UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

Teacher simply puts an A on a student’s weeklong writing   assignment.

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

The teacher says: “Good job, everyone.”  (D)

Teacher scans class from her desk to be   sure all students are on task.

Teacher writes, “Improved paper!” on a student’s weeklong writing   assignment.

The teacher, after receiving a correct response from one student,   continues without ascertaining whether all students understand the concept. (D)

Teacher says, “You guys all got this right, I guess I need to try harder questions!”

Teacher uses guided practice if students cannot perform the skill, strategy, or process independently. (M)

Teacher uses “wait time” effectively. (M)

Teacher provides manipulatives to student struggling with fractions.

Teacher writes, “Improved details throughout the paper.” on a student’s weeklong writing assignment.

Teacher gives students a rubric with specific detailing expectations   for their “Biography” assignment.

The teacher uses a specifically-formulated question to elicit evidence of student understanding. (D)

After conferring with a student while circulating the room, the   teacher says, “I’ll be back by in a few minutes to check in with you and see   how things are going!”

Teacher does a “whoop whoop” after a struggling student gave a correct response.

Teacher is heard saying, “I love the use of a question as a hook for your story!”

Teacher uses technology to monitor student progress. (M)

Teacher winks at a student after they displayed their response on a white board.

Teacher asks students to use their “Think Log” to reflect on their understanding of how   dialogue can propel the action, reveal aspects of a character or provoke a decision. (M)

After a lesson on insects, the teacher asks her first graders to stand and share one thing   they learned about insects. (M)

While students are working, the teacher circulates, providing substantive feedback to individual students. (D)

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

Students evaluate a piece of their writing against the writing rubric and confer with the teacher about how it can be improved. (D)

Teacher tells students to have a peer edit their paper before turning it in grading. (M)

Teacher volunteers books and web sites as resources at the   back table as needed by the entire class, groups of students, or individual students.   (M)

Teacher assigns a student the next level of difficulty after reviewing the student’s scores   via website records. (M)

Teacher asks students to offer feedback to their classmates on their work.  (M)

Teacher asks   students to share their “Think Log”   entries where they were asked to reflect on their understanding of how   dialogue can propel the action, reveal aspects of a character or provoke a   decision. (M)

After a lesson on insects, the teacher asks her first graders to stand and share one thing   they learned and ask one question they have about insects. (M)