Memphis Framework

8/6/2019 Memphis Framework

1/17

TeacherEffectivenessMeasureFrameworkandRubricversion2.0revise


2/17

MemphisCitySchools*TeacherEffectivenessMeasureTeachingandLearningFrameworkRubric

RevisedJuly27,2012

PLAN1:KNOWYOURSTUDENTSINORDERTOPLANYOURINSTRUCTIONEFFECTIVELY

OVERVIEWOFREVISIONS:

Nomajorcontentchangesweremade.EdPlanwasaddedtothenotesasadataresourceforteachers.

5SignificantlyAboveExpectations/

4AboveExpectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowExpec

ForLevel4-AllevidencesupportingLevel3is

present,aswellasoneofthefollowing:


present,aswellastwoormoreofthefollowing:

Teacherproactivelyandappropriatelysharesinformationwithotherindividuals

whocanimpactstudentachievement(e.g.

resourceteachers,othercontentarea

teachers,counselors).

Teachertakesstudentsand/orfamilyinputintoaccountduringtheplanningprocess.

Teachersplansmakecontentpersonallymeaningfulandrelevanttostudents.

Thefollowingbestdescribeswhatisobserved:

Teacherusesthreeormoresourcesofdatatoattainstudentscurrentperformance

levels.1

Teachersknowledgeofstudentsperformancelevelsisregularlyusedtoplaninstruction.2

Teacherusesknowledgeofstudentsinterests,backgrounds,andlearningneeds

intheplanningprocess.


Teacherusesonetotwosourcesofdatatoattainstudentscurrentperformance

levels,and/orresourcesusedmaynot

accuratelydeterminestudentscurrent

performancelevels.

Teachersknowledgeofstudentsperformancelevelsissporadicallyor

occasionallyusedtoplaninstruction.

Teachersporadicallyoroccasionallyusesknowledgeofstudentsinterests,

backgrounds,andlearningneedsintheplanningprocess.

Thefollowingbestdescribeswhati

Teacherdoesnotusedatatodstudentscurrentperformanc

Teachersknowledgeofstudeperformancelevelsisnotused

instruction.

Teacherdoesnotuseknowledstudentsinterests,backgrounlearningneedsintheplanning

Note:

Teachersshouldnotshareinformationthatmaybeconfidentialorsensitivetostudentswithoutfirstobtainingappropriatepermissiontodoso.

1EdPlanisadistrictdatasourcethatteacherscanusetoretreivediversedatainformationregardingstudents.Othersourcesthatcanbeusedtoattainstudentscurrentperformancelevelsinclude,butarenotlimitedto,end-of-yearassessme

assessments,interestsurveys,learningstyleinventories,pre/posttests,andteachercreatedassessments.2Instructionalplanscaninclude,butarenotlimitedto,flexiblegroups,targetedinstructionalstrategies,andreteaching.


3/17


RevisedJuly27,2012


Revisionsnotethatteachersareusingcoursegoalsinsteadofdevelopingcoursegoals.SeefirstdescriptoratLevel3. Somewhatnebuloustermslikeambitiouswerequalifiedtooffermoremeasureabledetails.Seefootnote3asanexample. Revisionsincludeateachersattentiontostandardsappropriaterigorlevel(s)whenplanning.Footnoteswereaddedtoexplainhowrigorlevelsareassignedduringplanning

BloomsRevisedTaxonomy.Seefootnote4andthefirstdescriptoratLevel3asexamples.

PLAN2:SETTHROUGH-COURSEANDEND-OF-COURSEGOALS

5SignificantlyAboveExpectation/

4AboveExpectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowEx





Teacherdevelopsambitious3andmeasurablethrough-courseandend-of-coursestudent

achievementgoal(s)forindividualsandthe

classthatarealignedtothecontent

standards.

Allornearlyallstudentscancommunicatethegoal(s)andassessment(s).

Familymembersareengagedinunderstandingstudentgoalsandhowthey

areassessed.


Teacherusesmeasurablethrough-courseandend-of-coursestudentachievementgoalsfor

individualsandtheclassthatalignwith

prescribedlevelsofrigorforeachstandard4.

Teacherconsistentlyusesstudentdatatoanticipateandplanfordifferentiationand

scaffoldingneedssothatstudentsmeetthrough-courseandend-of-coursegoals.5

Moststudentscancommunicate6theirprogresstowardthegoal(s)andhowtheywillbeassessed.


Teacherusesmeasurablethrough-courseandend-of-coursestudentachievementgoalsfor

theclass,butnotforallindividualstudents,

thataresomewhatalignedtostandards

prescribedlevelofrigor.

Teacheroccasionallyusesstudentdatatoanticipateandplanfordifferentiationandscaffoldingneedssothatstudentsmeet

through-courseandend-of-coursegoals.

Halfofthestudentscancommunicatetheirprogresstowardthegoal(s)andhowthey

willbeassessed.

Thefollowingbestdescribeswha

Studentachievementgoalsmeasureableoralignedtot

prescribedlevelofrigor.

Teacherdoesnotusestudeanticipateandplanfordiffe

scaffoldingneedssothatstu

through-courseandend-of

Lessthanhalfofthestudencommunicatetheirprogres

goal(s)andhowtheywillb

Note:

Through-coursegoalsrefertoon-going/formativegoals,andend-of-coursegoalsrefertosummative/annualgoals.

3Ambitiousgoalsarethosethataimtogrowastudenttwoormoreyearsabovewhereheorsheisuponenteringacourseorgrade.TVAAScanbeusedtogaugestudentgrowthforstudentsintestedareasandpreandpostdataspecifictoco

canbeusedtogaugestudentgrowthforstudentsincourseswithoutTVAASdata.4BloomsRevisedTaxonomyisusedtogaugeastandardslevelofrigor.Thestandardsrigorlevelsmovefromthelowerlevelsofremembering,understanding,andapplying,tothehigherlevelsofanalyzing,evaluati

standardsarenotappropriateforthehigherendsofthetaxonomyandviceversa.Somestandardsbuildcontentandskillsfromthelowerleveltothehigherlevel,andshouldbeaddressedwithintheappropriatetim

lesson/unitplan.5SeePlan1forstudentdatasources.Thesedatashouldbeusedtoinformhowateacherscaffoldsanddifferentiatesinstructionfortheclass,groupsofstudents,and/orindividuals. 6Goalsshouldbecommunicatedinamannerthatisappropriateforstudentsgradeanddevelopmentallevels.


4/17


RevisedJuly27,2012


RevisionsincludedescriptorsthatdirectlyalignwithallTeachindicators.See#3a-datLevel3. Revisionsincludeattentiontostudentscitingevidence,focusingontext,andcommunicatingcomplexideasindiverseways,whichareallexplicitinstructionalshiftsinherentin

CoreStateStandards.See#3a-datLevel3.

PLAN3:CREATEORADAPTSTANDARDS-BASEDINSTRUCTIONALPLANSANDASSESSMENTSGUIDEDBYPACINGANDCONTENTFROMINSTRUCTIONALMAP

5SignificantlyAboveExpectations/4Above

Expectations

3

MeetingExpectations

2

BelowExpectations

1


ForLevel4-AllevidencesupportingLevel3ispresent,aswellasoneofthefollowing:

ForLevel5-AllevidencesupportingLevel3ispresent,as

wellastwoormoreofthefollowing:

Rubricsorexemplarsaredevelopedpriortoteaching. Studentsparticipateinthedevelopmentofformative

assessments7.

Plansarecreatedtoensurethatmoststudentswillbeabletodescribehowsuccessonassessmentswillbe

measured.


Usingtheinstructionalmapsasaguide,theteacherselects,adaptsorcreatesinstructionalplansbydoingallofthe

following:

1) Identifyingcontentstandardsthatstudentswillmaster.

2) Aligninginstructionalplanstothrough-courseandend-of-coursegoals.

Teacherconsistentlyusesappropriatelycomplextextandtasks8intermsofcontentandvocabularytosupportstudentsmasteryofplannedlearningobjectives.9

Teacherensureslessonsincludeallofthefollowing:1) Formativeand/orsummativeassessmentsthatmeasure

studentprogresstowardperformanceobjectives.

2) Lessonobjectivesalignedtothecontentstandardsandconnectedtopriorlearning.

3) Instructionalstrategiesalignedtostandards-basedobjectivesthat:

a. Bringstudentstomeetobjectivesthroughexplanationoftasks,activities,and/ordiscussionsandleadthemtodeepunderstandingofcontent.

b. Usedifferentiationtoorganizelearningactivitiesandscaffoldingtosupportlearning.

c. Providebriefandextendedassignmentopportunitieswherestudentsutilizetext,constructargumentsand/or

makeinferencestocommunicatecomplexideasto

others.

d. Anticipatescommonstudentmisunderstandingsandplansredirectionthroughquestioningsothatstudentsrealizeandcorrecttheirthinking.


Usingtheinstructionalmapsasaguide,theteacherselects,adaptsorcreatesinstructionalplansbydoingsomeofthe

following:

1) Identifyingcontentstandardsthatstudentswillmaster.

2) Aligninginstructionalplanstothrough-courseandend-of-coursegoals.

Teachersporadicallyusesappropriatelycomplextextandtasksintermsofcontentandvocabularytosupportstudentsmasteryofplannedlearningobjectives.

Teacherensureslessonsincludesomeofthefollowing:1) Formativeand/orsummativeassessmentsthatmeasure

studentprogresstowardperformanceobjectives.

2) Lessonobjectivesalignedtothecontentstandardsandconnectedtopriorlearning.

3) Instructionalstrategiesalignedtostandards-basedobjectivesthat:

a. Bringstudentstomeetobjectivesthroughexplanationoftasks,activities,and/ordiscussionsandleadthemtodeepunderstandingofcontent.

b. Usedifferentiationtoorganizelearningactivitiesandscaffoldingtosupportlearning.

c. Providebriefandextendedassignmentopportunitieswherestudentsutilizetext,constructarguments

and/ormakeinferencestocommunicatecomplex

ideastoothers.

d. Anticipatescommonstudentmisunderstandingsandplansredirectionthroughquestioningsothatstudentsrealizeandcorrecttheirthinking.

Thefollowingbestdescribeswhatisobs

Theinstructionalmapisnotusedinstructionalplans.

Teacherdoesnotuseappropriatintermsofcontentandvocabular

masteryofplannedlearningobjec

Teacherslessonincludesnoneo1) Formativeand/orsummativea

studentprogresstowardperform

2) Lessonobjectivesalignedtothconnectedtopriorlearning.

3) Instructionalstrategiesalignedobjectivesthat:

a. Bringstudentstomeetobjectivtasks,activities,and/ordiscu

deepunderstandingofconte

b. Usedifferentiationtoorganizescaffoldingtosupportlearni

c. Providebriefandextendedasswherestudentsutilizetext,cand/ormakeinferencestoc

ideastoothers.

d. Anticipatescommonstudentmplansredirectionthroughqu

realizeandcorrecttheirthin

Note:

Rubricsandexemplarsmaynotbeapplicableforalllessons.

7Studentsmayparticipateindevelopingrubricsorothercontentassessments.Theseformativeassessmentsaremoreteacher-generatedformativeassessmentsversustraditionaldistrictmandatedformativeassessments.8Appropriatecomplexitymeansbothaligningthetasktotherigorofthestandardandensuringthatthetext/taskisdevelopmentallyappropriateforeachstudent9Textuse/selectionsareguidedbydistrictsinstructionalmaps,whichreferenceCommonCoretextselections.SeeP2,footnote4formoreinformation.


5/17


6/17


RevisedJuly27,2012


Revisionsfocusonstudentsmakingindependentconnectionsandconsideringmultipleperspectivestodemonstrateunderstandingandproblemsolve.TheserevisionsareattunderstandingandapplicationinstructionalshiftsinherentintheCommonCoreStateStandards.SeefirstdescriptoratLevel3andthethirdandfourthdescriptorsatLevel

Revisionsaretweakstov1.0tomakelanguagemoresuccinct.

TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY

5SignificantlyAboveExpectations/4AboveExpectations

3MeetingExpectations

2BelowExpectations

1SignificantlyBelowE


present,aswellastwoofthefollowing:


present,aswellasthreeormoreofthefollowing;

Teacherexplains/demonstratesconceptsinawaythatactivelyinvolvesstudentsinthe

learningprocess.

Explanations/demonstrationspromotestudentinterestinthecontent.

Studentsmakeindependentconnectionsthroughclassroominteractionsdemonstrating

thattheyunderstandthecontentatahigher

level.

Students,whenpossible,considermultipleperspectivesandapproachestolearning.10


Teachersexplanations/demonstrationsofcontentareclearandaccurate.Theybuild

studentunderstandingofcontentandconsider

multipleperspectives/approachestosolve

problemsorinterprettext/content.

Teachermakesconnectionswithothercontentareas,studentsexperiencesandinterests,orcurrentevents.

Teacherusesdevelopmentallyappropriatelanguageandexplanations.

Teachergivesclear,precisedefinitionsandusesspecificacademiclanguage.11

Whenanexplanationisnoteffectivelyleadingstudentstounderstandthecontent,theteacher

adjustsquicklyandusesanalternativewayto

explaintheconcepteffectively.

Studentsaskclarifyingand/orextensionquestionswithpromptingorsupportfrom

teacher(ifappropriate)becausetheyare

engagedinthecontent.


Teachersexplanationsaregenerallyclear,coherent,andaccurate,withafewexceptions,

buttheymaynotbeentirelyeffectivein

buildingstudentunderstandingofcontentor

offeringmultipleperspectives/approachesto

solveproblemsorinterprettext/content.

Teachermakesconnectionswithothercontentareas,studentsexperiencesandinterests,or

currentevents,buttheconnectionsdonot

makethecontentrelevantorbuildstudent

understandingandinterest.

Teacherusessomelanguageandexplanationsmaynotbedevelopmentallyappropriate.

Teachersometimesgivedefinitionsthatarenotcompletelyclearorprecise,orsometimes

maynotuseacademiclanguagewhenitis

appropriatetodoso.

Whenanexplanationisnoteffectivelyleadingstudentstounderstandtheconcept,the

teachermaysometimesmoveonorre-explain

inthesamewayratherthanprovidean

effectivealternativeexplanation.

Studentsmayasksomeclarifyingquestionsshowingthattheyareconfusedbythe

explanations.

Thefollowingbestdescribeswh

Teachersexplanationsmaincoherentorinaccurate,

generallyineffectiveinbu

understandingofcontent.

Teacherdoesnotmakecocontentareas,studentsex

interests,orcurrentevent

Muchoftheteacherslangdevelopmentallyappropr

Teacherfrequentlygivesudefinitions,orfrequentlym

languagewhenitisappro

Teacheradheresrigidlytoexplainingcontentevenw

explanationisnoteffectiv

tounderstandtheconcep

Studentsmayfrequentlyaquestionsshowingthatth

theexplanations,orstude

consistentlyfrustratedor

ofunclearexplanations.

10Examplesinclude,butarenotlimitedto,multiplewaystosolveaproblemandmultipleinterpretationsoftext/content.11Academiclanguageincludestheusageofcorrectgrammarandpronunciationinbothwrittenandverbalcontexts.


7/17


RevisedJuly27,2012


Newdescriptoraddedtofocusattentionongradeleveltextandtaskcomplexitythatareappropriatetodiverselearninglevels.PerCommonCoreStateStandards,teachersarscaffoldand/ordifferentiateinstructioninwaysthatallowstudentstoaccessgradelevelcontent.SeelastdescriptoratLevel3.

Moredetailswereaddedtofootnotes11-13toofferexamplesregardingdifferentiation,scaffolding,andtext/taskcomplexity.

TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowE




present,aswellasthreeormoreofthefollowing:

Teachermakesthelessonreachabletoallstudentsatdifferentlearninglevels/styles.

Teachermakesthelessonchallengingtoallstudentsatdifferentlearninglevels.

Teacherdesignsthelessontoincorporateadditionalresourcesthatextendbeyondthedistrictscurriculum.

Teacherengagesstudentsinthelessonbyusingvisualsorothermedia.


Teachermakesthelessonreachabletostudents12.

Teacherensuresthelessonmeetsstudentswheretheyareacademically.

Teachermakesthelessonchallenging13tostudents.

Teacherusesappropriatelycomplextext,tasks,andactivitiestosupportstudents

masteryofobjectives.14


Teachermakesthelessonreachabletosomestudents.

Teachermakesthelessonchallengingtosomestudents.

Teacherdirectmoreofthelessonthanappropriate,althoughstudentshavesome

opportunitiestopracticemeaningfully,apply,

anddemonstratewhattheyarelearning.

Teachersporadicallyoroccasionallyusesappropriatelycomplextextandtasksintermsofcontentandvocabularytosupportstudents

masteryofplannedlearningobjectives.


Teachermakesthelessonstudents.

Teacherdoesnotmaketheforstudents.

Teacherdirectsthelessonfewopportunitiestopract

apply,anddemonstratew

learning.

Teacherusestextortasksappropriatelycomplexintvocabularyand/ordoesno

masteryofplannedlesson

Note:

Examplesofadditionalresourcesincludemanipulatives,teacher-createdmaterials,anditemsfromvariousreal-worldsources(e.g.,banks,libraries,museums,etc.).

12Tomakecontentreachableforallstudents,ateachermightdifferentiatecontent,process,orproduct(usingstrategiesthatmightincludeflexiblegrouping,chunkinggradeappropriatetexts,ortieredassignments

thatstudentsareabletoaccessthelessonsothattheyeventuallymeetorexceedgradelevelstandards.13Inorderforstrategiestoleadstudentstoadeeperunderstandingofthecontent,ateachermustunderstandstudentscurrentlevelsofperformanceandthenpurposefullydesigninstructionalstrategiesthatwill s

learningtoadeeperlevelsothattheymeetorexceedgradelevelexpectations. Scaffoldingisdefinedbybreakingtasksdownintosmallerelements.Examplesofscaffoldingincludeactivatingpriorknowledge,bre

smallerparts,modelingorhavingstudentsverbalizetheirthinkingprocess.Therearemanyeffectivetechniquesforscaffoldinglearning;however,scaffoldingshouldbewellexecutedandappropriatetothelesson

Conversely,thetechniquescanalsobeusedineffectively.Inordertobeeffective,thescaffoldingtechniquemustbewellexecutedandappropriatetotheobjectives,andthussucceedinaddressingthestudentsmis14Districtsinstructionalmapsguidetextuse/selections.TaskcomplexityreferstoengagingstudentsinwaysthataligntoBloomslevelsofrigorregardingthelessonsstandards-basedobjective(s).Ataskwhosest

rigorlevelofevaluationshouldnotbelimitedtoactivitiesthatonlyrequirerememberingorapplying.


8/17


RevisedJuly27,2012


NewdescriptoraddedatLevel3(lastdescriptor)tofocusonstrategiesthatpositionstudentstodiscussandwriteaboutcomplextextandtasks. Levels4/5-seconddescriptorinTEM1.0removedbecauseitisreferencedinT1. EarlychildhoodandspecialeducationTEM2.0addendum/notesincludewithpromptingandsupportfromtheteacherfordescriptorsthatarenotwordedindevelopmenta

languageforearlylearnersorstudentswithdisabilities.

TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTOENGAGEWITHCONTENT


Expectations

3

MeetingExpectations

2

BelowExpectations

1




ForLevel5-AllevidencesupportingLevel3ispresent,aswellasallofthefollowing:

Studentsareprovidedwithchoicesandtaughthowtoself-selectstrategiesthatwillhelp

themmasterlessonobjectives. Studentscanexplainordemonstratethe

strategiestheyuseandhowtheyrelateto

whattheyarelearningintermsofcontent

standards.


Strategiesarealignedtothelessonobjectives. Strategieshaveaclear,intentionalpurpose. Strategiesenablestudentstomeetorexceed

lessonobjectiveswithappropriatescaffolding

anddifferentiation.15

Thereisanappropriatebalancebetweenteacher-directedinstructionandstudent-centeredlearning.

Studentspractice,apply,anddemonstratewhattheyarelearningthroughdiscussion

and/orwritingaboutcomplextext,tasks,or

concepts.


Strategiesaresomewhatalignedtothelessonobjectives.

Someinstructionalactivitiesclearlyhaveapurposerelativetoaccomplishingthe

objectivewhileotherskeepstudentsbusy

withoutapurposefuluseoftime.

Differentiationandscaffoldingstrategiesusedbytheteacherarenotappropriateforallstudentsandonlysomestudentsmeetlesson

objectives.

Studentshavesometimetopractice,apply,anddemonstratewhattheyarelearning

throughdiscussionand/orwritingabout

complextext,tasks,orconcepts,butthereis

moreteacher-directedinstructionthan

appropriate.


Strategiesarenotalignedtobjectives.

Instructionalactivitiesdonpurposeandkeepstudents

purposefuluseoftime.

Strategiesdonotenablestlessonobjective.

Lessonisalmostentirelytestudentshavefewopportu

apply,anddemonstratewhlearningthroughdiscussio

aboutcomplextext,tasks,o

15Appropriatescaffoldinganddifferentiationofstrategiesoccurbyusingstudentperformancelevelstodifferentiatetheprocessstudentsusetoengageincontentand/ortheproductsstudentsarerequiredtoprodu

differentatiedproductsareultimatelyalignedtothelevelofrigorrequiredbylessonobjectives.SeeT3footnotesformoreinformation.


9/17


RevisedJuly27,2012


Revisionsincludeattentiontostudentscitingevidenceandfocusingontext/contentthroughwritinganddiscussion.SeedescriptorsthreeandfouratLevels4/5andalldescrTheserevisionsalladdresstheCommonCoreStateStandardsfocusonstudentsbeingmoreindependentthinkers,problemsolvers,andconstructorsofviablearguments.

TEACH5:USESTRATEGIESTHATDEVELOPHIGHER-LEVELTHINKINGSKILLS


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowE





Teacherusesstrategiesthatchallengestudentstoprobeforhigher-orderunderstanding,

synthesizecomplexmaterials,andarriveat

newunderstanding.16

Teachersquestionspushstudentsbeyond

theirinitialthinking.

Studentsindependentlygeneratetheirownquestionsandstrategiestodemonstrate

understandingandappropriateapplicationof

concepts.

Studentsmonitortheirownthinkingtoensurethattheyunderstandwhattheyarelearning.


Teacherengagesstudentsinactivities,tasks,and/ordiscussionsthatbuildonasolid

foundationofknowledgeleadingtohigher

orderthinkingskills.

Questionsandtasksareclearandscaffoldedinwaysthatleadstudentstoahigherleveland

requirethemtociteevidenceorallyand/orin

writingtojustifyasolution(s) 17.

Teachermodelshisorherownthoughtprocessforgeneratingandaskingquestionssothatstudentsbegintogeneratetheirown

questions.18

Teacherprovideshelpful suggestionsand/orredirectswithquestions,ratherthansimply

providingtheanswers.


Teacherengagesstudentsintasksandactivitiesand/ordiscussionsthatbuildona

solidfoundationofknowledge,butrarelybring

studentstohigherorderthinking.

Questionsandtasksrarelybringstudentstohigherorderthinkingorrequirestudentsto

citeevidence.

Teachershareshisorherownthoughtprocessforgeneratingandaskingquestions,butdoesnotaskstudentstodeveloptheirown

questionsasaresult.

Teachergenerallydefaultstoansweringhis/herownquestionsorgivingstudents

answers.


Teacherdoesnotengagesactivitiesthatextendtheir

Teacherasksprimarilylowquestionsareconfusingto

requirestudentstociteev

Teacherdoesnotmodelhithoughtprocessforgenera

questions,anddoesnotas

developtheirownquestio Teacherdoesnotprovide

studentsareunabletoans

16Synthesisofcomplexmaterialsreferstostudentslogicallycombiningideasfromdiversetext/orcontenttoarriveatanew,idea,understanding,defense,analysis,application,orcreation.17Levelsofthinkingshouldbealignedwiththestandard-basedobjectiveslevelofrigor.Perthestandardtowhichateacheristeaching,itmayormaynotbeappropriatetoseealessononlymovefromremember

understandingbasedonwheretheteacheriswithintheunitofstudy. 18Teachermightmodelhisorherthinkingusingtexttogeneratethoughts,grapplewith,and/oraskquestionsoftextasafoundationforstudentstobegindevelopingtheirownquestionsandstrategiesforeachotherusingtextasaresultofm

Amathexampleofthisdescriptorisateacherusingathinkaloudtodecontextualizeamathwordproblemorpatternsothatstudentsseehowthewordsequatetomathematicaloperations(wordproblem)orsothatstudentsunderstandhow

repeat(pattern).


10/17


RevisedJuly27,2012


Nomajorcontentrevisionsweremade.Someofthelanguagewasrevisedtobemoresuccinct.

TEACH6:CHECKFORUNDERSTANDINGANDRESPONDAPPROPRIATELYDURINGTHELESSON


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowE





Teacherchecksforunderstandingatallkeymoments.

Teacherusesavarietyofmethodstocheckforunderstanding.

Theteacherintegratesinformationgainedfromthechecksbymakingadjustmentstothe

contentordeliveryofthelesson,asneeded.

Teacheranticipatesstudentmisunderstandingsandaddressesthemby

redirectingquestionsand/oroffering

discussionsthatleadtoproblemsolving. Teacherisabletoaddressstudent

misunderstandingseffectivelywithouttaking

awayfromtheflowofthelessonorlosingthe

engagementofstudentswhodounderstand.


Teacherperiodicallychecksforunderstanding

ofcontent.

Teachermaintainsthepulseoftheclassunderstandinginordertoadjustinstruction.

Teachermakesappropriateandeffectiveadjustmentstothelessonwhenneeded.

Teacherusesscaffoldingtechniquesasneededtoenablestudentstoconstructtheirown

understandings.

Whenamisunderstandingoccurs,theteacherrespondswithanotherapproach/strategy.


Teachersometimeschecksforunderstanding

ofcontent,butmissesseveralkeymoments.

Teachergetsapulseoftheclassunderstandingfrommostchecks.

Teacherattemptstomakeadjustmentstothelessonbuttheadjustmentsarenoteffective.

Teachermayprimarilyrespondtomisunderstandingsbyusingscaffolding

techniquesthatareteacher-drivenwhen

student-driventechniquescouldhavebeen

effective.

Teachermaysometimespersistinusingaparticulartechniqueforrespondingtoa

misunderstanding,evenwhenitisnot

succeeding.


Teacherrarelyorneverch

understandingofcontent,

keymoments.

Teacherdoesnotgetanacclassunderstandingfrom

Teacherdoesnotattempt Teachermayonlyrespond

misunderstandingsbyusin

techniquesthatareteache

student-driventechniques

effective.

Teachermayfrequentlypeparticulartechniqueforre

misunderstanding,evenw

succeeding.

Notes:

Ateacherdoesnotnecessarilyhavetocheckwitheverystudentinordertogaugetheunderstandingoftheclass(getthepulse).Aseriesofquestionsposedtotheentireclasscanenableateachertogetthepulseoftheclassifthetunderstandingusingstrategieslikefist-to-five,whole-classwhiteboardresponses,etc.Iftheteacherfindsthatmanystudentsdidnotunderstandsomepartofthelesson,andimmediatelyreteachesthatparttotheentireclass,thissh

gettingthepulseoftheclassbecausetheteachergainedenoughinformationtobeabletoadjustsubsequentinstruction.

Forsomelessons,checkingthepulseoftheclassmaynotbeanappropriatestandard.Forexample,ifstudentsarespendingthemajorityoftheperiodworkingonindividualessaysandtheteacherisconferencingwithafewstudentsfortheteachertochecktheunderstandingoftheentireclass.Inthesecases,theteachershouldbejudgedbasedonhowdeeplyandeffectivelys/hechecksfortheunderstandingofthestudentswithwhoms/heisworking.

Insomelessons,itisappropriatetocheckforunderstandingofdirections,inadditiontocheckingforunderstandingofcontent.However,ateacherwhoonlychecksforunderstandingofdirectionsandrarelyorneverchecksforundeeffectivelycheckingforunderstanding.

Atsomepointsinalesson,itisnotappropriatetoimmediatelyrespondtostudentmisunderstandings(forexample,atthebeginningofaninquiry-basedlesson,orwhenstoppingtorespondtoasinglestudentsmisunderstandingwouofinstructionaltimefortherestoftheclass).Insuchcases,aneffectiveteachermightwaituntillaterinthelessontorespondandscaffoldlearning.Observersshouldbesensitivetothesesituationsandnotpenalizeateacherforfailin

misunderstandingsimmediatelywhenitwouldbemoreeffectivetowait,providedthattheteachermakessomearrangementtoaddressthemisunderstandingslaterandmakesthiscleartothestudents.

19Forexample,theteachermightneglectsomestudentsoraskverygeneralquestionsthatdonoteffectivelyassessstudentunderstanding.


11/17


RevisedJuly27,2012


Nomajorcontentrevisionsweremade.Someofthelanguagewasrevisedtobemoresuccinct. Indicatorsfootnoteswereremoved;theoneremainingfootnotereferencesappropriatepacingversusspecifictimes.

TEACH7:MAXIMIZEINSTRUCTIONALTIME


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowE



ForLevel5AllevidencesupportingLevel3is


Teacherexecutesthelessonatanappropriatepacethatengagesstudents.

Studentswhofinishassignedworkearlyhavesomethingelsemeaningfultodo.

Teachermakesreal-timeadjustmentstolessonpacingbasedoninformationgatheredfromchecksforunderstandingifneeded.


Teacherhasinstructionalmaterialspreparedatthestartofclass.

Instructionaltimeiseffectivelymaximized.Studentswaittimeisminimal.

Teacherspendsanappropriateamountoftimeoneachpartofthelesson.

Teacherexecuteslessonatanappropriatepace20,suchthatstudentsarealmostnever

disengagedorleftwithoutanythingmeaningful

todo.


Teacherhasmostinstructionalmaterialspreparedatthestartofclass.

Instructionaltimeisnotalwaysmaximizedandstudentsmaybeidleforshortperiods oftimewhilewaitingfortheteacher.

Teachermayspendtoomuchtimeononepartofthelesson.

Teacherexecuteslessonatamoderatepace,butstudentsaresometimesdisengagedorleft

withoutanythingmeaningfultodo.


Teacherdoesnothaveinspreparedatthestartofcla

Instructionaltimeisnotustudentsmaybeidleforsi

timewhilewaitingforthe

Teachermayspendaninaoftimeononeormorepa

Teacherexecuteslessonaandstudentsarefrequent

withoutanythingmeaning

Note:

Teachersshouldnotbepenalizedifstudentsareworking/discussingingroupsandtheteacherisrotatingthroughouttheroom,observing,listening,andquestioningtoenhancestudentsunderstanding.

20Thelessonspacingspeedshouldbeapproporatetothecontentcovered,instructionalstrategiesused,andlessonadjustmentsmadebasedonateacherschecksforunderstanding.


12/17


RevisedJuly27,2012



CULTIVATELEARNINGENVIRONMENT1:BUILDARESPECTFUL,LEARNING-FOCUSEDCLASSROOMCOMMUNITY


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowE

ForLevel4-AllevidencesupportingLevel3ispresent,aswellastwoofthefollowing:



Studentsdemonstratefrequentpositiveengagementwiththeirpeers.

Thereisevidencethattheteacherhasindividualizedrelationshipswithstudentsin

theclass.

Studentsaresupportiveoftheirpeers. Studentsgivepraiseorencouragementtotheir

peerswhenappropriate.


Teacherdemonstratespositiverapportwithclass.

Teacherreinforcespositivebehaviorandgoodacademicwork.

Teacherpromotesanenvironmentwherestudentsworkhard,remainfocusedandperseverethroughchallenges.

Studentsareengagedandinvestedintheirwork.

Studentsfeelsafetotakeonchallengesandriskfailure.21

Teacherpromotesarespectfullearningenvironment.22


Teacherhasapositiverapportwithsomestudentsbutnotothersordemonstrateslittle

rapportwithstudents.

Teacherrarelyreinforcespositivebehaviorandgoodacademicwork,doingsoforsome

studentsbutnotforothersinameaningful

way.

Teacheroccasionallypromotesanenvironmentwherestudentsworkhard.

Studentsaregenerallyengagedintheirwork,butarenothighlyinvestedinit. 23

Somestudentsarewillingtotakeacademicrisks,butothersmaynotbe. 24

Studentsaregenerallyrespectfuloftheteacherandtheirpeers,buttherearesomeexceptions.


Theremaybelittleornoerapportbetweentheteach

ortheremaybeevidencetanegativerapportwithstu

Teachermayneverreinforandgoodacademicwork,o

foronlyafewstudents.

Teacherdoesnotpromotewherestudentsworkhard

demonstratedisinterestor

intheirwork.

Studentsaregenerallynotchallengesandriskfailure

Studentsmayfrequentlybtheteacherortheirpeers.

Notes:

Anexampleofstudentsbeing-supportiveoftheirpeersisstudentscollaboratingandhelpingeachother. Briefinterruptionsduetostudentexcitement(forexample,whenastudentaccidentallyshoutsoutananswerbecauses/heisexcitedtorespondtothequestion)shouldnotbecountedagainstateacherunlesstheyoccurconstantlyan

withthelessonorwiththeabilityofotherstudentstorespond.

21Forexample,studentsareencouragedtoanswerquestionsandfeelcomfortableaskingtheteacherforhelp.22Forexample,studentslistenanddonotinterruptwhentheirpeersaskoranswerquestions.23Forexample,studentsmightspendsignificanttimeoff-taskorrequirefrequentreminders;studentsmightgiveupeasily;ortheteachermightcommunicatemessagesabouttheimportanceofthework,butthereis

studentshaveinternalizedthem.24Forexample,somestudentsmightbereluctanttoanswerquestionsortakeonchallengingassignments;somestudentsmightbehesitanttoasktheteacherforhelpevenwhentheyneedit;orsomestudentsmight

negativelywhenapeeranswersaquestionincorrectly.


13/17


14/17


RevisedJuly27,2012


Revisionsincludestudentsengagementintheselectionofresourcesthatsupporttheirlearningwithspecificattentiontostudentsawarenessoftherelevanceandreliabilityochoose.CommonCoreswritinganchorstandards,whichundergirdallCommonCorestandards,focusonstudentsabilitytoresearchtobuildandpresentknowledge.


CULTIVATELEARNINGENVIRONMENT3:USECLASSROOMSPACEANDRESOURCESTOSUPPORTINSTRUCTION


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelowE





Useofspaceandmaterialsareutilizedtoenrichlearning.

Resourcesortoolsareavailabletosupportandextendstudentlearning. Teacherconsidersstudentinterestswhen

selectingresources.

Studentsdeterminetherelevanceandreliabilityofavailableresources.

Studentsselectresourcesthathelpthemtodemonstratetheirunderstandingof

conceptsand/orcompletionoftasks.


Useofspaceandmaterialspromoteslearning. Classroomresourcessupportinstruction. Resourcessupportactivitiesthathelpstudents

achievemasteryofstandards.25

Resourcesareleveledordifferentiatedbasedonstudentneeds,andareusedtohelp

studentsmeetorexceedstandards.


Useofspaceandmaterialsrarelypromoteslearning.

Classroomresourcesinconsistentlystimulatestudentinterestinthecontent.

Resourcesinconsistentlysupportactivitiesthathelpstudentsachievemasteryof

standards. Resourceslevelingordifferentiationis

misalignedbasedonstudentsneeds,and/or

arenotusedtohelpstudentsmeetorexceed

gradeorcourselevelexpectations.


Useofspaceandmaterialslearning.

Classroomresourcesdonointerestinthecontent.

Resourcesdonotsupportstudentsachievemasteryo

Note:

Examplesofhowresourcescanextendlearningincludepostingindictorsofmasterywithstudent-friendlyexplanationsormaterialsthatstudentscanusetoextendtheirlearningaftertheyhavecompletedinstructionalassignments.

25Resources(includingcoretexts,interventionprogramsorsupplementarymaterials)areselectedbasedontheiralignmenttostandardsandstudentsneedswhereappropriate.Resourcesarenotsimplyusedbecaurather,theteacheristhoughtfulandstrategicabouthowtousetheresourcesgiventhestudentsneedsintheclassroom.


15/17


RevisedJuly27,2012



CULTIVATELEARNINGENVIRONMENT4:MANAGESTUDENTBEHAVIOR


Expectations

3

MeetingExpectations

2

BelowExpectations

1






Behavioralexpectationsarecleartoallstudentsandthereislittleevidenceofoff-task

behaviorintheclassroom.

Studentsself-managetheirbehaviorand/orre-directtheirpeerswhenappropriate.

Expectationsforstudentbehavioraresoclearlyunderstoodthatthereislittleneedtorefertothem.

Flowofthelessonisrarelyimpededbyinappropriateoroff-taskstudentbehavior

(becausenosuchbehavioroccursorwhen

suchbehavioroccurstheteacheraddresses

it.)


Behavioralexpectationsarecleartomoststudentsresultinginonlyoccasionaloff-task

behavior.

Teacherregularlypromotesandreinforcespositivebehavior.26

Off-taskbehaviorisredirectedinamannerthatsolvestheissueandmaximizes

instructionaltime.

Disruptivebehavior27isde-escalatedwithlittleinterruptiontoinstructionaltime.


Behavioralexpectationsmaybeunclearorinconsistentresultinginfrequentoff-task

behaviorintheclassroom.

Teacherrarelypromotesandreinforcespositivebehavior.

Off-taskbehaviorisredirectedinamannerthatmaynotsolvetheissueand/orinterrupts

someinstructionaltime.

Disruptivebehaviorisde-escalatedwithsomeinterruptiontoinstructionaltime.


Behavioralexpectationsarclear.

Teacherdoesnotpromotepositivebehavior.

Off-taskbehaviorisnotredmannerthatsolvestheissu

significantlyinterruptsinst

Disruptivebehaviorcausesinterruptiontoinstruction

26PositivereinforcementsconsistentwithResponsiveClassroomandNo-Nonsensenurturingshouldbeimplementedwhereappropriate.27Disruptivebehaviorcanbedefinedasbehaviorthatrequiressignficantteacherinvervention.


16/17


RevisedJuly27,2012


Revisionsincludeasub-descriptorregardingmonitoringstudentsmasteryofstandards.Seeseconddescriptorssub-descriptoratLevel3.

REFLECTANDADJUST1:MONITORPROGRESSRELATIVETOTHROUGH-COURSEANDEND-OF-COURSEGOALS


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelow





Teacherproactivelyleadsdataanalysiswithcolleaguesandofferspositivesuggestions.

Moststudentsknowtheirprogresstowardsmasteryofthrough-courseandend-of-course

goals. Familiescanarticulatestudentsprogressusing

dataasareference.

Families,students,andteacherengageindiscussionsaboutstudentsstrengthsandareas

ofgrowthandcreateanactionplantosupport

students.


Teacheranalysisofstudentdataincludestheuseofassessmentsthatmeasuremanyaspects

ofstudentprogress28.

Teacherroutinely:1) usesassessmentstomeasureandmonitor

studentsprogresstowardmasteryofcontentstandardsandprogresstoward

through-courseandend-of-coursegoals.

2) providesstudentswithmultiplewaysofdemonstratingmastery.29

Teacheristimelyinrecordingthestudentprogressdataandusesasystem30thatallows

foreasyanalysisofstudentprogresstoward

mastery.31


Teacheranalysisofstudentdataincludestheuseofassessmentsthatmeasureonetotwo

aspectsofstudentprogress.

Teachersometimesusesassessmentstomeasurestudentsprogresstowardmasteryof

contentstandards.

Teacherrarelyrecordsthestudentprogressdata.


Teacheranalysisofstudenincludetheuseofassessm

additionalaspectsofstud

Teacherdoesnotroutinelmeasurestudentsprogre

contentstandards.

Teacherdoesnotroutinelprogressdata.

Note:

Studentprogresscanincludeareassuchasacademics,behaviorandattendance.

28Aspectsofstudentprogresscanincludeareassuchascriticalthinking,behavior,attendance,andmasteryofcontentknowledge.

29Examplesofmultiplewaysthatmasterycanbedemonstratedincludeassessmentmethodslikeselectedresponse,constructedresponse,performancetasks,andpersonalcommunication.30Systemsforrecordingstudentprogressincludegradebooks,spreadsheets,andcharts.31Examplesofdataanalysiscanincludeidentifyingtrends,itemanalysis,and/oridentifyingareasforreteaching.


17/17


RevisedJuly27,2012


Norevisionsweremade.

REFLECTANDADJUST2:USESTUDENTDATATOINFORMANDMODIFYINSTRUCTIONALPRACTICE


Expectations

3

MeetingExpectations

2

BelowExpectations

1

SignificantlyBelow





Teacherprovidesopportunitiesforstudentstoself-manageon-goingpracticeofaskillin

additiontoformalreteaching,if

developmentallyappropriate.

Teacheractivelyseeksfeedbackfrompeersand/orstudentsandmakesadjustmentstoinstructionasaresult.

Teacherspiralsskillsandconceptstoensuremaintenanceofknowledge.

Teacherdesignsstrategicandtargetedinterventionsbasedondeficienciesinskillsor

knowledgeasidentifiedbydataresults.


Teacherroutinelymodifiesdailyinstructionbasedonresultsofdata.

Teacherslong-termplansareroutinelyadjustedtoaccommodatereteaching.

Teachersreteachingmeetstheneedsofindividualsandgroupsinordertoensure

studentprogress.32


Teacherrarelymodifiesinstructionbasedonresultsofdatawhenneeded,orchangesin

instructionoccurbuttheyarenotbasedon

data.

Teacherslong-termplansareinfrequentlyadjustedtoaccommodatereteaching.

Teacherattempts33reteaching,butitdoesnotmeettheneedsofindividualsand/orgroups.

Thefollowingbestdescribesw

Teacherdoesnotmodifyresultsofdata.

Teacherslong-termplanaccommodatereteaching

Teacherdoesnotmakea

Notes:

Anexampleofanopportunityforstudentself-managementcanincludestationsthatstudentscangotowhentheyarefinishedwiththeirassignmentsthatfocusondifferentskillsorstandard. Examplesofspiralingincludeprovidingplansforwhenreteachingwillhappenforindividualsandgroupsofstudentsandadjustmentsofcurrentlessonplans. Interventionforstudents,whoaredeficientwithcertainskillsandconcepts,shouldoccurdaily.Formativeassessmentsshouldbeusedtodeterminedeficiencies.

32Studentprogressisdefinedbyprogresstowardmasteryoflessonobjectives,through-coursegoals,andend-of-coursegoals.33Anunsuccessfulattemptatreteachingcanbetheresultofreteachinginthesamemannerthecontentwasoriginallytaught,demonstratingalackofunderstandingofwhythefirstattemptwasunsuccessful.

Memphis Framework

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