to do. The teacher makes no content errors. The teacher’s explanation of content is clear and invites student participation and thinking. The teacher’s vocabulary and usage are correct and completely suited to the lesson. The teacher’s vocabulary is appropriate to the students’ ages and levels of development. In addition to the characteristics of “proficient”: The teacher points out possible areas for mis- understanding. Teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life. All students seem to understand the presentation. The teacher invites students to explain the content to the class or to classmates. Teacher uses rich language, offering brief vocabulary lessons where appropriate.

Communicating with Students. Unsatisfactory Basic Proficient Distinguished The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are di¤cult diffi cult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; how- ever, his or her vocabulary is limited, or not fully appropriate to the students’ ages or backgrounds. The teacher clearly communicates instructional purpose of the lesson, including where it is situated within broader learning, and explains procedures and directions clearly. Teachers explanations Teacher’s explanation of content is well scaffoldedxxxx olded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests. The teacher links the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful sca¤xxxxxx xxxx xxxxxx and connecting with students’ interests. Students contribute to extending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies. Critical Attributes At no time during the lesson does the teacher convey to the students what they will be learning. Students indicate through their questions that they are confused about the learning task. The teacher makes a serious content error that will affect students’ understanding of the lesson. Students indicate through body language or questions that they don’t understand the content being presented. Teacher’s communications include errors of vocabulary or usage. The teacher’s vocabulary is inappropriate to the age or culture of the students. The teacher refers in passing to what the students will be learning, or has written it on the board with no elaboration or explanation. The teacher must clarify the learning task so that students can complete it. The teacher makes no serious content errors but may make a minor error. The teacher’s explanation of the content consists of a monologue or is purely procedural, with minimal participation by students. Vocabulary and usage are correct but unimaginative. Vocabulary is too advanced or too juvenile for the students. The teacher states clearly, at some point during the lesson, what the students will be learning. If the tactic is appropriate, the teacher models the process to be followed in the task. Students engage with the learning task, indicating that they understand what they are to do. The teacher makes no content errors. The teacher’s explanation of content is clear and invites student participation and thinking. The teacher’s vocabulary and usage are correct and completely suited to the lesson. The teacher’s vocabulary is appropriate to the students’ ages and levels of development. In addition to the characteristics of “proficient”: The teacher points out possible areas for mis- understanding. Teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life. All students seem to understand the presentation. The teacher invites students to explain the content to the class or to classmates. Teacher uses rich language, offering brief vocabulary lessons where appropriate.

Communicating with Students. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 The instructional purpose of the lesson is unclear to studentsstu- dents, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errorser- rors. The teacher’s spoken or written writ- ten language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. The teacher’s attempt to explain ex- plain the instructional purpose has only limited success, and/or directions and procedures proce- dures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor mi- nor errors; some portions are clear; other portions are di¤cult difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; how- ever, his or her vocabulary is limited, or not fully appropriate to the studentsstu- dents’ ages or backgrounds. The teacher clearly communicates communi- xxxxx instructional purpose of the lesson, including where it is situated within broader learning, and explains procedures proce- dures and directions clearly. Teachers explanations Teacher’s explanation of content con- tent is well scaffoldedxxxxx olded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagementengage- ment. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate appropri- ate to the students’ ages and interests. The teacher links the instructional instruc- tional purpose of the lesson to student interests; the directions direc- tions and procedures are clear and anticipate possible student stu- dent misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding under- standing through artful sca¤xxxxxx xxxxx xxxxxx and connecting with students’ interests. Students contribute to extending ex- tending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressiveexpres- sive, and the teacher finds opportunities op- portunities to extend studentsstu- dents’ vocabularies. Critical Attributes At no time during the lesson does the teacher convey to the students what they will be learning. Students indicate through their questions that they are confused about the learning task. The teacher makes a serious content error that will affect students’ understanding of the lesson. Students indicate through body language or questions that they don’t understand the content being presented. Teacher’s communications include errors of vocabulary or usage. The teacher’s vocabulary is inappropriate to the age or culture of the students. The teacher refers in passing to what the students will be learning, or has written it on the board with no elaboration or explanation. The teacher must clarify the learning task so that students can complete it. The teacher makes no serious content errors but may make a minor error. The teacher’s explanation of the content consists of a monologue or is purely procedural, with minimal participation by students. Vocabulary and usage are correct but unimaginative. Vocabulary is too advanced or too juvenile for the students. The teacher states clearly, at some point during the lesson, what the students will be learning. If the tactic is appropriate, the teacher models the process to be followed in the task. Students engage with the learning task, indicating that they understand what they are to do. The teacher makes no content errors. The teacher’s explanation of content is clear and invites student participation and thinking. The teacher’s vocabulary and usage are correct and completely suited to the lesson. The teacher’s vocabulary is appropriate to the students’ ages and levels of development. In addition to the characteristics of “proficient”: The teacher points out possible areas for mis- understanding. Teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life. All students seem to understand the presentation. The teacher invites students to explain the content to the class or to classmates. Teacher uses rich language, offering brief vocabulary lessons where appropriate.