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SO THAT STUDENTS UNDERSTAND!

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Utilizes student data sources to connect to instructional strategies.

IN teachers typically use fewer sources to capture student data.

Distinguished teachers typically have varied mediums and methods for capturing student data.

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Dimension 1.1 deals with lesson planning and aligning to standards.

To be proficient, all goals must be aligned with standards and sequenced. The lesson has a goal and all activities work towards that goal.
As you move into Accomplished, there is more focus on measurable goals and data and deepening understanding.

Distinguished is the only one that mentions real-world applications and a logical sequence.

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Provides opportunities for learning regularly and consistently
Accurately sequences instruction for student understanding
Consistently and proactively develops teaching techniques so that’s rude ta understand

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Teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement

DISTINGUISHED - STUDENTS have opportunities to generate questions and take ownership of their learning - instruction is based on all needs

PROFICIENT - students are encouraged to engage in higher level thinking activities - activities are aligned to instructional purpose

IMPROVEMENT NEEDED - encouraged little to no complex thinking and lack of student understanding

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Teachers must provide feedback to students regarding data from formal and informal assessments in order to facilitate student responsibility.

IN teachers typically do not provide any timely feedback regarding data from assessments.

Distinguished Teachers typically provide detailed and student-centered feedback in a timely manner.

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All
High academic
Student led
Higher up its student center and the lower is teacher

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District Expectations
Attire
Professional Demeanor
Consistent everyday
Reflective
Improve/modify
Ongoing learning and engaged with PD and Professionally Learning Community
Leadership Opportunities
Communication through all mediums and all people

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Student-centered
All
Always
Consistently
Ensures mastery
Differentiated
Proactively
Adapts

Teacher centered
Rarely
One-size fits alls
Recognize
Some

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Imp needed: not connecting to student experiences
Dev: Most lessons is prior knowledge
Proficient: all lessons connect to prior knowledge, differentiated lessons
Accomp:  more student led, students apply prior knowledge and strengths.
Dist: All lessons are complete differentiation; student led; connect prior knowledge to enhance each other’s learning. More student responsibilities for their own learning

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Few engaged, most engaged, all engaged, all engaged and collaborating positively, all engaged and encouraging in the learning environment

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It goes from unaware to recognizes to anticipates to uses the misunderstandings and misconceptions of students.

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From few/no formal & informal assessments to varying intensities of assessment and data collection.

IN teachers tend to have no systems in place for assessment and data handling.

Distinguished Teachers typically have several intense or varied systems in place for formal and informal assessments, data collection and handling.

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The number of students goes from little, some, most, to all.

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Bloom’s level of questioning is higher level for distinguished.