UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

The teacher returns a paper to a struggling student with a lot of   corrections all over. (M)

The teacher returns the students’ paper three weeks after the assignment. (M)

The students do poor on an assignment but the teacher teaches the next assignment the exact same way.

The teacher is mindful of limiting their corrections when grading   a struggling student’s paper. (M)

Students use a computer program that is designed to generate a varied sequence of steps depending on the students’ responses.  (M)

The teacher passes back the students’ essay with a specific goal for next steps. (M)

The teacher comments, “I like your strong introduction.  Now try to use that same kind of imagery throughout the paper today.”

The teacher says, “Remember that the answers to your math problems are in the   back of your book if you get stuck tonight.” (M)

After reviewing students academic notebooks, the teacher calls students to her desk for individual conferences. (M)

The teacher walks around the class mentally noting students’ level of understanding during independent work time.

The   teacher says, “Now turn to your neighbor and explain to them how to do exponential notation.”

The teacher walks around the class with an ipad, noting students’ level of   understanding during independent work time.

The teacher has a probing discussion with a student asking “How much money made   in the community might be used by the community for specific projects.” (M)

The teacher takes time to teach students how to provide suggestions to their   peers in a supportive manner. (M)

The teacher says, “Look at the rubric to decide what skill you want to focus on for this essay.”

The   teacher says, “Remember that the answers to your math problems are in the   back of your book. Please put a star next to the problems that you needed to use the answers to support your completion of that problem.” (M)

The teacher says, “Please be sure to attach both your individual and peer assessments with your paper.”

The teacher says, “Now give your study buddy feedback as to how well they   explained how to do exponential notation.”

The teacher uses information from her ipad notes to plan instruction for three various groups of students.

The teacher reviews student test scores and peer evaluations of the project   before assigning groups for the next unit

The art teacher notices, through unobtrusive observation, that her student is   using brush strokes adaptations beyond what were taught, and notes that in her grade book. (M)

You hear the students say, “Wow, look how many more words a minute you read this   week.” (M)

The teacher says, “Look at the rubric that I returned and the one you filled out on this writing paper to decide what skill you want to focus on for this next essay.”

The teacher asks, “If you had problems with questions 3-5, come back to the table so we can try a few more examples together.”

The teacher asks the students to fill out a questionnaire asking about the timeliness and effectiveness of their feedback. (M)