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Making adjustments to changing conditions
Seizing on a teachable moments
Connection to the guide-Best 1st Instruction, differentiate scaffold and well planned
Minute by minute formative assessment cycle
committed to the learning of all students
don't give up easily-commitment to portrait of a graduate
Mid-course corrections
engage in learning even when having setbacks

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Assessment had to be integral and part of the lesson and instruction

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*Directions are clear, students understand what to do; best first instruction.
Linked to prior knowledge
Students are encouraged to think on their own
Complex tasks are scaffolded
Language is vivid, rich and error free
Lessons use precise, academic language
Use of analogies and metaphors to make explanations clear and visual
*Teachers convey that teaching and learning are powerful
Teachers provide models and additional help when needed

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The teacher needs to be able to monitor studen learning and assessments are formative 

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The teacher needs to be able to monitor studen learning and assessments are formative 

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Lessons has a beginning, middle, and end (closure) Closure includes student reflection

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Lessons has a beginning, middle, and end (closure) Closure includes student reflection

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Feedback must be timely and constructive

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Feedback must be timely and constructive

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Discussion - student responses are valued and explain thinking

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Teacher needs to be aware and monitor behavior 

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Teacher needs to be aware and monitor behavior 

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At the distinguish level, students are part of creating the rubric 

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At the distinguish level, students are part of creating the rubric 

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Students are checking work against clear criteria

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Students are checking work against clear criteria

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Productive struggle as "doers" of the learning

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Productive struggle as "doers" of the learning

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Cooperative small groupings to incite non formulaic responses 

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Cooperative small groupings to incite non formulaic responses 

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Aligned to Guide within the assessment cycles by purpose 

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Aligned to Guide within the assessment cycles by purpose 

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Aligned to Guide as the students are assessing their own learning 

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Aligned to Guide as the students are assessing their own learning 

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Aligned to Guide as students and teachers are utilizing the Cycle of Inquiry process

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Aligned to Guide as students and teachers are utilizing the Cycle of Inquiry process

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Supports district initiative of Mastery Learning and Equity 

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Supports district initiative of Mastery Learning and Equity 

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Page 9 of the Guide Portrait of a Graduate