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National Institute for Excellence in Teaching
Evaluation Training WorkbookTennessee Educator Acceleration Model TEAM( )
What’s InsIde
In this Evaluation Training Workbook you will find all of the tools, guides, rubrics, templates, and materials necessary to begin your understanding of the evaluation process.
The workbook is divided into sections based on the materials you will need for each day of training. Included in the workbook are multiple copies of the rubrics that you will use to evaluate instruction throughout this training and pertinent lesson plans for the videos you will view. In addition to the rubrics, the workbook includes scoring and evidence templates that you will use to practice categorizing evidence observed and scoring lesson videos. Also, templates outlining the post-conference are included as part of the pre- and post-conferencing session of the training.
The last section contains lesson plans that accompany some of the lesson videos included in the training, directions for the online certification test, observer report forms, as well as reinforcement and refinement forms for practice.
This workbook is meant to be used to enhance your training experience in the evaluation process.
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
table of contents
Rubrics ......................................................................................................................................................................1
Day 1 ....................................................................................................................................................................... 11Instruction Rubric .......................................................................................................................................12
Hints for Capturing Evidence..................................................................................................................16
Instruction Rubric .......................................................................................................................................17
Scoring and Evidence Template for 7th Grade Science Lesson: Instruction..........................21
Environment Rubric ...................................................................................................................................24
Instruction Rubric .......................................................................................................................................25
Scoring and Evidence Template for 4th Grade Math Lesson: Instruction ..............................29
Environment Rubric ...................................................................................................................................32
Scoring and Evidence Template for 4th Grade Math Lesson: Environment ..........................33
Day 2 ....................................................................................................................................................................... 35Planning Rubric ...........................................................................................................................................36
Fifth Grade Math Lesson Plan (Training Example Only)................................................................37
Instruction Rubric .......................................................................................................................................38
Scoring and Evidence Template for 5th Grade Math Lesson: Instruction ..............................42
Reinforcement Plan Form ........................................................................................................................45
Refinement Plan Form...............................................................................................................................46
Day 3 ....................................................................................................................................................................... 47Environment Rubric ...................................................................................................................................48
Scoring and Evidence Template for 4th Grade ELA Lesson: Environment .............................49
Instruction Rubric .......................................................................................................................................50
Instruction Rubric .......................................................................................................................................54
Scoring and Evidence Template for 4th Grade ELA Lesson: Instruction .................................58
Reinforcement Plan Form ........................................................................................................................61
Refinement Plan Form...............................................................................................................................62
Day 4 ....................................................................................................................................................................... 63Instruction Rubric .......................................................................................................................................64
Scoring and Evidence Template for 6th/7th Grade Reading Lesson: Instruction................68
Reinforcement Plan Form ........................................................................................................................71
Refinement Plan Form...............................................................................................................................72
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
table of contents continued
Additional Resources ................................................................................................................................... 73Teacher Observation Report Template ...............................................................................................74
Educator Professionalism Rating Report ............................................................................................76
Instructions and Process for Online Certification Assessment ...................................................77
Post-Conference Write-Up Scoring Rubric .........................................................................................78
Additional Scoring and Evidence Template: Instruction ..............................................................80
Coaching Questions for Post-Conferences ........................................................................................83
Fourth Grade English Language Arts Lesson Plan (Training Example Only) .........................85
Sixth and Seventh Grade Reading Lesson Plan (Training Example Only) ..............................88
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
1©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
rubrics
R U B R I C S
3©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
teachIng skIlls, knoWledge, and professIonalIsm performance standards overvIeW
InstructIon envIronment
1. Standards and Objectives 2. Motivating Students3. Presenting Instructional Content4. Lesson Structure and Pacing5. Activities and Materials6. Questioning7. Academic Feedback8. Grouping Students9. Teacher Content Knowledge10. Teacher Knowledge of Students 11. Thinking12. Problem Solving
1. Expectations 2. Managing Student Behavior 3. Environment4. Respectful Culture
plannIng professIonalIsm
1. Instructional Plans2. Student Work3. Assessment
1. Community Involvement2. School Responsibilities3. Growing and Developing Professionally4. Reflecting on Teaching
The Instruction, Planning, Environment, and Professionalism rubrics are on the following pages.
4
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
R U B R I C S
5©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
6
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
R U B R I C S
7©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
8
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Inst
ruct
iona
l Pl
ans
Inst
ruct
iona
l pla
ns in
clud
e:
• m
easu
rabl
e an
d ex
plic
it go
als
alig
ned
to s
tate
co
nten
t sta
ndar
ds;
• ac
tiviti
es, m
ater
ials
, and
ass
essm
ents
that
: o
ar
e al
igne
d to
sta
te s
tand
ards
. o
ar
e se
quen
ced
from
bas
ic to
com
plex
. o
bu
ild o
n pr
ior s
tude
nt k
now
ledg
e, a
re
rele
vant
to s
tude
nts’
live
s, a
nd in
tegr
ate
othe
r dis
cipl
ines
. o
pr
ovid
e ap
prop
riate
tim
e fo
r stu
dent
wor
k,
stud
ent r
efle
ctio
n, a
nd le
sson
and
uni
t cl
osur
e;
• ev
iden
ce th
at p
lan
is a
ppro
pria
te fo
r the
age
, kn
owle
dge,
and
inte
rest
s of
all
lear
ners
; and
•
evid
ence
that
the
plan
pro
vide
s re
gula
r op
portu
nitie
s to
acc
omm
odat
e in
divi
dual
stu
dent
ne
eds.
Inst
ruct
iona
l pla
ns in
clud
e:
• go
als
alig
ned
to s
tate
con
tent
sta
ndar
ds;
• ac
tiviti
es, m
ater
ials
, and
ass
essm
ents
that
: o
ar
e al
igne
d to
sta
te s
tand
ards
. o
ar
e se
quen
ced
from
bas
ic to
com
plex
. o
bu
ild o
n pr
ior s
tude
nt k
now
ledg
e.
o
prov
ide
appr
opria
te ti
me
for s
tude
nt w
ork,
and
le
sson
and
uni
t clo
sure
;
• ev
iden
ce th
at p
lan
is a
ppro
pria
te fo
r the
age
, kn
owle
dge,
and
inte
rest
s of
mos
t lea
rner
s; a
nd
• ev
iden
ce th
at th
e pl
an p
rovi
des
som
e op
port u
nitie
s to
acc
omm
odat
e in
divi
dual
stu
dent
nee
ds.
Inst
ruct
iona
l pla
ns in
clud
e:
• fe
w g
oals
alig
ned
to s
tate
con
tent
sta
ndar
ds;
• ac
tiviti
es, m
ater
ials
, and
ass
essm
ents
that
: o
ar
e ra
rely
alig
ned
to s
tate
sta
ndar
ds.
o
are
rare
ly lo
gica
lly s
eque
nced
. o
ra
rely
bui
ld o
n pr
ior s
tude
nt k
now
ledg
e o
in
cons
iste
ntly
pro
vide
tim
e fo
r stu
dent
wor
k,
and
less
on a
nd u
nit c
losu
re;
• lit
tle e
vide
nce
that
the
plan
is a
ppro
pria
te fo
r the
ag
e, k
now
ledg
e, o
r int
eres
ts o
f the
lear
ners
; an
d •
little
evi
denc
e th
at th
e pl
an p
rovi
des
som
e op
portu
nitie
s to
acc
omm
odat
e in
d ivi
dual
st
uden
t nee
ds.
Stud
ent
Wor
k A
ssig
nmen
ts re
quire
stu
dent
s to
: •
•
• orga
nize
, int
erpr
et, a
naly
ze, s
ynth
esiz
e, a
nd
eval
uate
info
rmat
ion
rath
er th
an re
prod
uce
it;
draw
con
clus
ions
, mak
e ge
nera
lizat
ions
, an
d pr
oduc
e ar
gum
ents
that
are
sup
porte
d th
roug
h ex
tend
ed w
ritin
g; a
nd
conn
ect w
hat t
hey
are
lear
ning
to
expe
rienc
es, o
bser
vatio
ns, f
eelin
gs, o
r si
tuat
ions
sig
nific
ant i
n th
eir d
aily
live
s bo
th
insi
de a
nd o
utsi
de o
f sch
ool.
Ass
ignm
ents
requ
ire s
tude
nts
to:
•
•
• inte
rpre
t inf
orm
atio
n ra
ther
than
repr
oduc
e it;
dr
aw c
oncl
usio
ns a
nd s
uppo
rt th
em th
roug
h w
ritin
g; a
nd
conn
ect w
hat t
hey
are
lear
ning
to p
rior l
earn
ing
and
som
e lif
e ex
perie
nces
.
Ass
ignm
ents
requ
ire s
tude
nts
to:
•
•
• mos
tly re
prod
uce
info
rmat
ion;
ra
rely
dra
w c
oncl
usio
ns a
nd s
uppo
rt th
em
thro
ugh
writ
ing;
and
ra
rely
con
nect
wha
t the
y ar
e le
arni
ng to
pr
ior l
earn
ing
or li
fe e
xper
ienc
es.
Ass
essm
ent
Ass
essm
ent P
lans
: •
are
alig
ned
with
sta
te c
onte
nt s
tand
ards
; •
have
cle
ar m
easu
rem
ent c
riter
ia;
• m
easu
re s
tude
nt p
erfo
rman
ce in
mor
e th
an
thre
e w
ays
(e.g
., in
the
form
of a
pro
ject
, ex
perim
ent,
pres
enta
tion,
ess
ay, s
hort
answ
er,
or m
ultip
le c
hoic
e te
st;
• re
quire
ext
ende
d w
ritte
n ta
sks;
•
are
portf
olio
-bas
ed w
ith c
lear
illu
stra
tions
of
stud
ent p
rogr
ess
tow
ard
stat
e co
nten
t sta
ndar
ds;
and
• in
clud
e de
scrip
tions
of h
ow a
sses
smen
t res
ults
w
ill b
e us
ed to
info
rm fu
ture
inst
ruct
ion.
Ass
essm
ent P
lans
: •
are
a lig
ned
with
sta
te c
onte
nt s
tand
ards
; •
have
mea
sure
men
t crit
eria
; •
mea
sure
stu
dent
per
form
ance
in m
ore
than
two
way
s (e
.g.,
in th
e fo
rm o
f a p
roje
ct, e
xper
imen
t, pr
esen
tatio
n, e
ssay
, sho
rt an
swer
, or m
ultip
le
choi
ce te
st);
• re
quire
writ
ten
task
s; a
nd
• in
clud
e pe
rform
ance
che
cks
thro
ugho
ut th
e sc
hool
ye
ar.
Ass
essm
ent P
lans
: •
are
rare
ly a
ligne
d w
ith s
tate
con
tent
sta
ndar
ds;
• ha
ve a
mbi
guou
s m
easu
rem
ent c
riter
ia;
• m
easu
re s
tude
nt p
erfo
rman
ce in
less
than
two
way
s (e
.g.,
in th
e fo
rm o
f a p
roje
ct, e
xper
imen
t, pr
esen
tatio
n, e
ssay
, sho
rt an
swer
, or m
ultip
le
choi
ce te
st);
and
• in
clud
e pe
rform
ance
che
cks,
alth
ough
the
purp
ose
of th
ese
chec
ks is
not
cle
ar.
pla
nn
Ing
R U B R I C S
9©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Expe
ctat
ions
•
Teac
her s
ets
high
and
dem
andi
ng a
cade
mic
ex
pect
atio
ns fo
r eve
ry s
tude
nt.
• Te
ache
r enc
oura
ges
stud
ents
to le
arn
from
m
ista
kes.
•
Teac
her c
reat
es le
arni
ng o
ppor
tuni
ties
whe
re a
ll st
uden
ts c
an e
xper
ienc
e su
cces
s.
• S
tude
nts
take
initi
ativ
e an
d fo
llow
thro
ugh
with
th
eir o
wn
wor
k.
• Te
ache
r opt
imiz
es in
stru
ctio
nal t
ime,
teac
hes
mor
e m
ater
ial,
and
dem
ands
bet
ter p
erfo
rman
ce fr
om
ever
y st
uden
t.
• Te
ache
r set
s hi
gh a
nd d
eman
ding
aca
dem
ic
expe
ctat
ions
for e
very
stu
dent
. •
Teac
her e
ncou
rage
s st
uden
ts to
lear
n fro
m
mis
take
s.
• Te
ache
r cre
ates
lear
ning
opp
ortu
nitie
s w
here
m
ost s
tude
nts
can
expe
rienc
e su
cces
s.
• S
tude
nts
com
plet
e th
eir w
ork
acco
rdin
g to
te
ache
r exp
ecta
tions
.
• Te
ache
r exp
ecta
tions
are
not
suf
ficie
ntly
hi
gh fo
r eve
ry s
tude
nt.
• Te
ache
r cre
ates
an
envi
ronm
ent w
here
m
ista
kes
and
failu
re a
re n
ot v
iew
ed a
s le
arni
ng e
xper
ienc
es.
• S
tude
nts
dem
onst
rate
littl
e or
no
prid
e in
th
e qu
ality
of t
heir
wor
k.
Man
agin
g St
uden
t B
ehav
ior
• S
tude
nts
are
cons
iste
ntly
wel
l-beh
aved
and
on
task
.
• Te
ache
r and
stu
dent
s es
tabl
ish
clea
r rul
es fo
r le
arni
ng a
nd b
ehav
ior.
• Th
e te
ache
r use
s se
vera
l tec
hniq
ues,
suc
h as
so
cial
app
rova
l, co
ntin
gent
act
iviti
es, a
nd
cons
eque
nces
, to
mai
ntai
n ap
prop
riate
stu
dent
be
havi
or.
• Th
e te
ache
r ove
rlook
s in
cons
eque
ntia
l beh
avio
r. •
The
teac
her d
eals
with
stu
dent
s w
ho h
ave
caus
ed
disr
uptio
ns ra
ther
than
the
entir
e cl
ass.
•
The
teac
her a
ttend
s to
dis
rupt
ions
qui
ckly
and
fir
mly
.
• S
tude
nts
are
mos
tly w
ell-b
ehav
ed a
nd o
n ta
sk,
som
e m
inor
lear
ning
dis
rupt
ion s
may
occ
ur.
• Te
ache
r est
ablis
hes
rule
s fo
r lea
rnin
g an
d be
havi
or.
• Th
e te
ache
r use
s so
me
tech
niqu
es, s
uch
as
soci
al a
ppro
val,
cont
inge
nt a
ctiv
ities
, and
co
nseq
uenc
es, t
o m
aint
ain
appr
opria
te s
tude
nt
beha
vior
. •
The
teac
her o
verlo
oks
som
e in
cons
eque
ntia
l be
havi
or, b
ut o
ther
tim
es a
ddre
sses
it, s
topp
ing
the
less
on.
• Th
e te
ache
r dea
ls w
ith s
tude
nts
who
hav
e ca
used
dis
rupt
ions
, yet
som
etim
es h
e or
she
ad
dres
ses
the
entir
e cl
ass.
• S
tude
nts
are
not w
ell-b
ehav
ed a
nd a
re
ofte
n of
f tas
k.
• Te
ache
r est
ablis
hes
few
rule
s fo
r le
arni
ng a
nd b
ehav
ior.
•
The
teac
her u
ses
few
tech
niqu
es to
m
aint
ain
appr
opria
te s
tude
nt b
ehav
ior.
• Th
e te
ache
r can
not d
istin
guis
h be
twee
n in
cons
eque
ntia
l beh
avio
r and
in
appr
opria
te b
ehav
ior.
• D
isru
ptio
ns fr
eque
ntly
inte
rrup
t in
stru
ctio
n.
Envi
ronm
ent
The
clas
sroo
m:
• w
elco
mes
all
mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to a
ll st
uden
ts.
• su
pplie
s, e
quip
men
t, an
d re
sour
ces
are
easi
ly a
nd
read
ily a
cces
sibl
e.
• di
spla
ys s
tude
nt w
ork
that
freq
uent
ly c
hang
es.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• w
elco
mes
mos
t mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to m
ost
stud
ents
. •
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e ac
cess
ible
. •
disp
lays
stu
dent
wor
k.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• is
som
ewha
t col
d an
d un
invi
ting.
•
is n
ot w
ell o
rgan
ized
and
und
erst
anda
ble
to s
tude
nts.
•
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e di
fficu
lt to
acc
ess.
•
does
not
dis
play
stu
dent
wor
k.
• is
not
arr
ange
d to
pro
mot
e gr
oup
lear
ning
.
Res
pect
ful
Cul
ture
•
Teac
her-
stud
ent i
nter
actio
ns d
emon
stra
te c
arin
g an
d re
spec
t for
one
ano
ther
.
• S
tude
nts
exhi
bit c
arin
g an
d re
spec
t for
one
an
othe
r. •
Teac
her s
eeks
out
and
is re
cept
ive
to th
e in
tere
sts
and
opin
ions
of a
ll st
uden
ts.
• P
ositi
ve re
latio
nshi
ps a
nd in
terd
epen
denc
e ch
arac
teriz
e th
e cl
assr
oom
.
• Te
ache
r-st
uden
t int
erac
tions
are
gen
eral
ly
frien
dly,
but
may
refle
ct o
ccas
iona
l in
cons
iste
ncie
s, fa
vorit
ism
, or d
isre
gard
for
stud
ents
' cul
ture
s.
• S
tude
nts
exhi
bit r
espe
ct fo
r the
teac
her,
and
are
gene
rally
pol
ite to
eac
h ot
her.
•
Teac
her i
s so
met
imes
rece
p tiv
e to
the
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
• Te
ache
r-st
uden
t int
erac
tions
are
so
met
imes
aut
horit
aria
n, n
egat
ive,
or
inap
prop
riate
.
• S
tude
nts
exhi
bit d
isre
spec
t for
the
teac
her.
•
Stu
dent
inte
ract
ion
is c
hara
cter
ized
by
conf
lict,
sarc
asm
, or p
ut-d
owns
. •
Teac
her i
s no
t rec
eptiv
e to
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
env
Iro
nm
ent
10
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Performance StandardSignificantlyAboveExpectations (5)
At Expectations (3)
SignificantlyBelowExpectations (1)
Gro
win
g an
d D
evel
opin
g Pr
ofes
sion
ally
1. The educator is prompt, prepared, and participates in professional development opportunities.
Regularly Sometimes Rarely
2. The educator appropriately attempts to implement new strategies.
Regularly Sometimes Rarely
3. The educator develops and works on a personal learning plan based on analyses of school im-provement plans and goals, self-assessment, and feedback from observations.
Regularly Sometimes Rarely
Refle
ctin
g on
Tea
chin
g
4. The educator makes thoughtful and accurate as-sessments of his/her effectiveness as evidenced by the self-reflection after each observation.
Regularly Sometimes Rarely
5. The educator takes action to improve his/her performance. Regularly Sometimes Rarely
6. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional or support decisions.
Regularly Sometimes Rarely
Com
mun
ity
Invo
lvem
ent
7. The educator actively supports school activities and events. Regularly Sometimes Rarely
Scho
ol R
espo
nsib
iliti
es
8. The educator adheres to school and district poli-cies for personnel. Regularly Sometimes Rarely
9. The educator works with peers in contributing to a safe and orderly learning environment. Regularly Sometimes Rarely
10. The educator contributes to the school commu-nity by assisting/mentoring others, including col-laborative planning, coaching, or mentoring other educators, or supervising clinical experiences for aspiring teachers.
Regularly Sometimes Rarely
professIonalIsm
11©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
day 1
12
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
D Ay 1
13©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
14
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
D Ay 1
15©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
16
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
hInts for capturIng evIdence
During the lesson:
When capturing evidence, these strategies will help you collect accurate and defensible notes.
1. Time: Capture the length of different segments of the lesson.
2. Abbreviate: It’s tough to get down everything the teacher says or does, so, when possible, abbreviate. After the lesson, review your notes and write out what you abbreviated.
3. Verbatim: Capture verbatim dialogue when possible. Nothing is better than direct quotes of what the teacher and/or students say. Use a T for teacher and S for student.
4. Paraphrase: Use parentheses to indicate that you are paraphrasing, so when you go back through your notes you know what is paraphrased and what is verbatim.
5. Q & F: After you finish, go through your evidence and label all questions and feedback.
6. Upfront Summary: After you finish, go through your evidence and write a brief summary of the lesson.
7. Label: Begin to categorize your notes by labeling evidence for various indicators on the rubric.
8. Lesson Analysis: Identify the lesson’s primary objective and its sub-objectives.
9. Circulate: Circulate as necessary to collect evidence from teacher, students, and student work.
D Ay 1
17©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
18
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
D Ay 1
19©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
20
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
D Ay 1
21©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Scoring and Evidence Template for 7th Grade Science Lesson: Instruction
Evidence Notes Instruction Score
Standards and Objectives
Motivating Students
Presenting Instructional
Content
Lesson Structure and Pacing
22
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Activities and Materials
Questioning
Academic Feedback
Grouping Students
D Ay 1
23©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Teacher Content Knowledge
Teacher Knowledge of
Students
Thinking
Problem Solving
24
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Expe
ctat
ions
•
Teac
her s
ets
high
and
dem
andi
ng a
cade
mic
ex
pect
atio
ns fo
r eve
ry s
tude
nt.
• Te
ache
r enc
oura
ges
stud
ents
to le
arn
from
m
ista
kes.
•
Teac
her c
reat
es le
arni
ng o
ppor
tuni
ties
whe
re a
ll st
uden
ts c
an e
xper
ienc
e su
cces
s.
• S
tude
nts
take
initi
ativ
e an
d fo
llow
thro
ugh
with
th
eir o
wn
wor
k.
• Te
ache
r opt
imiz
es in
stru
ctio
nal t
ime,
teac
hes
mor
e m
ater
ial,
and
dem
ands
bet
ter p
erfo
rman
ce fr
om
ever
y st
uden
t.
• Te
ache
r set
s hi
gh a
nd d
eman
ding
aca
dem
ic
expe
ctat
ions
for e
very
stu
dent
. •
Teac
her e
ncou
rage
s st
uden
ts to
lear
n fro
m
mis
take
s.
• Te
ache
r cre
ates
lear
ning
opp
ortu
nitie
s w
here
m
ost s
tude
nts
can
expe
rienc
e su
cces
s.
• S
tude
nts
com
plet
e th
eir w
ork
acco
rdin
g to
te
ache
r exp
ecta
tions
.
• Te
ache
r exp
ecta
tions
are
not
suf
ficie
ntly
hi
gh fo
r eve
ry s
tude
nt.
• Te
ache
r cre
ates
an
envi
ronm
ent w
here
m
ista
kes
and
failu
re a
re n
ot v
iew
ed a
s le
arni
ng e
xper
ienc
es.
• S
tude
nts
dem
onst
rate
littl
e or
no
prid
e in
th
e qu
ality
of t
heir
wor
k.
Man
agin
g St
uden
t B
ehav
ior
• S
tude
nts
are
cons
iste
ntly
wel
l-beh
aved
and
on
task
.
• Te
ache
r and
stu
dent
s es
tabl
ish
clea
r rul
es fo
r le
arni
ng a
nd b
ehav
ior.
• Th
e te
ache
r use
s se
vera
l tec
hniq
ues,
suc
h as
so
cial
app
rova
l, co
ntin
gent
act
iviti
es, a
nd
cons
eque
nces
, to
mai
ntai
n ap
prop
riate
stu
dent
be
havi
or.
• Th
e te
ache
r ove
rlook
s in
cons
eque
ntia
l beh
avio
r. •
The
teac
her d
eals
with
stu
dent
s w
ho h
ave
caus
ed
disr
uptio
ns ra
ther
than
the
entir
e cl
ass.
•
The
teac
her a
ttend
s to
dis
rupt
ions
qui
ckly
and
fir
mly
.
• S
tude
nts
are
mos
tly w
ell-b
ehav
ed a
nd o
n ta
sk,
som
e m
inor
lear
ning
dis
rupt
ion s
may
occ
ur.
• Te
ache
r est
ablis
hes
rule
s fo
r lea
rnin
g an
d be
havi
or.
• Th
e te
ache
r use
s so
me
tech
niqu
es, s
uch
as
soci
al a
ppro
val,
cont
inge
nt a
ctiv
ities
, and
co
nseq
uenc
es, t
o m
aint
ain
appr
opria
te s
tude
nt
beha
vior
. •
The
teac
her o
verlo
oks
som
e in
cons
eque
ntia
l be
havi
or, b
ut o
ther
tim
es a
ddre
sses
it, s
topp
ing
the
less
on.
• Th
e te
ache
r dea
ls w
ith s
tude
nts
who
hav
e ca
used
dis
rupt
ions
, yet
som
etim
es h
e or
she
ad
dres
ses
the
entir
e cl
ass.
• S
tude
nts
are
not w
ell-b
ehav
ed a
nd a
re
ofte
n of
f tas
k.
• Te
ache
r est
ablis
hes
few
rule
s fo
r le
arni
ng a
nd b
ehav
ior.
•
The
teac
her u
ses
few
tech
niqu
es to
m
aint
ain
appr
opria
te s
tude
nt b
ehav
ior.
• Th
e te
ache
r can
not d
istin
guis
h be
twee
n in
cons
eque
ntia
l beh
avio
r and
in
appr
opria
te b
ehav
ior.
• D
isru
ptio
ns fr
eque
ntly
inte
rrup
t in
stru
ctio
n.
Envi
ronm
ent
The
clas
sroo
m:
• w
elco
mes
all
mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to a
ll st
uden
ts.
• su
pplie
s, e
quip
men
t, an
d re
sour
ces
are
easi
ly a
nd
read
ily a
cces
sibl
e.
• di
spla
ys s
tude
nt w
ork
that
freq
uent
ly c
hang
es.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• w
elco
mes
mos
t mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to m
ost
stud
ents
. •
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e ac
cess
ible
. •
disp
lays
stu
dent
wor
k.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• is
som
ewha
t col
d an
d un
invi
ting.
•
is n
ot w
ell o
rgan
ized
and
und
erst
anda
ble
to s
tude
nts.
•
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e di
fficu
lt to
acc
ess.
•
does
not
dis
play
stu
dent
wor
k.
• is
not
arr
ange
d to
pro
mot
e gr
oup
lear
ning
.
Res
pect
ful
Cul
ture
•
Teac
her-
stud
ent i
nter
actio
ns d
emon
stra
te c
arin
g an
d re
spec
t for
one
ano
ther
.
• S
tude
nts
exhi
bit c
arin
g an
d re
spec
t for
one
an
othe
r. •
Teac
her s
eeks
out
and
is re
cept
ive
to th
e in
tere
sts
and
opin
ions
of a
ll st
uden
ts.
• P
ositi
ve re
latio
nshi
ps a
nd in
terd
epen
denc
e ch
arac
teriz
e th
e cl
assr
oom
.
• Te
ache
r-st
uden
t int
erac
tions
are
gen
eral
ly
frien
dly,
but
may
refle
ct o
ccas
iona
l in
cons
iste
ncie
s, fa
vorit
ism
, or d
isre
gard
for
stud
ents
' cul
ture
s.
• S
tude
nts
exhi
bit r
espe
ct fo
r the
teac
her,
and
are
gene
rally
pol
ite to
eac
h ot
her.
•
Teac
her i
s so
met
imes
rece
p tiv
e to
the
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
• Te
ache
r-st
uden
t int
erac
tions
are
so
met
imes
aut
horit
aria
n, n
egat
ive,
or
inap
prop
riate
.
• S
tude
nts
exhi
bit d
isre
spec
t for
the
teac
her.
•
Stu
dent
inte
ract
ion
is c
hara
cter
ized
by
conf
lict,
sarc
asm
, or p
ut-d
owns
. •
Teac
her i
s no
t rec
eptiv
e to
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
env
Iro
nm
ent
D Ay 1
25©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
26
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
D Ay 1
27©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
28
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
D Ay 1
29©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Scoring and Evidence Template for 4th Grade Math Lesson: Instruction
Evidence Notes Instruction Score
Standards and Objectives
Motivating Students
Presenting Instructional
Content
Lesson Structure and Pacing
30
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Activities and Materials
Questioning
Academic Feedback
Grouping Students
D Ay 1
31©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Teacher Content Knowledge
Teacher Knowledge of
Students
Thinking
Problem Solving
32
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Expe
ctat
ions
•
Teac
her s
ets
high
and
dem
andi
ng a
cade
mic
ex
pect
atio
ns fo
r eve
ry s
tude
nt.
• Te
ache
r enc
oura
ges
stud
ents
to le
arn
from
m
ista
kes.
•
Teac
her c
reat
es le
arni
ng o
ppor
tuni
ties
whe
re a
ll st
uden
ts c
an e
xper
ienc
e su
cces
s.
• S
tude
nts
take
initi
ativ
e an
d fo
llow
thro
ugh
with
th
eir o
wn
wor
k.
• Te
ache
r opt
imiz
es in
stru
ctio
nal t
ime,
teac
hes
mor
e m
ater
ial,
and
dem
ands
bet
ter p
erfo
rman
ce fr
om
ever
y st
uden
t.
• Te
ache
r set
s hi
gh a
nd d
eman
ding
aca
dem
ic
expe
ctat
ions
for e
very
stu
dent
. •
Teac
her e
ncou
rage
s st
uden
ts to
lear
n fro
m
mis
take
s.
• Te
ache
r cre
ates
lear
ning
opp
ortu
nitie
s w
here
m
ost s
tude
nts
can
expe
rienc
e su
cces
s.
• S
tude
nts
com
plet
e th
eir w
ork
acco
rdin
g to
te
ache
r exp
ecta
tions
.
• Te
ache
r exp
ecta
tions
are
not
suf
ficie
ntly
hi
gh fo
r eve
ry s
tude
nt.
• Te
ache
r cre
ates
an
envi
ronm
ent w
here
m
ista
kes
and
failu
re a
re n
ot v
iew
ed a
s le
arni
ng e
xper
ienc
es.
• S
tude
nts
dem
onst
rate
littl
e or
no
prid
e in
th
e qu
ality
of t
heir
wor
k.
Man
agin
g St
uden
t B
ehav
ior
• S
tude
nts
are
cons
iste
ntly
wel
l-beh
aved
and
on
task
.
• Te
ache
r and
stu
dent
s es
tabl
ish
clea
r rul
es fo
r le
arni
ng a
nd b
ehav
ior.
• Th
e te
ache
r use
s se
vera
l tec
hniq
ues,
suc
h as
so
cial
app
rova
l, co
ntin
gent
act
iviti
es, a
nd
cons
eque
nces
, to
mai
ntai
n ap
prop
riate
stu
dent
be
havi
or.
• Th
e te
ache
r ove
rlook
s in
cons
eque
ntia
l beh
avio
r. •
The
teac
her d
eals
with
stu
dent
s w
ho h
ave
caus
ed
disr
uptio
ns ra
ther
than
the
entir
e cl
ass.
•
The
teac
her a
ttend
s to
dis
rupt
ions
qui
ckly
and
fir
mly
.
• S
tude
nts
are
mos
tly w
ell-b
ehav
ed a
nd o
n ta
sk,
som
e m
inor
lear
ning
dis
rupt
ion s
may
occ
ur.
• Te
ache
r est
ablis
hes
rule
s fo
r lea
rnin
g an
d be
havi
or.
• Th
e te
ache
r use
s so
me
tech
niqu
es, s
uch
as
soci
al a
ppro
val,
cont
inge
nt a
ctiv
ities
, and
co
nseq
uenc
es, t
o m
aint
ain
appr
opria
te s
tude
nt
beha
vior
. •
The
teac
her o
verlo
oks
som
e in
cons
eque
ntia
l be
havi
or, b
ut o
ther
tim
es a
ddre
sses
it, s
topp
ing
the
less
on.
• Th
e te
ache
r dea
ls w
ith s
tude
nts
who
hav
e ca
used
dis
rupt
ions
, yet
som
etim
es h
e or
she
ad
dres
ses
the
entir
e cl
ass.
• S
tude
nts
are
not w
ell-b
ehav
ed a
nd a
re
ofte
n of
f tas
k.
• Te
ache
r est
ablis
hes
few
rule
s fo
r le
arni
ng a
nd b
ehav
ior.
•
The
teac
her u
ses
few
tech
niqu
es to
m
aint
ain
appr
opria
te s
tude
nt b
ehav
ior.
• Th
e te
ache
r can
not d
istin
guis
h be
twee
n in
cons
eque
ntia
l beh
avio
r and
in
appr
opria
te b
ehav
ior.
• D
isru
ptio
ns fr
eque
ntly
inte
rrup
t in
stru
ctio
n.
Envi
ronm
ent
The
clas
sroo
m:
• w
elco
mes
all
mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to a
ll st
uden
ts.
• su
pplie
s, e
quip
men
t, an
d re
sour
ces
are
easi
ly a
nd
read
ily a
cces
sibl
e.
• di
spla
ys s
tude
nt w
ork
that
freq
uent
ly c
hang
es.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• w
elco
mes
mos
t mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to m
ost
stud
ents
. •
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e ac
cess
ible
. •
disp
lays
stu
dent
wor
k.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• is
som
ewha
t col
d an
d un
invi
ting.
•
is n
ot w
ell o
rgan
ized
and
und
erst
anda
ble
to s
tude
nts.
•
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e di
fficu
lt to
acc
ess.
•
does
not
dis
play
stu
dent
wor
k.
• is
not
arr
ange
d to
pro
mot
e gr
oup
lear
ning
.
Res
pect
ful
Cul
ture
•
Teac
her-
stud
ent i
nter
actio
ns d
emon
stra
te c
arin
g an
d re
spec
t for
one
ano
ther
.
• S
tude
nts
exhi
bit c
arin
g an
d re
spec
t for
one
an
othe
r. •
Teac
her s
eeks
out
and
is re
cept
ive
to th
e in
tere
sts
and
opin
ions
of a
ll st
uden
ts.
• P
ositi
ve re
latio
nshi
ps a
nd in
terd
epen
denc
e ch
arac
teriz
e th
e cl
assr
oom
.
• Te
ache
r-st
uden
t int
erac
tions
are
gen
eral
ly
frien
dly,
but
may
refle
ct o
ccas
iona
l in
cons
iste
ncie
s, fa
vorit
ism
, or d
isre
gard
for
stud
ents
' cul
ture
s.
• S
tude
nts
exhi
bit r
espe
ct fo
r the
teac
her,
and
are
gene
rally
pol
ite to
eac
h ot
her.
•
Teac
her i
s so
met
imes
rece
p tiv
e to
the
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
• Te
ache
r-st
uden
t int
erac
tions
are
so
met
imes
aut
horit
aria
n, n
egat
ive,
or
inap
prop
riate
.
• S
tude
nts
exhi
bit d
isre
spec
t for
the
teac
her.
•
Stu
dent
inte
ract
ion
is c
hara
cter
ized
by
conf
lict,
sarc
asm
, or p
ut-d
owns
. •
Teac
her i
s no
t rec
eptiv
e to
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
env
Iro
nm
ent
D Ay 1
33©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Scoring and Evidence Template for 4th Grade Math Lesson: Environment
Evidence Notes Environment Score
Expectations
Managing Student Behavior
Environment
Respectful Culture
35©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
day 2
36
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Inst
ruct
iona
l Pl
ans
Inst
ruct
iona
l pla
ns in
clud
e:
• m
easu
rabl
e an
d ex
plic
it go
als
alig
ned
to s
tate
co
nten
t sta
ndar
ds;
• ac
tiviti
es, m
ater
ials
, and
ass
essm
ents
that
: o
ar
e al
igne
d to
sta
te s
tand
ards
. o
ar
e se
quen
ced
from
bas
ic to
com
plex
. o
bu
ild o
n pr
ior s
tude
nt k
now
ledg
e, a
re
rele
vant
to s
tude
nts’
live
s, a
nd in
tegr
ate
othe
r dis
cipl
ines
. o
pr
ovid
e ap
prop
riate
tim
e fo
r stu
dent
wor
k,
stud
ent r
efle
ctio
n, a
nd le
sson
and
uni
t cl
osur
e;
• ev
iden
ce th
at p
lan
is a
ppro
pria
te fo
r the
age
, kn
owle
dge,
and
inte
rest
s of
all
lear
ners
; and
•
evid
ence
that
the
plan
pro
vide
s re
gula
r op
portu
nitie
s to
acc
omm
odat
e in
divi
dual
stu
dent
ne
eds.
Inst
ruct
iona
l pla
ns in
clud
e:
• go
als
alig
ned
to s
tate
con
tent
sta
ndar
ds;
• ac
tiviti
es, m
ater
ials
, and
ass
essm
ents
that
: o
ar
e al
igne
d to
sta
te s
tand
ards
. o
ar
e se
quen
ced
from
bas
ic to
com
plex
. o
bu
ild o
n pr
ior s
tude
nt k
now
ledg
e.
o
prov
ide
appr
opria
te ti
me
for s
tude
nt w
ork,
and
le
sson
and
uni
t clo
sure
;
• ev
iden
ce th
at p
lan
is a
ppro
pria
te fo
r the
age
, kn
owle
dge,
and
inte
rest
s of
mos
t lea
rner
s; a
nd
• ev
iden
ce th
at th
e pl
an p
rovi
des
som
e op
port u
nitie
s to
acc
omm
odat
e in
divi
dual
stu
dent
nee
ds.
Inst
ruct
iona
l pla
ns in
clud
e:
• fe
w g
oals
alig
ned
to s
tate
con
tent
sta
ndar
ds;
• ac
tiviti
es, m
ater
ials
, and
ass
essm
ents
that
: o
ar
e ra
rely
alig
ned
to s
tate
sta
ndar
ds.
o
are
rare
ly lo
gica
lly s
eque
nced
. o
ra
rely
bui
ld o
n pr
ior s
tude
nt k
now
ledg
e o
in
cons
iste
ntly
pro
vide
tim
e fo
r stu
dent
wor
k,
and
less
on a
nd u
nit c
losu
re;
• lit
tle e
vide
nce
that
the
plan
is a
ppro
pria
te fo
r the
ag
e, k
now
ledg
e, o
r int
eres
ts o
f the
lear
ners
; an
d •
little
evi
denc
e th
at th
e pl
an p
rovi
des
som
e op
portu
nitie
s to
acc
omm
odat
e in
d ivi
dual
st
uden
t nee
ds.
Stud
ent
Wor
k A
ssig
nmen
ts re
quire
stu
dent
s to
: •
•
• orga
nize
, int
erpr
et, a
naly
ze, s
ynth
esiz
e, a
nd
eval
uate
info
rmat
ion
rath
er th
an re
prod
uce
it;
draw
con
clus
ions
, mak
e ge
nera
lizat
ions
, an
d pr
oduc
e ar
gum
ents
that
are
sup
porte
d th
roug
h ex
tend
ed w
ritin
g; a
nd
conn
ect w
hat t
hey
are
lear
ning
to
expe
rienc
es, o
bser
vatio
ns, f
eelin
gs, o
r si
tuat
ions
sig
nific
ant i
n th
eir d
aily
live
s bo
th
insi
de a
nd o
utsi
de o
f sch
ool.
Ass
ignm
ents
requ
ire s
tude
nts
to:
•
•
• inte
rpre
t inf
orm
atio
n ra
ther
than
repr
oduc
e it;
dr
aw c
oncl
usio
ns a
nd s
uppo
rt th
em th
roug
h w
ritin
g; a
nd
conn
ect w
hat t
hey
are
lear
ning
to p
rior l
earn
ing
and
som
e lif
e ex
perie
nces
.
Ass
ignm
ents
requ
ire s
tude
nts
to:
•
•
• mos
tly re
prod
uce
info
rmat
ion;
ra
rely
dra
w c
oncl
usio
ns a
nd s
uppo
rt th
em
thro
ugh
writ
ing;
and
ra
rely
con
nect
wha
t the
y ar
e le
arni
ng to
pr
ior l
earn
ing
or li
fe e
xper
ienc
es.
Ass
essm
ent
Ass
essm
ent P
lans
: •
are
alig
ned
with
sta
te c
onte
nt s
tand
ards
; •
have
cle
ar m
easu
rem
ent c
riter
ia;
• m
easu
re s
tude
nt p
erfo
rman
ce in
mor
e th
an
thre
e w
ays
(e.g
., in
the
form
of a
pro
ject
, ex
perim
ent,
pres
enta
tion,
ess
ay, s
hort
answ
er,
or m
ultip
le c
hoic
e te
st;
• re
quire
ext
ende
d w
ritte
n ta
sks;
•
are
portf
olio
-bas
ed w
ith c
lear
illu
stra
tions
of
stud
ent p
rogr
ess
tow
ard
stat
e co
nten
t sta
ndar
ds;
and
• in
clud
e de
scrip
tions
of h
ow a
sses
smen
t res
ults
w
ill b
e us
ed to
info
rm fu
ture
inst
ruct
ion.
Ass
essm
ent P
lans
: •
are
a lig
ned
with
sta
te c
onte
nt s
tand
ards
; •
have
mea
sure
men
t crit
eria
; •
mea
sure
stu
dent
per
form
ance
in m
ore
than
two
way
s (e
.g.,
in th
e fo
rm o
f a p
roje
ct, e
xper
imen
t, pr
esen
tatio
n, e
ssay
, sho
rt an
swer
, or m
ultip
le
choi
ce te
st);
• re
quire
writ
ten
task
s; a
nd
• in
clud
e pe
rform
ance
che
cks
thro
ugho
ut th
e sc
hool
ye
ar.
Ass
essm
ent P
lans
: •
are
rare
ly a
ligne
d w
ith s
tate
con
tent
sta
ndar
ds;
• ha
ve a
mbi
guou
s m
easu
rem
ent c
riter
ia;
• m
easu
re s
tude
nt p
erfo
rman
ce in
less
than
two
way
s (e
.g.,
in th
e fo
rm o
f a p
roje
ct, e
xper
imen
t, pr
esen
tatio
n, e
ssay
, sho
rt an
swer
, or m
ultip
le
choi
ce te
st);
and
• in
clud
e pe
rform
ance
che
cks,
alth
ough
the
purp
ose
of th
ese
chec
ks is
not
cle
ar.
pla
nn
Ing
D Ay 2
37©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
fIfth grade math lesson plan (traInIng example only) UNIT: 3 PROPERTIES IN GEOMETRyLESSON / CONCEPT: CONCEPT 2: CIRCLES AND POLyGONS / LESSON 21.2: QUADRILATERALS
GLE # / OBJECTIVE: Today, I will be able to classify quadrilaterals based on its sides and angles AND solve its missing angle. GLE 24.
Higher-Order Thinking Questions:1. What are some similarities and difference between triangles and quadrilaterals?2. Can a square be called a rectangle?3. Is it possible for a quadrilateral to have 4 obtuse angles?
METHODS / ACTIVITIES:
Opening Dialogue: Today, we are going to learn about classifying quadrilaterals based on their sides and angles. We are also going to solve the missing angle. We are learning this because quadrilaterals are used in our everyday life: floor tiles, home designs, etc.
Hook / Review (5-10 min) Teacher will show students an extravagant home with quadrilaterals in the design.
Lesson Procedures (Direct Instruction, Guided Practice, Independent Study) (30-45 min)
1. Think about it… – students will decide on answers to questions on an index card that is taped to their desks.
2. Review of vocabulary that is necessary in classifying quadrilaterals. Students will complete a “cheat sheet” during the vocabulary discussion.
3. Sorting Activity – students will work with a partner to sort characteristics of quadrilaterals. Students will go back to think about it to revise their answers periodically.
4. Angle Investigation – students will use calculators to discover the total of the angles inside of a quadrilateral.
5. Rotation Stations – students will rotate with a partner to answer various questions about quadrilaterals.
Real World Connection (5-10 min) See Hook
Closure / Reflection (3-5 min) Summarize accomplishment of objective.
38
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
D Ay 2
39©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
40
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
D Ay 2
41©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
42
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Scoring and Evidence Template for 5th Grade Math Lesson: Instruction
Evidence Notes Instruction Score
Standards and Objectives
Motivating Students
Presenting Instructional
Content
Lesson Structure and Pacing
D Ay 2
43©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Activities and Materials
Questioning
Academic Feedback
Grouping Students
44
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Teacher Content Knowledge
Teacher Knowledge of
Students
Thinking
Problem Solving
D Ay 2
45©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
reInforcement plan form
Refinement Objective:
Self-reflection question(s): Evidence: Model:
Reinforcement Area (Indicator):
Self-Analysis Question:
Evidence:
46
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
refInement plan form
Re�nement Area (Indicator):
Self-Analysis Question:
Evidence:
Recommendations:
47©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
day 3
48
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Expe
ctat
ions
•
Teac
her s
ets
high
and
dem
andi
ng a
cade
mic
ex
pect
atio
ns fo
r eve
ry s
tude
nt.
• Te
ache
r enc
oura
ges
stud
ents
to le
arn
from
m
ista
kes.
•
Teac
her c
reat
es le
arni
ng o
ppor
tuni
ties
whe
re a
ll st
uden
ts c
an e
xper
ienc
e su
cces
s.
• S
tude
nts
take
initi
ativ
e an
d fo
llow
thro
ugh
with
th
eir o
wn
wor
k.
• Te
ache
r opt
imiz
es in
stru
ctio
nal t
ime,
teac
hes
mor
e m
ater
ial,
and
dem
ands
bet
ter p
erfo
rman
ce fr
om
ever
y st
uden
t.
• Te
ache
r set
s hi
gh a
nd d
eman
ding
aca
dem
ic
expe
ctat
ions
for e
very
stu
dent
. •
Teac
her e
ncou
rage
s st
uden
ts to
lear
n fro
m
mis
take
s.
• Te
ache
r cre
ates
lear
ning
opp
ortu
nitie
s w
here
m
ost s
tude
nts
can
expe
rienc
e su
cces
s.
• S
tude
nts
com
plet
e th
eir w
ork
acco
rdin
g to
te
ache
r exp
ecta
tions
.
• Te
ache
r exp
ecta
tions
are
not
suf
ficie
ntly
hi
gh fo
r eve
ry s
tude
nt.
• Te
ache
r cre
ates
an
envi
ronm
ent w
here
m
ista
kes
and
failu
re a
re n
ot v
iew
ed a
s le
arni
ng e
xper
ienc
es.
• S
tude
nts
dem
onst
rate
littl
e or
no
prid
e in
th
e qu
ality
of t
heir
wor
k.
Man
agin
g St
uden
t B
ehav
ior
• S
tude
nts
are
cons
iste
ntly
wel
l-beh
aved
and
on
task
.
• Te
ache
r and
stu
dent
s es
tabl
ish
clea
r rul
es fo
r le
arni
ng a
nd b
ehav
ior.
• Th
e te
ache
r use
s se
vera
l tec
hniq
ues,
suc
h as
so
cial
app
rova
l, co
ntin
gent
act
iviti
es, a
nd
cons
eque
nces
, to
mai
ntai
n ap
prop
riate
stu
dent
be
havi
or.
• Th
e te
ache
r ove
rlook
s in
cons
eque
ntia
l beh
avio
r. •
The
teac
her d
eals
with
stu
dent
s w
ho h
ave
caus
ed
disr
uptio
ns ra
ther
than
the
entir
e cl
ass.
•
The
teac
her a
ttend
s to
dis
rupt
ions
qui
ckly
and
fir
mly
.
• S
tude
nts
are
mos
tly w
ell-b
ehav
ed a
nd o
n ta
sk,
som
e m
inor
lear
ning
dis
rupt
ion s
may
occ
ur.
• Te
ache
r est
ablis
hes
rule
s fo
r lea
rnin
g an
d be
havi
or.
• Th
e te
ache
r use
s so
me
tech
niqu
es, s
uch
as
soci
al a
ppro
val,
cont
inge
nt a
ctiv
ities
, and
co
nseq
uenc
es, t
o m
aint
ain
appr
opria
te s
tude
nt
beha
vior
. •
The
teac
her o
verlo
oks
som
e in
cons
eque
ntia
l be
havi
or, b
ut o
ther
tim
es a
ddre
sses
it, s
topp
ing
the
less
on.
• Th
e te
ache
r dea
ls w
ith s
tude
nts
who
hav
e ca
used
dis
rupt
ions
, yet
som
etim
es h
e or
she
ad
dres
ses
the
entir
e cl
ass.
• S
tude
nts
are
not w
ell-b
ehav
ed a
nd a
re
ofte
n of
f tas
k.
• Te
ache
r est
ablis
hes
few
rule
s fo
r le
arni
ng a
nd b
ehav
ior.
•
The
teac
her u
ses
few
tech
niqu
es to
m
aint
ain
appr
opria
te s
tude
nt b
ehav
ior.
• Th
e te
ache
r can
not d
istin
guis
h be
twee
n in
cons
eque
ntia
l beh
avio
r and
in
appr
opria
te b
ehav
ior.
• D
isru
ptio
ns fr
eque
ntly
inte
rrup
t in
stru
ctio
n.
Envi
ronm
ent
The
clas
sroo
m:
• w
elco
mes
all
mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to a
ll st
uden
ts.
• su
pplie
s, e
quip
men
t, an
d re
sour
ces
are
easi
ly a
nd
read
ily a
cces
sibl
e.
• di
spla
ys s
tude
nt w
ork
that
freq
uent
ly c
hang
es.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• w
elco
mes
mos
t mem
bers
and
gue
sts.
•
is o
rgan
ized
and
und
erst
anda
ble
to m
ost
stud
ents
. •
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e ac
cess
ible
. •
disp
lays
stu
dent
wor
k.
• is
arr
ange
d to
pro
mot
e in
divi
dual
and
gro
up
lear
ning
.
The
clas
sroo
m:
• is
som
ewha
t col
d an
d un
invi
ting.
•
is n
ot w
ell o
rgan
ized
and
und
erst
anda
ble
to s
tude
nts.
•
supp
lies,
equ
ipm
ent,
and
reso
urce
s ar
e di
fficu
lt to
acc
ess.
•
does
not
dis
play
stu
dent
wor
k.
• is
not
arr
ange
d to
pro
mot
e gr
oup
lear
ning
.
Res
pect
ful
Cul
ture
•
Teac
her-
stud
ent i
nter
actio
ns d
emon
stra
te c
arin
g an
d re
spec
t for
one
ano
ther
.
• S
tude
nts
exhi
bit c
arin
g an
d re
spec
t for
one
an
othe
r. •
Teac
her s
eeks
out
and
is re
cept
ive
to th
e in
tere
sts
and
opin
ions
of a
ll st
uden
ts.
• P
ositi
ve re
latio
nshi
ps a
nd in
terd
epen
denc
e ch
arac
teriz
e th
e cl
assr
oom
.
• Te
ache
r-st
uden
t int
erac
tions
are
gen
eral
ly
frien
dly,
but
may
refle
ct o
ccas
iona
l in
cons
iste
ncie
s, fa
vorit
ism
, or d
isre
gard
for
stud
ents
' cul
ture
s.
• S
tude
nts
exhi
bit r
espe
ct fo
r the
teac
her,
and
are
gene
rally
pol
ite to
eac
h ot
her.
•
Teac
her i
s so
met
imes
rece
p tiv
e to
the
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
• Te
ache
r-st
uden
t int
erac
tions
are
so
met
imes
aut
horit
aria
n, n
egat
ive,
or
inap
prop
riate
.
• S
tude
nts
exhi
bit d
isre
spec
t for
the
teac
her.
•
Stu
dent
inte
ract
ion
is c
hara
cter
ized
by
conf
lict,
sarc
asm
, or p
ut-d
owns
. •
Teac
her i
s no
t rec
eptiv
e to
inte
rest
s an
d op
inio
ns o
f stu
dent
s.
env
Iro
nm
ent
D Ay 3
49©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Scoring and Evidence Template for 4th Grade ELA Lesson: Environment
Evidence Notes Environment Score
Expectations
Managing Student Behavior
Environment
Respectful Culture
50
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
D Ay 3
51©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
52
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
D Ay 3
53©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
54
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
D Ay 3
55©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
56
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
D Ay 3
57©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
58
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Scoring and Evidence Template for 4th Grade ELA Lesson: Instruction
Evidence Notes Instruction Score
Standards and Objectives
Motivating Students
Presenting Instructional
Content
Lesson Structure and Pacing
D Ay 3
59©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Activities and Materials
Questioning
Academic Feedback
Grouping Students
60
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Teacher Content Knowledge
Teacher Knowledge of
Students
Thinking
Problem Solving
D Ay 3
61©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
reInforcement plan form
Refinement Objective:
Self-reflection question(s): Evidence: Model:
Reinforcement Area (Indicator):
Self-Analysis Question:
Evidence:
62
E v A L U AT I O N T R A I N I N G W O R K B O O K
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refInement plan form
Re�nement Area (Indicator):
Self-Analysis Question:
Evidence:
Recommendations:
63©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
day 4
64
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Stan
dard
s an
d O
bjec
tives
• A
ll le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e ex
plic
itly
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
alig
ned
and
logi
cally
se
quen
ced
to th
e le
sson
’s m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
: (a)
con
sist
ently
co
nnec
ted
to w
hat s
tude
nts
have
pre
viou
sly
lear
ned,
(b) k
now
from
life
exp
erie
nces
, and
(c)
inte
grat
ed w
ith o
ther
dis
cipl
ines
. •
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
clea
r, de
man
ding
, and
hig
h.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
and
refe
renc
ed
thro
ugho
ut th
e le
sson
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
n ts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
• M
ost l
earn
ing
obje
ctiv
es a
nd s
tate
con
tent
st
anda
rds
are
com
mun
icat
ed.
• S
ub-o
bjec
tives
are
mos
tly a
ligne
d to
the
less
on’s
m
ajor
obj
ectiv
e.
• Le
arni
ng o
bjec
tives
are
con
nect
ed to
wha
t st
uden
ts h
ave
prev
ious
ly le
arne
d.
• E
xpec
tatio
ns fo
r stu
dent
per
form
ance
are
cle
ar.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at m
ost s
tude
nts
dem
onst
rate
m
aste
ry o
f the
obj
ectiv
e.
• Fe
w le
arni
ng o
bjec
tives
and
sta
te c
onte
nt
stan
dard
s ar
e co
mm
unic
ated
. •
Sub
-obj
ect iv
e s a
re in
cons
iste
ntly
alig
ned
to
the
less
on’s
maj
or o
bjec
tive.
•
Lear
ning
obj
ectiv
es a
re ra
rely
con
nect
ed to
w
hat s
tude
nts
have
pre
viou
sly
lear
ned.
•
Exp
ecta
tions
for s
tude
nt p
erfo
rman
ce a
re
vagu
e.
• S
tate
sta
ndar
ds a
re d
ispl
ayed
. •
Ther
e is
evi
denc
e th
at fe
w s
tude
nts
dem
onst
rate
mas
tery
of t
he o
bjec
tive.
Mot
ivat
ing
Stud
ents
• Th
e te
ache
r con
sist
ently
org
aniz
es th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r con
sist
ently
dev
elop
s le
arni
ng
expe
rienc
es w
here
inqu
iry, c
urio
sity
, and
ex
plor
atio
n ar
e va
lued
. •
The
teac
her r
egul
arly
rein
forc
es a
nd re
war
ds
effo
rt.
• Th
e te
ache
r som
etim
es o
rgan
izes
the
cont
ent s
o th
at it
is p
erso
nally
mea
ning
ful a
nd re
leva
nt to
st
uden
ts.
• Th
e te
ache
r som
etim
es d
evel
ops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r som
etim
es re
info
rces
and
rew
ards
ef
fort.
• Th
e te
ache
r rar
ely
orga
nize
s th
e co
nten
t so
that
it is
per
sona
lly m
eani
ngfu
l and
rele
vant
to
stu
dent
s.
• Th
e te
ache
r rar
ely
deve
lops
lear
ning
ex
perie
nces
whe
re in
quiry
, cur
iosi
ty, a
nd
expl
orat
ion
are
valu
ed.
• Th
e te
ache
r rar
ely
rein
forc
es a
nd re
war
ds
effo
rt.
Pres
entin
g In
stru
ctio
nal
Con
tent
Pre
sent
atio
n of
con
tent
alw
ays
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls
for n
ew c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or
her p
erfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no
irre
leva
nt, c
onfu
sing
, or n
on-e
ssen
tial
info
rmat
ion.
Pre
sent
atio
n of
con
ten t
mos
t of t
he ti
me
incl
udes
: •
visu
als
that
est
ablis
h th
e pu
rpos
e of
the
less
on,
prev
iew
the
orga
niza
tion
of th
e le
sson
, and
in
clud
e in
tern
al s
umm
arie
s of
the
less
on;
• ex
ampl
es, i
llust
ratio
ns, a
nalo
gies
, and
labe
ls fo
r ne
w c
once
pts
and
idea
s;
• m
odel
ing
by th
e te
ache
r to
dem
onst
rate
his
or h
er
perfo
rman
ce e
xpec
tatio
ns;
• co
ncis
e co
mm
unic
atio
n;
• lo
gica
l seq
uenc
ing
and
segm
entin
g;
• al
l ess
entia
l inf
orm
atio
n; a
nd
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Pre
sent
atio
n of
con
tent
rare
ly in
clud
es:
• vi
sual
s th
at e
stab
lish
the
pur p
ose
of t h
e le
sson
, pre
view
the
orga
niza
tion
of th
e le
sson
, and
incl
ude
inte
rnal
sum
mar
ies
of th
e le
sson
; •
exam
ples
, illu
stra
tions
, ana
logi
es, a
nd la
bels
fo
r new
con
cept
s an
d id
eas;
•
mod
elin
g by
the
teac
her t
o de
mon
stra
te h
is o
r he
r per
form
ance
exp
ecta
tions
; •
conc
ise
com
mun
icat
ion;
•
logi
cal s
eque
ncin
g an
d se
gmen
ting;
•
all e
ssen
tial i
nfor
mat
ion;
and
no ir
rele
vant
, con
fusi
ng, o
r non
-ess
entia
l in
form
atio
n.
Less
on
Stru
ctur
e an
d Pa
cing
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
end
, and
tim
e fo
r ref
lect
ion.
•
Pac
ing
is b
risk
and
prov
ides
man
y op
portu
nitie
s fo
r ind
ivid
ual s
tude
nts
who
pr
ogre
ss a
t diff
eren
t lea
rnin
g ra
tes.
•
Rou
tines
for d
istri
butin
g m
ater
ials
are
se
amle
ss.
• N
o in
stru
ctio
nal t
ime
is lo
st d
urin
g tra
nsiti
ons.
• Th
e le
sson
sta
rts p
rom
ptly
. •
The
less
on's
stru
ctur
e is
coh
eren
t, w
ith a
be
ginn
ing,
mid
dle,
and
end
. •
Pac
ing
is a
ppro
pria
te a
nd s
omet
imes
pro
vide
s op
portu
nitie
s fo
r stu
dent
s w
ho p
rogr
ess
at
diffe
rent
lear
ning
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re e
ffici
ent.
• Li
ttle
inst
ruct
iona
l tim
e is
lost
dur
ing
trans
ition
s.
• Th
e le
sson
doe
s no
t sta
rt pr
ompt
ly.
• Th
e le
sson
has
a s
truct
ure,
but
may
be
mis
sing
clo
sure
or i
ntro
duct
ory
elem
ents
. •
Pac
ing
is a
ppro
pria
te fo
r les
s th
an h
alf o
f the
st
uden
ts a
nd ra
rely
pro
vide
s op
portu
nitie
s fo
r st
uden
ts w
ho p
rogr
ess
at d
iffer
ent l
earn
ing
rate
s.
• R
outin
es fo
r dis
tribu
ting
mat
eria
ls a
re
inef
ficie
nt.
• C
onsi
dera
ble
time
is lo
st d
urin
g tra
nsiti
ons.
••
•
Inst
ru
ctI
on
D Ay 4
65©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Act
iviti
es
and
Mat
eria
ls
Act
iviti
es a
nd m
ater
ials
incl
ude
all o
f the
follo
win
g:
• su
ppor
t the
less
on o
bjec
tives
; •
are
chal
leng
ing;
•
sust
ain
stud
ents
’ atte
ntio
n;
• el
icit
a va
riety
of t
hink
ing;
•
prov
ide
time
for
refle
ctio
n;
• ar
e re
leva
nt to
stu
dent
s’ li
ves;
•
prov
ide
oppo
rtuni
ties
for s
tude
nt-to
-stu
dent
in
tera
ctio
n;
• in
duce
stu
dent
cur
iosi
ty a
nd s
uspe
nse;
•
prov
ide
stud
ents
with
cho
ices
; •
inco
rpor
ate
mul
timed
ia a
nd te
chno
logy
; and
•
inco
rpor
ate
reso
urce
s be
yond
the
scho
ol
curr
icul
um t e
xts
(e.g
., t e
ache
r-m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, c
ultu
ral c
ente
rs, e
tc).
• In
add
ition
, som
etim
es a
ctiv
ities
are
gam
e-lik
e,
invo
lve
sim
ulat
ions
, req
uire
cre
atin
g pr
oduc
ts,
and
dem
and
self-
dire
ctio
n an
d se
lf-m
onito
ring.
Act
iviti
es a
nd m
ater
ials
incl
ude
mos
t of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
niti e
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy; a
nd
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls,
man
ipul
ativ
es, r
esou
rces
from
mus
eum
s,
cultu
ral c
ente
rs, e
tc).
Act
iviti
es a
nd m
ater
ials
incl
ude
few
of t
he fo
llow
ing:
•
supp
ort t
he le
sson
obj
ectiv
es;
• ar
e ch
alle
ngin
g;
• su
stai
n st
uden
ts’ a
ttent
ion;
•
elic
it a
varie
ty o
f thi
nkin
g;
• pr
ovid
e tim
e fo
r re
flect
ion;
•
are
rele
vant
to s
tude
nts’
live
s;
• pr
ovid
e op
portu
nitie
s fo
r stu
dent
to s
tude
nt
inte
ract
ion;
•
indu
ce s
tude
nt c
urio
sity
and
sus
pens
e;
• pr
ovid
e st
uden
ts w
ith c
hoic
es;
• in
corp
orat
e m
ultim
edia
and
tech
nolo
gy;
and
• in
corp
orat
e re
sour
ces
beyo
nd th
e sc
hool
cu
rric
ulum
text
s (e
.g.,
teac
her m
ade
mat
eria
ls, m
anip
ulat
ives
, res
ourc
es fr
om
mus
eum
s, e
tc).
Que
stio
ning
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity,
pr
ovid
ing
a ba
lanc
ed m
ix o
f que
stio
n ty
pes:
o
kn
owle
dge
and
com
preh
ensi
on;
o
appl
icat
ion
and
anal
ysis
; and
o
cr
eatio
n an
d ev
alua
tion.
•
Que
stio
ns a
re c
onsi
sten
tly p
urpo
sefu
l and
co
here
nt.
• A
hig
h fre
quen
cy o
f que
stio
ns is
ask
ed.
• Q
uest
ions
are
con
sist
ently
seq
uenc
ed w
ith
atte
ntio
n to
the
inst
ruct
iona
l goa
ls.
• Q
uest
ions
regu
larly
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, w
ritte
n an
d sh
ared
resp
onse
s, o
r gro
up a
nd
indi
vidu
al a
nsw
ers)
. •
Wai
t tim
e (3
-5 s
econ
ds) i
s co
nsi s
tent
ly p
rovi
ded.
•
The
teac
her c
alls
on
volu
ntee
rs a
nd
nonv
olun
teer
s, a
nd a
bal
ance
of s
tude
nts
base
d on
abi
lity
and
sex.
•
Stu
dent
s ge
nera
te q
uest
ions
that
lead
to fu
rther
in
quiry
and
sel
f-dire
cted
lear
ning
.
Teac
her q
uest
ions
are
var
ied
and
high
qua
lity
prov
idin
g fo
r som
e, b
ut n
ot a
ll, q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
usu
ally
pur
pose
ful a
nd c
oher
ent.
• A
mod
erat
e fre
quen
cy o
f que
stio
ns a
sked
. •
Que
stio
ns a
re s
omet
imes
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
n s s
omet
i mes
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is s
omet
imes
pro
vide
d.
• Th
e te
ache
r cal
ls o
n vo
lunt
eers
and
non
volu
ntee
rs,
and
a ba
lanc
e of
stu
dent
s ba
sed
on a
bilit
y an
d se
x.
Teac
her q
uest
ions
are
inco
nsis
tent
in q
ualit
y an
d in
clud
e fe
w q
uest
ion
type
s:
o
know
ledg
e an
d co
mpr
ehen
sion
; o
ap
plic
atio
n an
d an
alys
is; a
nd
o
crea
tion
and
eval
uatio
n.
• Q
uest
ions
are
rand
om a
nd la
ck c
oher
ence
. •
A lo
w fr
eque
ncy
of q
uest
ions
is a
sked
. •
Que
stio
ns a
re ra
rely
seq
uenc
ed w
ith a
ttent
ion
to th
e in
stru
ctio
nal g
oals
. •
Que
stio
ns ra
rely
requ
ire a
ctiv
e re
spon
ses
(e.g
., w
hole
cla
ss s
igna
ling,
cho
ral r
espo
nses
, or
grou
p an
d in
divi
dual
ans
wer
s).
• W
ait t
ime
is in
cons
iste
ntly
pro
vide
d.
• Th
e te
ache
r mos
tly c
alls
on
volu
ntee
rs a
nd
high
-abi
lity
stud
ents
.
Inst
ru
ctI
on
Cont
inue
d
66
E v A L U AT I O N T R A I N I N G W O R K B O O K
©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Aca
dem
ic
Feed
back
• O
ral a
nd w
ritte
n fe
edba
ck is
con
sist
ently
ac
adem
ical
ly fo
cuse
d, fr
eque
nt, a
nd h
igh
qual
ity.
• Fe
edba
ck is
freq
uent
ly g
iven
dur
ing
guid
ed
prac
tice
and
hom
ewor
k re
view
. •
The
teac
her c
ircul
ates
to p
rom
pt s
tude
nt th
inki
ng,
asse
ss e
ach
stud
ent’s
pro
gres
s, a
nd p
rovi
de
indi
vidu
al fe
edba
ck.
• Fe
edba
ck fr
om s
tude
nts
is re
gula
rly u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
•
Teac
her e
ngag
es s
tude
nts
in g
ivin
g sp
ecifi
c an
d hi
gh-q
ualit
y fe
edba
ck to
one
ano
ther
.
• O
ral a
nd w
ritte
n fe
edba
ck is
mos
tly a
cade
mic
ally
fo
cuse
d, fr
eque
nt, a
nd m
ostly
hig
h qu
ality
. •
Feed
back
is s
omet
imes
gi v
en d
u rin
g gu
ided
pr
actic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal a
ctiv
ities
to
sup
port
enga
gem
ent,
and
mon
itor s
tude
nt w
ork.
•
Feed
back
from
stu
dent
s is
som
etim
es u
sed
to
mon
itor a
nd a
djus
t ins
truct
ion.
• Th
e qu
ality
and
tim
elin
ess
of fe
edba
ck is
in
cons
iste
nt.
•
Feed
back
is ra
rely
giv
en d
urin
g gu
ided
pra
ctic
e an
d ho
mew
ork
revi
ew.
• Th
e te
ache
r circ
ulat
es d
urin
g in
stru
ctio
nal
activ
ities
, but
mon
itors
mos
tly b
ehav
ior.
• Fe
edba
ck fr
om s
tude
nts
is ra
rely
use
d to
m
onito
r or a
djus
t ins
truct
ion.
Gro
upin
g St
uden
ts
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty)
cons
iste
ntly
max
imiz
e st
uden
t und
erst
andi
ng a
nd
lear
ning
effi
cien
cy.
• A
ll st
uden
ts in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
All
stud
ents
par
ticip
atin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n is
var
ied
(e.g
., ra
ce, g
ende
r, ab
ility
, and
age
) to
best
acc
ompl
ish
the
goal
s of
the
less
on.
• In
stru
ctio
nal g
r oup
s fa
cilit
ate
oppo
rtuni
ties
for
stud
ents
to s
et g
oals
, ref
lect
on,
and
eva
luat
e th
eir l
earn
ing.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) a
dequ
atel
y en
hanc
e st
uden
t und
erst
andi
ng a
nd le
arni
ng
effic
ienc
y.
• M
ost s
tude
nts
in g
roup
s kn
ow th
eir r
oles
, re
spon
sibi
litie
s, a
nd g
roup
wor
k ex
pect
atio
ns.
• M
ost s
tude
nts
parti
cipa
ting
in g
roup
s ar
e he
ld
acco
unta
ble
for g
roup
wor
k an
d in
divi
dual
wor
k.
• In
stru
ctio
nal g
roup
com
posi
tion
is v
arie
d (e
.g.,
race
, gen
der,
abili
ty, a
nd a
ge) t
o m
o st o
f the
tim
e,
acco
mpl
ish
the
goal
s of
the
less
on.
• Th
e in
stru
ctio
nal g
roup
ing
arra
ngem
ents
(eith
er
who
le c
lass
, sm
all g
roup
s, p
airs
, ind
ivid
ual;
hete
roge
neou
s or
hom
ogen
ous
abili
ty) i
nhib
it st
uden
t und
erst
andi
ng a
nd le
arni
ng e
ffici
ency
. •
Few
stu
dent
s in
gro
ups
know
thei
r rol
es,
resp
onsi
bilit
ies,
and
gro
up w
ork
expe
ctat
ions
. •
Few
stu
dent
s pa
rtici
patin
g in
gro
ups
are
held
ac
coun
tabl
e fo
r gro
up w
ork
and
indi
vidu
al w
ork.
•
Inst
ruct
iona
l gro
up c
ompo
sitio
n re
mai
ns
unch
ange
d irr
espe
ctiv
e of
the
lear
ning
and
in
stru
ctio
nal g
oals
of a
less
on.
Teac
her
Con
tent
K
now
ledg
e
• Te
ache
r dis
play
s ex
tens
ive
cont
ent k
now
ledg
e of
al
l the
sub
ject
s sh
e or
he
teac
hes.
•
Teac
her r
egul
arly
impl
emen
ts a
var
iety
of s
ubje
ct-
spec
ific
inst
ruct
iona
l stra
tegi
es to
enh
ance
st
uden
t con
tent
kno
wle
dge.
•
The
teac
her r
egul
arly
hig
hlig
hts
key
conc
epts
and
id
eas
and
uses
them
as
base
s to
con
nect
oth
er
pow
erfu
l ide
as.
• Li
mite
d co
nten
t is
taug
ht in
suf
ficie
nt d
epth
to
allo
w fo
r the
dev
elop
men
t of u
nder
stan
ding
.
• Te
ache
r dis
play
s ac
cura
te c
onte
nt k
now
ledg
e of
all
the
subj
ects
he
or s
he te
ache
s.
• Te
ache
r som
etim
es im
plem
ents
sub
jec t
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt c
onte
nt
know
ledg
e.
• Th
e te
ache
r som
etim
es h
ighl
ight
s ke
y co
ncep
ts
and
idea
s an
d us
es th
em a
s ba
ses
to c
onne
ct
othe
r pow
erfu
l ide
as.
• Te
ache
r dis
play
s un
der-
deve
lope
d co
nten
t kn
owle
dge
in s
ever
al s
ubje
ct a
reas
. •
Teac
her r
arel
y im
plem
ents
sub
ject
-spe
cific
in
stru
ctio
nal s
trate
gies
to e
nhan
ce s
tude
nt
cont
ent k
now
ledg
e.
• Te
ache
r doe
s no
t und
erst
and
key
conc
epts
and
id
eas
in th
e di
scip
line
and
ther
efor
e pr
esen
ts
cont
ent i
n an
unc
onne
cted
way
.
Teac
her
Kno
wle
dge
of S
tude
nts
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of e
ach
stud
ent’s
ant
icip
ated
lear
ning
diff
icul
ties.
•
Teac
her p
ract
ices
regu
larly
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her r
egul
arly
pro
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
ispl
ay u
nder
stan
ding
of s
ome
stud
ent a
ntic
ipat
ed le
arni
ng d
iffic
ultie
s.
• Te
ache
r pra
ctic
es s
omet
imes
inco
rpor
ate
stud
ent
inte
rest
s an
d cu
ltura
l her
itage
. •
Teac
her s
omet
imes
pr o
vide
s di
ffere
ntia
ted
inst
ruct
iona
l met
hods
and
con
tent
to e
nsur
e ch
ildre
n ha
ve th
e op
portu
nity
to m
aste
r wha
t is
bein
g ta
ught
.
• Te
ache
r pra
ctic
es d
emon
stra
te m
inim
al
know
ledg
e of
stu
dent
s an
ticip
ated
lear
ning
di
fficu
lties
. •
Teac
her p
ract
ices
rare
ly in
corp
orat
e st
uden
t in
tere
sts
or c
ultu
ral h
erita
ge.
• Te
ache
r pra
ctic
es d
emon
stra
te li
ttle
diffe
rent
iatio
n of
inst
ruct
iona
l met
hods
or
cont
ent.
Inst
ru
ctI
on
Cont
inue
d
D Ay 4
67©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Si
gnifi
cant
ly A
bove
Exp
ecta
tions
(5)
At E
xpec
tatio
ns (3
) Si
gnifi
cant
ly B
elow
Exp
ecta
tions
(1)
Thin
king
The
teac
her t
horo
ughl
y te
ache
s tw
o or
mor
e ty
pes
of
thin
king
: •
•
•
•
The
teac
her p
rovi
des
oppo
rtuni
ties
whe
re s
tude
nts:
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
gene
rate
a v
arie
ty o
f ide
as a
nd a
ltern
ativ
es;
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts; a
nd
mon
itor t
heir
thin
king
to e
nsur
e th
at th
ey
unde
rsta
nd w
hat t
hey
are
lear
ning
, are
at
tend
ing
to c
ritic
al in
form
atio
n, a
nd a
re
awar
e of
the
lear
ning
stra
tegi
es th
at th
ey a
re
usin
g an
d w
hy.
The
teac
her t
horo
ughl
y te
ache
s on
e ty
pe o
f thi
nkin
g:
•
•
•
• an
alyt
ical
thin
king
, whe
re s
tude
nts
anal
yze,
co
mpa
re a
nd c
ontra
st, a
nd e
valu
ate
and
expl
ain
info
rmat
ion;
pr
actic
al th
inki
ng, w
here
stu
dent
s us
e, a
pply
, an
d im
plem
ent w
hat t
hey
lear
n in
real
-life
sc
enar
ios;
cr
eativ
e th
inki
ng, w
here
stu
dent
s cr
eate
, de
sign
, im
agin
e, a
nd s
uppo
se; a
nd
rese
arch
-bas
ed th
inki
ng, w
here
stu
dent
s ex
plor
e an
d re
view
a v
arie
ty o
f ide
as, m
odel
s,
and
solu
tions
to p
robl
ems.
Th
e te
ache
r pro
vide
s op
portu
nitie
s w
here
stu
dent
s:
•
• ge
nera
te a
var
iety
of i
deas
and
alte
rnat
ives
; an
d
anal
yze
prob
lem
s fro
m m
ultip
le p
ersp
ectiv
es
and
view
poin
ts.
The
teac
her i
mpl
emen
ts n
o le
arni
ng e
xper
ienc
es
that
thor
ough
ly te
ach
any
type
of t
hink
ing.
Th
e te
ache
r pro
vide
s no
opp
ortu
nitie
s w
here
st
uden
ts:
•
• ge
nera
te a
var
iety
of i
deas
and
al
tern
ativ
es; o
r an
alyz
e pr
oble
ms
from
mul
tiple
pe
rspe
ctiv
es a
nd v
iew
poin
ts.
Prob
lem
So
lvin
g
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h an
d re
info
rce
thre
e or
mor
e of
the
follo
win
g pr
oble
m-
solv
ing
type
s:
• A
bstra
ctio
n •
C
ateg
oriz
atio
n •
D
raw
ing
Con
clus
ions
/Jus
tifyi
ng S
olut
ions
•
P
redi
ctin
g O
utco
mes
•
O
bser
ving
and
Exp
erim
entin
g •
Im
prov
ing
Sol
utio
ns
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
G
ener
atin
g Id
eas
•
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts a
ctiv
ities
that
teac
h tw
o of
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usi o
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
The
teac
her i
mpl
emen
ts n
o ac
tiviti
es th
at te
ach
the
follo
win
g pr
oble
m-s
olvi
ng ty
pes:
•
Abs
tract
ion
• C
ateg
oriz
atio
n •
Dra
win
g C
oncl
usio
ns/J
ustif
ying
Sol
utio
n •
Pre
dict
ing
Out
com
es
• O
bser
ving
and
Exp
erim
entin
g •
Impr
ovin
g S
olut
ions
•
Iden
tifyi
ng R
elev
ant/I
rrel
evan
t Inf
orm
atio
n •
Gen
erat
ing
Idea
s •
Cre
atin
g an
d D
esig
ning
Inst
ru
ctI
on
Cont
inue
d
68
E v A L U AT I O N T R A I N I N G W O R K B O O K
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Scoring and Evidence Template for 6th/7th Grade Reading Lesson: Instruction
Evidence Notes Instruction Score
Standards and Objectives
Motivating Students
Presenting Instructional
Content
Lesson Structure and Pacing
D Ay 4
69©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Activities and Materials
Questioning
Academic Feedback
Grouping Students
70
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Teacher Content Knowledge
Teacher Knowledge of
Students
Thinking
Problem Solving
D Ay 4
71©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
reInforcement plan form
Refinement Objective:
Self-reflection question(s): Evidence: Model:
Reinforcement Area (Indicator):
Self-Analysis Question:
Evidence:
72
E v A L U AT I O N T R A I N I N G W O R K B O O K
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refInement plan form
Re�nement Area (Indicator):
Self-Analysis Question:
Evidence:
Recommendations:
73©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
additional resources
74
E v A L U AT I O N T R A I N I N G W O R K B O O K
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teacher observatIon report template
Announced Unannounced
Date ____________ Time _______
License Number __________________________________
Observer _____________________________________
Teacher Observed _________________________________
School Name _____________________________________
Observation Number ___________
'Planning ObserverScore
Instructional Plans (IP)Student Work (SW)Assessment (AS)
Environment
Expectations (EX)Managing StudentBehavior (MSB)Environment (ENV)Respectful Culture (RC)
Instruction
Standards andObjectives (SO)Motivating Students(MS)Presenting InstructionalContent (PIC)Lesson Structure andPacing (LS)Activities and Materials(ACT)Questioning (QU)Academic Feedback(FEED)Grouping Students(GRP)Teacher ContentKnowledge (TCK)Teacher Knowledge ofStudents (TKS)Thinking (TH)Problem Solving (PS)
Reinforcement Objective:
Re�nement Objective:
SelfScore
ObserverScore
SelfScore
ObserverScore
SelfScore
A D D I T I O N A L R E S O U R C E S
75©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
Adapted from the National Institute for Excellence in Teaching. Do not duplicate without permission.
Observer Signature _________________________________ Date ___________________
Teacher Signature __________________________________ Date ___________________
Observer Reflection on Observation (Optional):
Teacher Reflection on Observation (Optional):
76
E v A L U AT I O N T R A I N I N G W O R K B O O K
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educator professIonalIsm ratIng report
Teacher Name _________________________________ Date ____________
License Number _________________________________
Evaluator Name _________________________________
School Name ___________________________________
Evaluator Signature _________________________________ Date ___________________
Teacher Signature __________________________________ Date ___________________
Performance Standard Score
1. The educator is prompt, prepared, and participates in professional development opportunities.
2. The educator appropriately attempts to implement new strategies.
Gro
win
g an
d D
evel
opin
g Pr
ofes
sion
ally
3. The educator develops and works on a personal learning plan based on analyses of school improvement plans and goals, self-assessment, and feedback from observations.
4. The educator makes thoughtful and accurate assessments of his/her e�ectiveness as evidenced by the self-re�ection after each observation.
5. The educator takes action to improve his/her performance.
Re�e
ctin
g on
Te
achi
ng
6. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional or support decisions.
Com
mun
ity
Invo
lvem
ent
7. The educator actively supports school activities and events.
8. The educator adheres to school and district policies for personnel.
9. The educator works with peers in contributing to a safe and orderly learning environment.
Scho
ol
Resp
onsi
bilit
ies
10. The educator contributes to the school community by assisting/mentoring others, including collaborative planning, coaching, or mentoring other educators, or supervising clinical experiences for aspiring teachers.
A D D I T I O N A L R E S O U R C E S
77©2011, 2010 National Institute for Excellence in Teaching. Do not duplicate without permission.
InstructIons and process for onlIne certIfIcatIon assessment
To become a certified observer, you will complete a two-step process online.
1. view and evaluate a teacher lesson. 2. Answer eight questions regarding the post-conference process.
DIRECTIONS you will need to log in to the training portal with the username and password provided. From the menu of choices listed, please select “Certification.”
STEP 1a. OBSERVE A LESSON First you will be asked to watch an entire video recorded lesson. Please note that you may pause the video momentarily, but must view the entire video in order to evaluate it.
STEP 1b. EVALUATE THE LESSON Having completed watching the video, you are now ready to evaluate it. When you click the NEXT button, you will be presented with the Instruction Rubric. Select the best score for each indicator.
When you click NEXT, your scores are compared to the National Raters’ scores and when you receive a passing score, you are prompted to continue to Step 2.
STEP 2. POST-CONFERENCE In this portion of the Observer Certification, you will be presented a series of questions regarding the post-conference. Upon successful completion of this step, you will be presented an opportunity to print your certificate!
IF YOU DO NOT PASS If you do not successfully complete either portion of the process, you can retake the test in three days. you are encouraged to take advantage of your online and printed resources to prepare for the next opportunity.
IF YOU HAVE TECHNICAL DIFFICULTY Please review the Job Aide PDF available to download. If your issue continues, click CONTACT US at the bottom of the screen.
78
E v A L U AT I O N T R A I N I N G W O R K B O O K
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post-conference WrIte-up scorIng rubrIc
significantly above expectations (5)
at expectations (3)significantly below
expectations (1)
Reinforcement Area
•Identifiesthestandardwhere the teacher is most accomplished
•UtilizeslanguagefromtheInstruction standard
•Identifiesastandardwhere the teacher is At Expectations
•Utilizessomelanguageinthe Instruction standard
•Identifiesastandardwhere the teacher is not At Expectations
•Reinforcementareaisambiguous
Refinement Area
•Identifiesthemajorareaofweakness
•Refinementareaisunambiguous, explicit, and utilizes the language in the Instruction standard
•Identifiesanareaofweakness
•Refinementareautilizesthelanguage in the standard
•Doesnotaddressaneededarea of improvement
•Refinementareaisambiguous
Reinforcement Self-Analysis
Questions
•Open-endedquestionsthatfocus on the reinforcement area
•Questionsuselanguageexplicitly tied to the Instruction standard to be reinforced
•Questionsfocusonthereinforcement area
•Questionsusesomelanguage from the Instruction standard to be reinforced
•Questionsarenotwell focused on the reinforcement area
•Questionsarenotwellconnected to Instruction standards language
Refinement Self-Analysis
Questions
•Open-endedquestionsthatfocus on the refinement area
•Questionsuselanguageexplicitly tied to the Instruction standard to be refined
•Questionsfocusontherefinement area
•Questionsusesomelanguage from the Instruction standard to be refined
•Questionsarenotwellfocused on the refinement area
•Questionsdonotprovidelanguage from the Instruction standards
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significantly above expectations (5)
at expectations (3)significantly below
expectations (1)
Reinforcement Evidence
• Evidenceclearlyexhibitstheteacher’s major strength by explicitly integrating specific examples from the teacher’s observed practice
• Evidenceidentifiestheteacher’s strength by providing some examples from the teacher’s observed practice
• Evidenceidentifiesanincorrect area of strength
Refinement Evidence
• Evidenceclearlyexhibitsthe teacher’s major area for improvement by explicitly integrating specific examples from the teacher’s observed practice
• Evidenceidentifiestheteacher’s major area for improvement by providing some examples from the teacher’s observed practice
• Evidenceidentifiesanincorrect area of improvement
Recommend- ations
• Recommendationsareclear, appropriate, aimed at identified area of refinement, logically sequenced, and presented in a concise manner that will result in improved instruction in the identified area of refinement.
• Recommendationsareclearly connected to identified area of refinement, are appropriate and if carried out will result in improved instruction in refined area
• Recommendationsabsent,vague, inappropriate, unrelated to identified refinement or not aimed at improved instruction in area refined
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Additional Scoring and Evidence Template: Instruction
Evidence Notes Instruction Score
Standards and Objectives
Motivating Students
Presenting Instructional
Content
Lesson Structure and Pacing
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Activities and Materials
Questioning
Academic Feedback
Grouping Students
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Teacher Content Knowledge
Teacher Knowledge of
Students
Thinking
Problem Solving
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coachIng QuestIons for post-conferences
Standards and Objectives: » How do you decide on the standards/objectives you will teach?
» How do you identify the sub-objectives for a lesson?
» How do you decide on the method you will use to communicate the standards/objectives to students?
» How do you utilize a visual of the standards/objectives during a lesson?
» How do you communicate your expectations to the students?
» How will you obtain evidence that most students have demonstrated mastery of the objective?
Motivating Students: » How do you organize the content of a lesson so that it is meaningful and relevant to the students?
» How do you develop learning experiences that provide opportunities for students to ask questions and explore?
» How do you reinforce and reward the efforts of all students?
» Why is it important for students to have opportunities to develop their own questions and explore for the answers?
» How does motivation impact student achievement?
Presenting Instructional Content: » How do you decide on the types of visuals you will use during a lesson?
» Why is it important for the teacher to model his/her expectations for students?
» How do you plan for effective modeling during a lesson?
» How do students clearly know your expectations for their assignments and for what they are to learn?
» When planning a lesson, how do you decide on the sequencing of the instruction within the lesson?
» When planning a lesson, how do you decide on the manner in which the different elements of the lesson will
be segmented?
» How do you maintain focus in a lesson on the learning objectives?
Lesson Structure and Pacing: » How do you decide on the manner in which you will segment the different parts of a lesson?
» How do you plan for effective closure within a lesson?
» How do you plan for the pacing of a lesson that provides opportunities for students who progress at different rates?
» How do you ensure that instructional time is used efficiently throughout a lesson so that all students remain actively
engaged in learning?
Activities and Materials: » How do you decide on the types of materials you will use during a lesson?
» How do you decide on the types of activities you will use during a lesson?
» How do you develop activities that are aligned to the learning objective?
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Questioning: » How do you decide on the types and frequency of questions you ask during a lesson?
» Why is it important for teachers to ask higher-order questions during a lesson?
» How do you provide opportunities for all students to respond to your questions?
» How do you provide for wait time during a lesson?
» What is the purpose for a teacher to provide wait time?
Academic Feedback: » How do you decide on the type of feedback you provide to students?
» How do you use student feedback to make adjustments to your instruction?
» How do you engage students in providing quality feedback to one another?
Grouping: » How do you decide on the instructional grouping of students during a lesson?
» How do you hold groups and individuals accountable for work completed within a group?
» How do you decide on the roles individuals will have when working in groups?
» How do you communicate your expectations to students for their own work and that of the group?
» How do you assess the performance of groups and individuals when it is completed in a group setting?
Teacher Content Knowledge: » How do you prepare yourself to teach (insert a topic taught)?
» How do you develop or select instructional strategies to teach (insert the specific topic being taught)?
» How do you decide on the ways in which you will connect the content being taught to more powerful ideas?
» What are some other ideas to which you could have connected during the lesson?
Teacher Knowledge of Students: » How do you identify the learning styles of your students and incorporate these into your lessons?
» How do you identify the interests of your students and incorporate these into your lessons?
» How do you provide differentiated instructional methods within your lessons?
Thinking and Problem Solving: » How do you plan for activities and/or assignments that teach students different types of thinking or problem solving?
» Ask teachers to reflect on the specific activities and/or assignments utilized within the lesson and then identify the
type of thinking and/or problem solving each taught. This type of reflection will provide a means for assessing
a teacher’s understanding of analytical, practical, and research-based thinking and the types of problem solving
referenced under this indicator.
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fourth grade englIsh language arts lesson plan (traInIng example only)
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sIxth and seventh grade readIng lesson plan (traInIng example only) Lesson Plan Title: Sixth and Seventh grade Reading Lesson Concept / Topic to Teach: Story Themes Standards Addressed: General Goal(s): Communicate the essential understanding by stating that by the end of the lesson, students should understand that: 1.) “theme” is the message or truth about life revealed in a story that helps us make personal connections, and 2.) by understanding the theme of the story, it helps us to comprehend and enjoy what we read.
Specific Objectives: Students should be able to identify and analyze theme as evidenced via group activities and exit slips. Communicate the purpose of the learning objective for students by stating, “Understanding theme will help you, the reader, better understand what the author is trying to communicate to you and you will be able to gather a deeper understanding of that story’s message.”
Required Materials: » post-it notes » timers » Document reader: Elmo » Chart with written objectives/purpose of the lesson » Chart paper for reflection notes at the end of lesson » List of questions for students to ask each other in groups » Book: Money Hungry by Sharon Flake
Step-By-Step Procedures:
Anticipatory Set (Lead-In): » Connect theme to song lyrics » Connect song lyrics to personal connections » Connect personal connections to themes in stories and tie this back to the objective
Connection to previous learning:
» The four tips (title, characters, big moments and resolution) » Encourage students to implement Cornell Notes, restate questions and to use inferencing skills
Plan For Independent Practice: » Students will work in groups, ask previously prepared questions, restate questions, use Cornell Notes and display student
work on the Elmo
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Closure (Reflect Anticipatory Set): At the end of the lesson ask individual students to reflect on how they used the four tips (title, characters, big moments and resolution) to answer the essential question and write their reflection on post-its
Assessment Based On Objectives: Student reflections, exit slips/determine if their answers to the essential question ensure that they understood theme
Adaptations (For students at varying learning rates): » Students at a variety of ability levels will be included in each group in order for them to provide peer support to
each other if necessary » Teacher will also circulate during the group discussions to ensure that students at varying learning rates are able
to identify themes
Tennessee Department of Education 710 James Robertson Parkway Andrew Johnson Tower, 5th Floor Nashville, TN 37243
Ver. 5/11
This project is funded under an agreement with the State of Tennessee.
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