Demonstrating Flexibility and Responsiveness. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student questions; when students experience difficulty, the teacher blames the students or their home environment. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community. Critical Attributes Teacher ignores indications of student boredom or lack of understanding. Teacher brushes aside student questions. Teacher makes no attempt to incorporate student interests into the lesson. The teacher conveys to students that when they have difficulty learning it is their fault. In reflecting on practice, the teacher does not indicate that it is important to reach all students. Teacher’s efforts to modify the lesson are only partially successful. Teacher makes perfunctory attempts to incorporate student questions and interests into the lesson. The teacher conveys a sense to students of their own responsibility for their learning but is uncertain about how to assist them. In reflecting on practice, the teacher indicates the desire to reach all students but does not suggest strategies to do so. When necessary, the teacher makes adjustments to the lesson to enhance understanding by groups of students. Teacher incorporates students’ interests and questions into the heart of the lesson. The teacher conveys to students that s/he has other approaches to try when the students experience difficulty. In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty. In addi...
Demonstrating Flexibility and Responsiveness. The teacher has a repertoire of instructional strategies and makes use of them to make modifications to lessons as needed. The teacher differentiates instruction based on learner characteristics and achievement data.
Demonstrating Flexibility and Responsiveness. Basic Proficient Distinguished Adjusts the lesson according to student need, environment. Makes fluid/smooth adjustments. Plans for possible adjustments to seize on spontaneous teaching moments.
Demonstrating Flexibility and Responsiveness. Response to students Teacher ignores or brushes aside students' questions or interests. Teacher attempts to accommodate students' questions or interests, although the pacing of the lesson is disrupted. Teacher successfully accommodates students' questions or interests. Teacher seizes a major opportunity to enhance learning, building on student interests or a spontaneous event. Demonstrating Flexibility and Responsiveness; Persistence When a student has difficulty learning, the teacher either gives up or blames the student or the student's home environment. Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to draw on. Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.
Demonstrating Flexibility and Responsiveness. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher adheres to the instruc- tion plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student ques- tions; when students experi- ence difficulty, the teacher blames the students or their home environment. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. Teacher promotes the success- ful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad reper- toire of strategies, the teacher persists in seeking ap- proaches for students who have difficulty learning. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or success- fully adjusts and xxxx xxxxxx- ates instruction to address in- dividual student misunder- standings. Teacher persists in seeking eff ective approaches for stu- dents who need help, using an extensive repertoire of in- structional strategies and so- liciting additional resources from the school or commu- nity.
Demonstrating Flexibility and Responsiveness. Response to students Teacher ignores or brushes aside students' questions or interests. Teacher attempts to accommodate students' questions or interests, although the pacing of the lesson is disrupted. Teacher successfully accommodates students' questions or interests. Teacher seizes a major opportunity to enhance learning, building on student interests or a spontaneous event. Demonstrating Flexibility and Responsiveness; Persistence When a student has difficulty learning, the teacher either gives up or blames the student or the student's home environment. Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to draw on. Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.
