INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished Sample Clauses

INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished. The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. The teacher’s plan for instruction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences. The teacher demonstrates some familiarity with students’ background knowledge and experiences and describes one procedure used to obtain this information. The teacher’s instructional plan draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds and prior experiences and/or the plan is inappropriately tailored to the specific population of students in the classroom. The teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences. The teacher demonstrates an understanding of the purpose and value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge and experiences, and describes multiple procedures used to obtain this information. The teacher’s analysis of student data (student development, student learning and preferred learning styles, and student backgrounds/prior experiences) accurately connects the data to specific instructional strategies and plans. The teacher plans for and can articulate specific strategies, content, and delivery that will meet the needs of individual students and groups of students. Evidence Instruction and Assessment Ineffective Developing Skilled Accomplished A teacher’s expectations are unclear, incoherent, or inaccurate, and are generally ineffective in building student understanding. The teacher uses language that fails to engage students, is inappropriate to the content, and/or discourages independent or creating thinking. The teacher fails to address student confusion or frustration and does not use effective questioning techniques during the lesson. The lesson is almost entirely teacher-directed. Teacher explanations are accurate and generally clear but the teacher may not fully clarify information based on students’ questions about content or instructions for learning activities or the teacher may use some language that is development...
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INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished. The teacher does not use or only uses one measure of student performance. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning and delivery. The teacher employs a variety of formal and informal assessment techniques to collect evidence of students’ knowledge and skills and analyzes data to effectively inform instructional planning and delivery. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths and areas for student growth. Evidence INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished INSTRUCTIONAL PLANNING PRIOR CONTENT KNOWLEDGE / SEQUENCE / CONNECTIONS (Standard 1: Students; Standard 2: Content; Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning. The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful. The teacher makes clear and coherent connections with students’ prior knowledge and future learning—both explicitly to students and within the lesson. The teacher uses the input and contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge and supporting their development. The teacher makes meaningful and relevant connections between lesson content and other disciplines and real-world experiences and careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The teacher plans and sequences instruction to include the important content, concepts, and processes in school and district curriculum priorities and in state standards. The teacher plans and sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, and processes in school and district curriculum priorities and in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline. Evidence INSTRUCTIONAL PLANNING INSTRUCTIONAL PLANNI...
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INSTRUCTIONAL PLANNING Ineffective Developing Skilled Accomplished. The teacher plans and sequences instruction to include the important content, concepts, and processes in school and district curriculum priorities and in state standards. The teacher plans and sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, and processes in school and district curriculum priorities and in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline. Evidence INSTRUCTIONAL PLANNING INSTRUCTIONAL PLANNING KNOWLEDGE OF STUDENTS (Standard 1: Students) Sources of Evidence: Analysis of Student Data Pre-Conference The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. The teacher demonstrates some familiarity with students’ background knowledge and experiences and describes one procedure used to obtain this information. The teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information. The teacher demonstrates an understanding of the purpose and value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge and experiences, and describes multiple procedures used to obtain this information.
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