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1. My lesson plans include necessary content.
I generally use the lessons plans I already have (from the book, from a fellow teacher, etc.)
I include necessary content, but I do not connect content across disciplines.
I incude necessary content and make interdisciplinary connections, but students don't always get it.
I include necessary content and interdisciplinary connections that are clear and meaningful to students.
2. My lesson plans demonstrate appropriate sequencing of learning experiences.
My lesson plans follow the sequencing established by the textbook.
I sequence upcoming experiences based primarily on success with previous skills.
I try to sequence learning based on developmental appropriateness and instructional goals.
I always sequence learning based on developmental appropriateness and instructional goals.
3. My lesson plans provide a variety of ways for students to demonstrate knowledge and skill.
I rely on quizzes and tests.
I primarily use quizzes and tests but occasionally use project-based assessments.
I use a variety of ways at the end of class or a unit for students to demonstrate knowledge and skills.
I plan for a variety of ways throughout class to monitor student levels of knowledge and skill.
4. My lesson plans demonstrate appropriate choices of strategies, accommodations, resources and materials to differentiate instruction for individuals and groups of learners.
I don't differienate in my lesson plans but include it in my class when it's needed.
My lesson plans include strategies for low, medium and high achievers.
My plans address specific needs of specific groups in my class and also list materials used.
My plans outline differentiation, materials and my collaboration with specialized professionals.
5. My lesson plans contain evidence that I use data about students' prior experience, language proficiencies, achievement levels, and special needs
My lesson plans outline content and activities.
My lesson plans contain a separate section for enrichment and remediation.
My plans include specific interventions for specific groups of students.
My plans are based on student data and I continue to collect fresh data in all these areas throughout the year.
6. My lesson plans incorporate the class's questions and interest.
I respond to class questions but don't incorporate them into lesson planning.
I try to plan lessons which appeal to students in this age group.
I collaborate with students to design learning experiences specific to their interests.
I collaborate with students, their families, and the community to design learning experiences.
7. My lesson plans show that I design instruction to build on the class's prior knowledge, experience, and/or cultural background...
rarely. My lesson plans are text-based, but I slow down or speed up based on class progress.
sometimes. I adjust my existing lesson plans if the class is struggling.
often, but I do not allow individual learners to accelerate as they demonstrate understanding.
often, and I allow individual learners to accelerate as they demonstrate understanding.
8. My lesson plans demonstrate that I select instructional goals which incorporate higher-level learning for all students...
rarely. My students aren't ready for higher order thinking tasks.
sometimes, if I have a group of students capable of learning at this higher level.
most times. I teach higher level thinking skills and require that students use those skills regularly.
most times, and these higher level thinking skills are connected to previous units and content.
9. My lesson plans demonstrate that I select instructional goals that are appropriate for all students...
rarely. The range of ability within my class is just too broad to individualize goals.
sometimes, but the goals do not meet the established expectations for all students.
most times, and the goals are specific, measurable, time-bound, and appropriate.
most times, and the goals are specific, measurable, time-bound, appropriate, and differentiated.
10. When I select instructional goals and strategies, my lesson plans show that I consider students' individual skill levels...
rarely. My classes are too large for individualized instruction.
sometimes. I target the at-risk students and provide extra assistance for them.
lesson plans show individualization and analysis of data to select these goals/strategies.
lesson plans show individualization and analysis of multiple data points to select goals/strategies.
11. My lesson plans demonstrate that I include instructional goals that align with the state content standards/CCRS.
I list the standards on my lesson plans.
Beside the instructional goals of my lesson plans, I indicate the standard I have addressed.
Each goal on my plans is linked to a standard but goals do not culminate in performance task.
Each goal on my plans is linked to a standard and my lesson plans culminate in a performance task.
12. My lessons plans demonstrate that I include the knowledge and skills necessary for expected student performance as specified in the MS Curriculum Framework or CCRS.
My lesson plans focus on what I will do, not on what students will be able to do.
My lesson plans include a description of the final assessment that students will take.
My plans show what I will do and what students will be able to do and to what level.
My plans show students analyzing their own performance in terms of state expectations /rubrics.
13. In my lesson plans, I include opportunities to solve problems...
rarely. My students need far too much class time for problem solving.
sometimes, but generally while working independently
both independent and collaborative problem solving are a standard part of my planning.
collaborative problem solving is part of my planning, along with student publication of solutions.
14. In my lesson plans, I include opportunities to manage themselves....
rarely. My students are not mature enough to manage themselves.
sometimes, but generally during independent seat work.
often, both independently and collaboratively
for most lessons, working both independently and collaboratively.
15. In my lesson plans, I include opportunities for students to analyze, create and critique content...
rarely. My students lack the skills necessary to reach this level in classroom activities.
sometimes, but generally while working independently and while using my guiding questions.
often, both independently and collaboratively.
for most lessons, working both independently and collaboratively.
16. In my lesson plans, I include student activities that are rigorous and relevant (real-world application)....
rarely. My content doesn't really lend itself to real-world application.
sometimes, but the activities may not be both rigorous and relevant.
sometimes, and these activities are both rigorous and relevant.
often, and these activities are both rigorous and relevant.
17. When I give an assessment, I use the results to adjust individual or whole-class instructional strategies...
rarely. My assessments are primarily to determine if students have mastered content.
sometimes. If most students score low, I reteach the lesson.
often. I design follow-up activities based on each student's assessment results.
often, and I collaborate with others to design new optimal instructional strategies.
18. Following assessments, I give students individualized feedback..
rarely, I give students a grade on their assessments.
sometimes. I give students a grade on their assessments and some explanation for that grade.
often. I give students clear, actionable feedback on formative and summative assessments.
often. I give students actionable feedback and allow them to set goals to improve their performance.
19. I maintain accurate and complete records of student performance...
rarely. I record student grades an give papers and tests back to the students.
on a limited basis. My records represent summative information only.
consistently. My records represent formative and summative assessment of student performance.
consistently. My records document student performance and progress toward established goals.
20. I use a balance of formative assessments, summative assessments, and pre-assessments to support and verify learning to high expectations.
rarely. I teach and then gauge student mastery from performance on summative assessments.
sometimes. I give a few formative assessments, but primarily so students can see where they stand.
often. I use student performance on formative assessments to design summative assessments.
often. I also use data form pre=assessments to design interim instruction.
21. I use technology to support student assessments...
rarely. We have little time for and access to technology for use in classroom assessments.
sometimes. When possible I give online assessments.
often. I regularly use the district technology resources (programs and hardware) for assessments.
often. I seek out new forms of technology and new ways to use it in student assessments.
22. I use assessments that align with the established standards for student performance in the MS Curriculum Framework and/or CCRS....
rarely. I give the assessment that relates most directly to the content I teach.
sometimes. I check the framework/CCRS occasionally and adjust items so that most align.
often. I check the frameworks before each assessment and adjust items so that all align.
often. I use the standards for student performance to build student assessments.
23. During instruction, I use multiple representations and explanations of a concept, and I anticipate common misconceptions in order to prevent misunderstanding...
rarely. I use additional approaches and address misconceptions if the need arises.
sometimes. I use multiple explanations on key concepts I know to be most challenging to students.
often. I anticipate misconceptions and use multiple explanations on all key concepts.
often. I anticipate misconceptions and use multiple explanations & questioning on all key concepts.
24. During instruction I relate content to students' prior knowledge, link new concepts to familiar concepts, and make connections to student experiences...
rarely. My instruction is based primarily on the text I am using.
sometimes, when concepts lend themselves to such connections.
often. I look for ways to connect student learning to familiar concepts and student experiences.
often. I stimulate class reflection and connect concepts to experience through real-life application
25. During instruction, I connect my content to other subjects...
rarely. My subject does not lend itself to interdisciplinary connections.
sometimes. The connections, though , add little to the overall understanding to concepts I teach.
often. I also help students see how these connections shed light on the concepts I teach.
often. I engage students in making these connections and using them to explore real-world problems.
26. During instruction, I engage students in the learning process by using a variety of instructional strategies and resources that meet multiple skill levels and learning styles...
rarely. I generally use a a single instructional method suitable for the majority of the class.
sometimes. I try to differentiate instructional delivery for low, mid, and high skill levels.
often. I differentiate instruction during the unit based on skill levels and learning styles.
often. I differentiate instruction daily based on student skill levels and learning styles.
27. During instruction, I engage students by linking content to student interests...
rarely. My content does not lend itself to outside interests.
sometimes. I use student interests in class discussion, but the connection to content is difficult.
often. For each key concept, I link course content to student interests.
often. I link course content to student interests by incorporating student questions and ideas.
28. During instruction, I engage students by providing opportunities for them to individually and collaboratively solve problems
rarely. For various reasons, students are not prepared to work in groups to problem solve.
sometimes; however, group work tends to be less productive than individual work.
often. Students use learned concepts to solve problems with answers that are either right or wrong.
often. The real-world problems require student collaboration and all answers must be defended.
29. During instruction, I engage students by providing opportunities for them to individually and collaboratively manage themselves.
rarely. For various reasons, students are not prepared to manage themselves.
sometimes; however, student self management tends to be less productive in group settings.
often. Task rubrics include assessment of how well students worked to complete assignments.
often. Students determine their role responsibilities and the repercussions for not meeting those.
30. During instruction, I engage students by providing opportunities for them to individually and collaboratively analyze, create or critique content....
rarely. For various reasons, students are not prepared to analyze or critique content.
infrequently because students feel incompetent to truly analyze or critique others.
sometimes. I give students task rubrics to guide them on points to analyze and critique.
often. Following instruction, students determine key points to analyze and critique.
31. During instruction, I engage students in the learning process by having them use a wide range of technology to access, interpret and apply information......
rarely. Student research skills are limited as is their ability to synthesize and apply research.
sometimes. I provide students with research and guide them through the use in assignments.
often. I guide students through original research in order to complete assignments with accuracy.
often. I guide students through research to solve problems. Resulting solutions must be tested.
32. During instruction, I adapt my instruction based on student responses to questions I ask during class...
rarely. Content must be covered within the limited time we have.
sometimes. I reteach a concept if students perform poorly on the assessment.
often. If responses to my in-class questions indicate misunderstanding, I reteach the concept.
daily. I completely revise day-to-day lesson plans based on student responses to in-class questions.
33. During instruction, I use probing questions which require students to use higher order thinking skills...
rarely. I am primarily concerned with students remembering and understanding content.
sometimes. Assessments require students to apply what they have learned.
often. Regularly students must apply new concepts in classroom activities.
daily. Activities require students to analyze and evaluate learned content in real-world situations.
34. During instruction, I use questioning, coaching and feedback that elicit participation and discussion...
rarely. I use questions to check for understanding.
sometimes. I use questions to monitor understanding. Students often must explain their answers.
often. Student responses must be collaborative and link current content to past and future concepts.
daily. Student responses are collaborative and drive most of my classroom instruction.
35. During instruction, when students answer my questions correctly, I probe for higher level understanding...
rarely. My goal is for students to answer correctly.
sometimes. When time or topic permits, I ask additional questions after a correct response.
often. Generally, I ask students to explain their answer and classmates must contribute explanation.
daily. Students follow up correct answers with additional questions and self-directed learning.
36. During instruction, I help students make connections to other students' comments...
rarely. Students questioning peers' comments tends to lead to conflict.
sometimes. Depending on time and the topic, students are invited to respond to peer answers.
often. I have a system in place which requires student responses be followed by peer reaction.
daily. Each student in the classroom responds to peer answers either in writing or verbally.
37. During instruction, I make deliberate connections of new content to students' prior knowledge, their daily lives, and to aspects of their community and life experiences...
rarely. My content does not lend itself to such connections.
sometimes. I focus on connections to prior content but not personal connections.
often. I show students how our topic of study fits into their academic and personal lives.
daily. I lead students to draw connections between our topic and their academic and personal lives.
38. During instruction, I use examples that reflect diverse social and cultural perspectives.
rarely. My examples tend to be drawn from the text.
sometimes. When possible, I use examples which reflect the cultural diversity of the class.
often. When topic and time permit, I use examples drawn from other social and cultural perspectives.
daily. My examples in class equally represent a wide variety of social and cultural perspectives.
39. During instruction, I use strategies and activities which force students to consider multiple perspectives of an issue and expand students' understanding of local and global issues...
rarely. My content does not lend itself to activities such as this.
sometimes. If current event topics relate to course content, I mention them in class.
often. Activities regularly include examples taken from local and global issues.
often. Activities require students to create novel approaches to solve/explore local and global issues.
40. During instruction, I communicate written and oral content, expectations, explanations, directions and procedures...
rarely. I tell the students. They write down content or directions as needed.
sometimes. I post procedures and expectations in my classroom and review them with students.
often. I generally give students both the written and oral versions.
daily. I adapt my communication stylel based on student behavior, moving students to independence.
41. During instruction, the primary speaker tends to be...
me, but I invite student response to check for understanding.
me, but I invite student response to facilitate student discussion on key points.
students. I facilitate and guide their discussion and rarely dominate the discussion.
42. During instructions, I maintain eye contact and use non-verbal communication to reinforce appropriate behavior...
rarely. I frequently must correct students verbally and write referrals.
sometimes. Some students are mature enough for this approach but many are not.
often. I teach students to respect classroom protocol.
daily. I teach students to work with me to maximize learning. I adapt my communication as needed.
43. During instruction, I use developmentally appropriate language and explanations...
rarely. Often I must oversimplify language and explanations so some students can understand.
sometimes. I make sure to use terms with which my students are already familiar.
often. I use language which challenges my students.
daily. I adapt my communication style, challenging students but explaining as needed.
44. My classroom is organized and makes maximum use of space and resources...
not really. Organization is not my strong point.
somewhat. There is some organization, but it could be better.
definitely. All materials and furniture are organized and well-arranged.
definitely. All materials and furniture are organized and arranged for optimal student communication.
45. In my classroom, I use supplementary resources and technology...
sometimes, but the activity tends to not work out well.
often. Supplementary resources and technology are a regular part of my class.
46. I ensure that students have access to and time to use classroom and school resources...
rarely. Resources are limited and securing them for class use is complicated.
sometimes. I schedule occasional activities for using resources.
often. I use innovative means for creating opportunities for students to use resources.
regularly. Classroom and school resources are a standard part of my instruction.
47. In my classroom, respect...
is something I extend to my students to build rapport.
is something I use with my students to foster respectful student-teacher relationships.
is something I teach to my students in order to foster respectful relationships among students.
48. In my classroom, the diversity of students and individual achievements.....
are generally not mentioned so as to not single out anyone.
are sometimes recognized.
are frequently recognized.
are celebrated by students and used to facilitate student collaborations.
49. I ensure that my classroom is a safe place for students to voice their thoughts and opinions...
rarely. My content does not really lend itself to personal opinions.
sometimes. When time permits, I allow students to share their thoughts and opinions on the topic.
often. I encourage students to share opinions and establish class rules to ensure peer respect.
daily. I encourage student opinions and use class rules established with students for peer respect.
50. I maximize instructional time in my class by beginning class on time, establishing and following procedures, transitioning smoothly between tasks, efficiently handling disruptions, discouraging digressions, and appropriately pacing the class.
Rarely do I do all of these.
Some days I do most of these.
Most days I do most of these.
Every day I do all of these.
51. I establish a culture of learning by setting instructional goals for students which reflect high expectations of all students....
I establish a common class grade goal, but I know ahead of time which students won't make it.
I establish a common class grade goal and teach so that all students can reach that goal.
I establish a common class grade goal and help students design means for reaching that goal.
I work with students to establish their own instructional goals and their own means for reaching them.
52. I establish a culture of learning to high expectations by holding students accountable for meeting instructional goals...
rarely. Generally I accept student work as it is submitted, grade it, record it and return it.
sometimes. If I know a student can do better, I encourage him/her to revise work and resubmit.
often. I encourage all students to revise work and resubmit it.
regularly. I build peer review, student conferences, revision and resubmission into lesson planning.
53. I establish, communicate and reinforce classroom rules and expectations.
I post my class rules and review them with students when school begins.
I post my class rules and review them with students. I enforce most of them.
I post my class rules and review them with students. I enforce them throughout the year.
I work with students to design class rules, post them, and we discuss any infractions which occur.
54. I monitor student behavior and respond consistently to inappropriate behavior.
I have found it best to sometimes ignore unwanted behavior.
I address misbehavior when it reaches the point of disrupting instruction.
I address all misbehavior with all students as it occurs.
I address misbehavior the same way with all students and establish procedures to prevent it.
55. I proactively seek out and participate in professional learning activities.
I attend some of the professional learning activities scheduled by my school.
I attend all of the professional learning activities provided by my school.
I attend my school's professional learning activities and seek out additional training.
I attend my school's PD, seek out additional PD, and then coach/train other teachers.
56. I integrate lessons learned from PD into lesson plans, instructional strategies and/or classroom procedures...
when I can, but most of the information is not applicable to my classroom.
I use the lessons learned, but most do not become a regular part of my classroom.
I use the lessons learned and modify as needed to best benefit my students.
I use the lessons learned, adapt to my classroom, and share lessons learned with peers.
57. For professional development, I develop and maintain a plan for continuous improvement based on district goals, analysis of student assessment results and on my annual performance appraisal.
I attend and participate in PD provided by the school district.
I develop a plan for my own PD in addition to that provided by the district.
I develop my own PD plan based on district goals, student performance and my teacher evals.
I coach and collaborate with peers to develop a PD plan based on district, student and personal goals.
58. I model and teach ethical use of information and technology, including appropriate documentation of sources and respect for others in use of social media.
We don't really do research in my class and I don't teach about social media.
During class, I publicly give credit for borrowed material and occasionally advise on social media.
I regularly include research and directly teach proper documentation; I teach digital citizenship.
I collaborate with peers to maximize opportunities to teach research skills and digital citizenship.
59. I comply fully with school and district regulations and timelines.
I follow the rules, except for the ones that make no sense, and meet most deadlines.
I follow the rules, but voice my opinion about the ones that make little sense, and meet deadlines.
I follow district rules and regulations and work to submit requirements before deadlines.
I lead/collaborate with peers to ensure our full compliance with regulations and meeting deadlines.
60. In order to maintain effective communication with families, I provide information about student progress and activities.
I post grades in the online grading system which parents can check.
I give students a syllabus for the year and post grades in the online grading system.
I use a variety of methods to post weekly classroom activities and I post grades weekly.
I post weekly class activities and design ways to have students discuss their grades with parents.
61. In order to maintain effective communication with families, I engage families in the instructional program and class activities.
I don't often try this any longer due to low parental involvement.
For a few key activities throughout the year, I invite parents to help with class activities.
I often solicit parent participation and feedback on instructional plans and activities.
I regularly incorporate student and parent feedback in instructional content and activities.
62. In order to maintain effective communication with families, I involve parents in establishing expectations for student development and achievement.
At the beginning of the year, I send parents a survey about their expectations for their child.
Occasionally, I request parent conferences to address problems with students failing or misbehaving.
I regularly solicit parental input regarding how to best ensure their child's achievement.
I regularly work with students and their families to establish and track expectations and achievement.
63. As part of the school's professional learning community, I participate in the PLC and in school and district events and projects.
I am not part of an established PLC but I do attend some district events.
When asked, I participate in the district's PLC, projects and events.
I volunteer for participation in almost all of the district's PLCs, projects and events.
I lead and recruit others to participate in a variety of the district's PLCs, projects and events.
64. As an active member of professional learning community, I collaborate with educators to reflect, problem-solve, and share new ideas in order to improve student performance and teaching practices.
I seldom have time to work with other teachers.
I attend scheduled PLC meetings and complete required walk-through observation forms.
I volunteer for participation in PLCs beyond my own and for additional peer observations.
I lead efforts in collaboration in PLCs and follow up peer observations with conferences.
65. As a member of a professional learning community, I contribute to school-wide efforts to build a supportive culture, to identity common goals, and to evaluate progress towards those goals.
I am not part of the school-wide team.
I participate in efforts of the groups who establish the goals, but I don't help set or monitor them
I participate in some phases of development or monitoring of school-wide goals.
I participate in and recruit my peers to participate in development and monitoring of school goals.
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