Planning Instruction part 2 (TEXAS)

CRITERIA RATINGS

STRATEGIES FOR INSTRUCTION Standard 1: Instructional Planning and Delivery A. Teachers design clear, well organized, sequential lessons that build on students’ prior knowledge. ii. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. iii. Teachers connect students’ prior understanding and real-world experiences to new content and contexts, maximizing learning opportunities. C. Teachers design lessons to meet the needs of diverse

EXPERT: 20 pts PROFICIENT: 16 pts DEVELOPING: 12 pts NOVICE: 8 pts

Explicit and detailed opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Meaningful opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Adequate opportunities for authentic engagement using an anticipatory set, student collaboration, and/or writing activities.

Limited opportunities for authentic engagement through an anticipatory set, student collaboration, and/or writing activities.

Small group instruction fully supports learning objectives, activities and outcomes.

Specific evidence of planning for small group instruction (content for different groups, mini- lesson objectives, etc.) where applicable.

Adequate evidence of planning for small group instruction (content for different groups, mini- lesson objectives, etc.) where applicable.

Instructional examples, teacher modeling, or other input is not aligned with objective or lesson activities.

Instructional examples, teacher modeling, or other input is detailed and explicitly supports the objective and lesson activities.

Instructional examples, teacher modeling, or other input is specifically aligned with objective and lesson activities.

Instructional examples, teacher modeling, or other input is adequately aligned, but may lack detail or be loosely supportive of the objective and lesson activities.

Explicit evidence of activities that require critical thinking or problem solving are expertly aligned with the lesson objective.

Activities that require critical

thinking or problem solving

are in place and align well with

the objective.

Activities that require critical thinking or problem solving are inferred but may lack detail or alignment with objective.

Activities that require critical thinking or problem solving are lacking or not included. No apparent alignment with the objective.

Multiple strategies for learning lesson content, utilizing at least three different modalities, are available to students. May include nontraditional activities, or assessments.

Strategies for learning lesson

content include at least three

different modalities, used

appropriately.

Strategies for learning lesson

content include at least two

different modalities used

appropriately.

Lack of strategies for learning

lesson content or strategies used

inappropriately.

learners, adapting methods when appropriate. iii. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. E. Teachers promote complex, higher- order thinking, leading class discussions and activities that provide opportunities for deeper learning

ii. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem

solving.

CRITERIA RATINGS

LITERACY STRATEGIES Standard 2: Knowledge of Students and Student Learning C. Teachers facilitate each student's learning by employing evidence-based practices and concepts related to learning and social-emotional development.

iii. Teachers apply evidence-based strategies to address individual student learning needs and differences, adjust their instruction, and support the learning needs of each student.

Standard 3:

EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

* Literacy components (comprehension, text structures, opportunity for written response, etc.) are detailed and enhance the lesson content along with literacy development, where appropriate.

* Literacy components (comprehension, text structures, opportunity for written response, etc.) are present in all appropriate areas.

* Some Literacy components (comprehension, text structures, opportunity for written response, etc.) are present where appropriate.

* Literacy components (comprehension, text structures, opportunity for written response, etc.) are minimal or may not be present.

* Detailed information about required vocabulary for lesson, detailed and specific indication of direct or indirect vocabulary instruction.

*Specific information about required vocabulary for lesson, adequate indication of direct or indirect vocabulary instruction.

* Adequate information about required vocabulary for lesson, some indication of direct or indirect vocabulary instruction.

* Limited information about required vocabulary for lesson, little or no indication of direct or indirect vocabulary instruction.

*Detailed and specific supports (graphics, animations, examples, etc.) for academic language included.

*Meaningful supports (graphics, animations, examples, etc.) for academic language included.

*Some supports (graphics, animations, examples, etc.) for academic language included.

*Minimal supports (graphics, animations, examples, etc.) for academic language included.

*Materials presented are specifically intended for reading level of the students, with consideration given to students below level.

*Materials presented are specifically intended for reading level of the students.

*Materials presented are appropriate for reading level of the students.

*Materials presented may not be appropriate for reading level of the students.

Content Knowledge and Expertise

B. Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content expertise.

iii. Teachers promote literacy and the academic language within the discipline and make discipline- specific language accessible to all learners.

*Writing requirements (if present) are explicitly matched to the level of the students and enhance the learning and engagement of the lesson content.

*Writing requirements (if present) are meaningful and well matched to the level of the students.

*Writing requirements (if present) are appropriately matched to the level of the students.

*Writing requirements (if present) are not well matched to the level of the students.

CRITERIA RATINGS

USE OF TECHNOLOGY Standard 1: Instructional Planning and Delivery E. Teachers promote complex, higher-order thinking, leading class discussions and activities that provide opportunities for deeper learning iii. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery.

EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Explicit evidence of integration of technology with pedagogy and content (TPACK) and alignment with ISTE standards.

*Appropriate evidence of integration of technology with pedagogy and content (TPACK).

*Some attempt of alignment with ISTE standards and/or TPACK integration.

*Vague alignment with ISTE standards, or standards do not match lesson objective.

*Technology is efficiently used for learning in a manner that is inconceivable without the technology.

*Technology enhances and supports mastery of the objectives.

*Student use of technology is present, but connection to lesson content is weak.

*Minimally supports the lesson content.

*Supports student collaboration, creativity, critical thinking, problem solving, and digital citizenship.

*Some indication of support of student collaboration, creativity, critical thinking, problem solving, and digital citizenship.

*Student use of technology may not necessarily enhance learning of content, but it is not a distraction.

*Use of technology may be disorganized or feel disconnected to student learning.

*Lesson includes meaningful components of blended learning with online assignments, instruction, opportunities for

collaboration, or product

creation.

*Teacher models digital fluency, innovation or citizenship preparing for student use.

*Teacher’s use of technology is an attempt to model digital fluency, innovation or citizenship.

*No student use of technology present in lesson.

*Provides immediate feedback to students about learning.

**Technology is used to assess learning when appropriate. May provide some feedback to students about learning.

*Used to deliver content, but there may be minimal student interaction with technology.

*Technology is used to address diverse student needs.

*Technology is available to address diverse student needs.

CRITERIA RATINGS

REFLECTION Standard 1: Instructional Planning and Delivery B. Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. i. Teachers plan instruction that is developmentally appropriate, is standards driven and motivates students to learn. ii. Teachers use a range of instructional strategies, appropriate to fit the content area, to make subject matter accessible to all students. C. Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate. ii. Teachers plan student groupings,

EXPERT: 20 pts PROFICIENT: 16 pts. DEVELOPING: 12 pts. NOVICE: 8 pts. Fully explains how the instructional strategies used make the subject matter more accessible to students. Strategies used are correctly targeted to meet learning needs of 3 different groups.

Explains how the instructional strategies used make the subject matter more accessible to students Strategies used are correctly targeted to meet learning needs of at least 2 different groups.

Somewhat explains how the instructional strategies used make the subject matter more accessible to students. Strategies used are targeted to meet learning needs of at least 2 different groups, but may not be effective.

Weak or lacking an explanation of how the instructional strategies used make the subject matter more accessible to students. Strategies used are not targeted to specific groups and/or not effective.

In depth analysis of grouping strategies used. Match well with task and goal. Applies cooperative grouping best practices.

Criteria used to group students is fully explained and appropriate for the task. Demonstrates understanding of cooperative grouping best practices.

Criteria used to group students is somewhat explained and appropriate for the task. Demonstrates some understanding of cooperative grouping best practices.

Criteria used to group students either not explained or inappropriate for the task. Demonstrates little or no understanding of cooperative grouping best practices.

Explicit connection between each instructional strategy and specific motivation and learning theories, all of which are applied correctly.

Makes connection between instructional strategies and relevant motivation and learning theories, which are applied correctly.

Some connection between instructional strategies and relevant motivation and learning theories. May be incomplete.

Very little or no connection between instructional strategies and relevant motivation and learning theories. May be incomplete and/or incorrect.

Reflection paragraphs are well-organized. Mechanics and language usage are excellent with few or no errors.

Reflection paragraphs are organized, Mechanics and language usage are good with few errors.

Reflection paragraphs are somewhat organized. Mechanics and language usage contain errors that do not detract from the meaning.

Reflection paragraphs are loosely or not organized. Mechanics and language usage are poor and detract from meaning.

Includes fully elaborated description of how a growth mindset and persistence will be encouraged throughout the lesson.

Includes solid description of how a growth mindset and persistence will be encouraged throughout the lesson.

Includes some idea of how a growth mindset and persistence will be encouraged throughout the lesson.

Includes little or no description of how a growth mindset and persistence will be encouraged throughout the lesson.

including pairings and individualized and small-group instruction, to facilitate student learning.