UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

The teacher forges ahead with a presentation without checking for understanding. (D)

The teacher presents the lesson and asks all students to complete a worksheet   independently. (D)

When the students are doing group work or individual work, the teacher does not   walk around and assess student completion.

The teacher presents the lesson and asks all students to complete a worksheet   with support from their peers if necessary.

The teacher wants the students to share what they have learned, but only calls   upon 2-3 to share.

All questions are presented with two answer options for the students. All   assessments are in multiple choice format.

Teacher provides timely feedback by calling a group of students to his table to   reinforce yesterday’s lesson.  (D)

As teacher circulates following the lesson she takes notes of which students she   may need to meet with to revisit the previous lesson.

Teacher asks students if they need another example before moving on with the rest of   the lesson.

Teacher shares a second strategy for adding double-digit numbers with regrouping   after noticing some students look confused.

When addressing the varsity team, the teacher uses the analogy comparing the   demands of a hard basketball game to that of the pioneers.

Teacher asks students to take notes during the lesson.

Teacher asks students to look over their papers to correct their errors. (D)

The teacher asked students to make a “Double-Bubble Diagram” comparing football   and soccer. (M)

Students are taught to identify, analyze and evaluate weak references. (M)

Teacher says, “Thumbs up if you understand, sideways if you kind of get it and thumbs   down if you’re confused.”

The teacher uses exit tickets to elicit evidence of individual student understanding. (D)

Teacher says, “Yes, that is a really good question. Does anyone have an answer for   Jorge?”

Teacher asks students to share their responses and the explanation behind their   responses.

Teacher asks students to record their knowledge and share their notes with their   tablemates to record any information they may have missed. (M)

The teachers asked the students to pair up with a partner to share their   classification and identify potential errors in their respective understandings. (M)

Students are asked to defend their own thesis statements, topic sentences or   hypothesis conclusions. (M)

After having introduced a few of the more common errors in reasoning, the teacher asks students to watch a debate and record any errors they observed. (M)