UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

The teacher administers a pretest and simply records the grades never analyzing the tests.When the students struggle with their fractions test, the teacher decides that she will fall behind on the pacing   guide if she revisits the topic and chooses to move on .

The third grade teachers look at one another’s fluency scores each grading period.The teacher administers and grades a pretest and notices that the majority of the class did exceptionally well.

When the students struggle with fractions, the teacher asks her veteran teammates what they did to help their   students better understand fractions.

The language arts and social studies   teams met to discuss ways to integrate their learning outcomes.

The teacher reviewed her students’ writing sample and decided the next instructional step.

When the art teacher notices that second grader Sally has trouble holding the paintbrush, she consults her classroom   teacher to see if she notices the same thing.

The third grade team compares students’ fluency scores and discusses differences.

The teacher noticed that the majority of the class did exceptionally well on the pretest and planned to skip some of the lessons.

After meeting with the social studies   team, the language arts teachers decided to work on having their students   write a comparative essay on customs in the US and Canada.

The teacher reviewed her students’ writing sample and decided to consult with her co-teacher before deciding the next instructional step.

When writing her unit plans, the teacher consults the pacing guide to be sure her students are progressing adequately.

When the art teacher notices that second   grader Sally has trouble holding the paintbrush, she reads about fine motor   coordination benchmarks to see if Sally is behind and  needs extra support.

After comparing their class’ fluency scores, teachers listen carefully to the teacher whose scores were significantly higher to hear her instructional strategies.

The teacher noticed that the majority of the class did exceptionally well on the pretest so he planned some extension activities for most of the class and met with small groups for extra support   for others.

The teacher reviewed her students’ writing sample and decided to compare/discuss her results with that of her   team before deciding the next instructional step.

When the students struggle with  fractions, the teacher asks her veteran teammate if she can observe her teaching a fractions lesson.

When the art teacher notices that second grader Sally has trouble holding the paintbrush, she observes Sally during her regular class to see if her concerns about Sally’s fine motor development   show up in all settings or just her class.