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Performance Areas

Learning Environment: To what extent does the classroom environment support all students to learn?
Engagement in Learning: To what extent does the instruction support and engage all students?
Maximizing Learning: To what extent do all students retain and apply their learning?
Outcomes of Learning: Professional Growth Priority & Student Improvement

Each performance area title is accompanied by an Essential Question. The essential question summarizes what the observer would be looking for when observing the lesson. The Essential Question is what is answered using the evidence collected in the observation.

Performance area 1 is the basics of the classroom – does the classroom environment support all students’ learning? Here is where you’ll tag evidence related to classroom procedures, behavior management, and access for all students. This area is necessary for learning – but not sufficient. Classrooms must be supportive of student learning – but just b/c classrooms are supportive that does not guarantee that students will learn.

Performance area 2 is where you’ll code evidence related to the objective, sequence of teaching and learning, pacing and materials. Performance area 2 is really about the teaching and learning happening in the classroom. You would not likely have a teacher successful in performance area 2 unless he/she has built a strong learning environment (which is captured in performance area 1).

Area 3 is the big whammy – are kids learning? This is where it all comes together – a solid environment for learning and solid content and delivery then leads to students learning. This performance area is where you’ll code evidence of students learning – their discussions, assignments, etc.

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Levels of Performance

Level 1	Level 2	Level 3	Level 4
Teacher is attempting instructional strategies but is not successful, or teacher may not be attempting strategies Instruction is not leading to student learning Students may not be appropriately engaged in the learning environment	Teacher has a plan for instruction, but may fall short in implementation Instruction is strong some of the time, but not consistently high level Students may be quiet and compliant, but all students may not be learning	Teacher is consistently meeting expectations Students not only compliant with instructions, but are actively engaged in learning Students demonstrate their learning through a variety of mechanisms	Teacher is consistently excellent Students actively learning at high levels Class is accelerating student learning to close gaps

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Levels of Performance

Level 1	Level 2	Level 3	Level 4
Teacher is attempting instructional strategies but is not successful, or teacher may not be attempting strategies Instruction is not leading to student learning Students may not be appropriately engaged in the learning environment	Teacher has a plan for instruction, but may fall short in implementation Instruction is strong some of the time, but not consistently high level Students may be quiet and compliant, but all students may not be actively learning	Teacher is consistently meeting expectations Students not only compliant with instructions, but are actively engaged in learning Students demonstrate their learning through a variety of mechanisms	Teacher is consistently excellent Students actively learning at high levels Class is accelerating student learning to close gaps

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Levels of Performance

Level 1	Level 2	Level 3	Level 4
Teacher is attempting instructional strategies but is not successful, or teacher may not be attempting strategies Instruction is not leading to student learning Students may not be appropriately engaged in the learning environment	Teacher has a plan for instruction, but may fall short in implementation Instruction is strong some of the time, but not consistently high level Students may be quiet and compliant, but all students may not be learning	Teacher is consistently meeting expectations Students not only compliant with instructions, but are actively engaged in learning Students demonstrate their learning through a variety of mechanisms	Teacher is consistently excellent Students actively learning at high levels Class is accelerating student learning to close gaps

If all teachers in a school were consistently performing at Level 3, the school would be excellent for all students.

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Levels of Performance

Level 1	Level 2	Level 3	Level 4
Teacher is attempting instructional strategies but is not successful, or teacher may not be attempting strategies Instruction is not leading to student learning Students may not be appropriately engaged in the learning environment	Teacher has a plan for instruction, but may fall short in implementation Instruction is strong some of the time, but not consistently high level Students may be quiet and compliant, but all students may not be learning	Teacher is consistently meeting expectations Students not only compliant with instructions, but are actively engaged in learning Students demonstrate their learning through a variety of mechanisms	Teacher is consistently excellent Students actively learning at high levels Class is accelerating student learning to close gaps

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Core Teacher Skills

A Core Teacher Skill is…

An example of something that a teacher does that supports the outcomes in the observation tool
Used for teacher coaching and development
Provides common language for use by teacher coaches and teachers
A specific, coachable strategy or action

A Core Teacher Skill is not…

Something that is scored
A comprehensive list of everything a teacher knows and does to support instruction
A broad strategy or set of actions that teachers do to support instruction

Let’s review what we mean by “teacher skill” in this context. Remember, teacher skills serve as an example of something that a teacher knows or does to support instruction. It’s used for coaching and development, and provides a common language for teachers across DE. The key is that teacher skills are CONNECTED TO THE RUBRIC. There are so many things a teacher does day in and day out. The idea of teacher skills is that they are the articulated list of things that teachers do before, during, and after teaching that lead to success on the rubric according to the rubric language.

It is NOT something that is evaluated – teachers would not be “scored” on these items. It’s not something you’d expect to see in every classroom every day. It’s also not a comprehensive list of everything that a teacher does day to day in their practice. This is our chance to put a stake in the ground to say clearly what matters most to student outcomes in DE. If a teacher does all these things and gets the resulting student success outlined in the rubric and in test scores, great! If she doesn’t do any of these things and still gets results – that’s great too. The key is that these are a short list of the most critical things teachers do and serve as a baseline for development and growth.

Core teacher skills will most often be used in debrief discussions and goal setting. They aren’t observed or rated.

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Performance Area 1

Learning Environment:

To what extent does the classroom environment support all students to learn?

Let’s start at the beginning.

Performance Area 1 (Learning Environment) focuses on the extent to which the classroom has been developed into a community of learners through the establishment of structures for learning, a positive culture and climate, and equitable access for all students. Effective management of the learning environment is based on the belief that learning is important. Learning cannot happen without systems to maintain efficient routines and procedures, or without establishing a respectful and supportive culture that encourages risk-taking. Successful classrooms create a community of learners and the expectation is that students take part in driving the work needed to be done through individual accountability and supporting one another.

�The teacher must first lay the foundation to maximize each student's potential to learn and achieve high expectations by: establishing procedures to support learning and to manage student behaviors; establishing positive relationships with students that promote perseverance and hard work; holding high expectations for all students; and supporting all students to meet those expectations. The teacher understands individual learner differences and different cultural backgrounds and uses this knowledge to create an inclusive learning environment. As a result of this strong foundation, students are able to engage in productive learning. This means that students drive what happens in the classroom, from following routines and procedures to persevere through challenging work.

�It is necessary for teachers to consider students’ unique learning differences as they determine the strategies that will be used to create this foundation. As a result, students are comfortable in their classrooms and empowered to engage in learning that meets their individual needs. Planning requires that the teacher consults many sources of data including student achievement, student interest surveys, parent and/or community input, individual educational plans, 504 plans, and native cultures and languages.

�Performance Area 1 is NOT about what students are learning, how they are learning, and/or whether or not they are learning. Performance Area 1 is focused exclusively on the quality of the environment that supports all students to access the learning.

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Indicator 1.1

Structures for Learning

Routines and procedures
Behavior expectations

Clear, communicated, and matched

Instructional time
Student behavior

Take a moment to read the language in Indicator 1.1 – read across the row, from Level 1 to Level 4 PAUSE IN SCRIPT

Indicator 1.1 is the basis for instruction. These are the necessary elements that every classroom must have in place.

First is routines and procedures and behavior expectations – critical is not only that these are in place in the classroom but that they are clear, communicated, and matched to the students.

These routines and procedures allow for instructional time to be maximized – there is no wasted time in a high performing classroom

And these routines and procedures support student behavior that does not detract from learning – it’s not about students doing something specific, it’s about their behavior being conducive to rather than distracting from learning.

These indicators are very similar to what DPAS includes, and what other rubrics include as well, under “classroom environment”

For example – Level 3 CAs

Classroom routines for distribution and collection of materials and supplies work efficiently with little to no lots instructional time.
Transitions between activities are efficient with no loss of instructional time.
Standards of conduct appear to have been established and implemented successfully.
With minimal prompting by the teacher, students ensure that their time is used productively.
The teacher’s response to student behavior is effective and efficient.
Student behavior is entirely appropriate; any student misbehavior is minor and swiftly handled.
The teacher frequently monitors student behavior and it is done subtly.

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Indicator 1.2

Positive Classroom Climate

Interactions
Student attention
Ownership and responsibility
Student perseverance

Then we move to classroom climate. Take a minute to read 1.2

In a classroom with a positive climate, students are respectful. This is not just about student respect for teacher, but student respect for other students AND teacher respect for students. “respect” can look different in different ages and contexts, but a positive classroom climate is grounded in respect

Students can listen attentively without distraction. This is b/c the teacher has set up behavior and procedure expectations that support attentive listening. AND students are respected.

Students also take work responsibility and ownership – there is a pride in work and sharing of responsibility with their classmates

Finally, as a result of the climate, students persevere to complete quality work. They don’t give up when the work is hard, but are supported to try their best and to keep working to learn the content

Similar to 1.1 – included under classroom environment

For example – Cas:

Talk between the teacher and students and among students is respectful.
The teacher successfully responds to and redirects disrespectful behavior among students.
The teacher makes connections with individual students.
Students redirect classmates in small groups to attend to their work.
Students are productively engaged in the assigned tasks/activities/learning.
Students engage in interactions with their peers and/or the teacher that display respect with redirection by the teacher as needed.
Students expend good effort to complete work of high quality as a final product.
The teacher respects and encourages students’ effort.
The teacher incorporates students’ interests and questions into the lesson.
The teacher provides specific positive reinforcement for quality work and effort.

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Indicator 1.3

Equitable Access

Equitable:

What one needs based on their diverse needs related to background knowledge / experiences; language; ability; etc.

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Indicator 1.3

Equitable Access

Expectations for learning and achievement

Key Messages:

This is important.

You can do it.

I won’t give up on you.

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Indicator 1.3

Equitable Access

Expectations for learning and achievement
Participation
Consideration of interests/perspectives
Classroom supports

The teacher not only holds high expectations for learning and achievement – but provides the supports and opportunities for all students to participate in the lesson. The teacher has set up the learning environment so all students feel safe and welcome to participate.

The teacher also encourages students to share their own interests and perspectives, and considers those in delivering the lesson. This goes beyond questions about basketball b/c students like basketball. This is about the teacher genuinely knowing their students and what is meaningful in their lives. It is also about ensuring and encouraging students to show respect for perspectives and views that are different from their own.

Finally teachers provide and students are encouraged to use supports to participate to meet high expectations. This includes displays, visual aides, props, etc. This goes beyond posters of MLK on the wall – this is about the teacher matching their students and what they need to the resources and supports they provide.

Let’s look at a few strategies for 1.3

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1.3 Equitable Access:

Strategies

Using a variety of visual aids and props to support student learning
Learns, uses, and displays some words in students’ heritage language
Uses random response strategies
Uses cooperative learning structures
Seeks multiple perspectives
Identifies students’ current knowledge before instruction
Provides multiple opportunities to use effective feedback to revise and resubmit work for evaluation against the standard

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Performance Area 1: Learning Environment

Core Teacher Skills

In which of these Core Teacher Skills are you or a teacher you support very strong?
In which of these Core Teacher Skills do you or a teacher you support need to improve?

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Performance Area 2

Engagement in Learning:

To what extent does the instruction support and engage all students?

Performance Area 1 is NOT about what students are learning, how they are learning, and/or whether or not they are learning. Performance Area 1 is focused exclusively on the quality of the environment that supports all students to access the learning. That is where PA 2 comes in!

Performance Area 2 (Engagement in Learning) focuses on the extent to which the instruction supports all students to engage and learn. The learning environment described in Performance Area 1 is the foundation for students to deeply engage in the learning as described in Performance Area 2. The teacher identifies objectives for learning that are standards-aligned, and criteria for success to be able to assess student progress towards the objective. Students not only understand the objective, but are able to articulate why it is important, and how they will know if they are making progress. The teacher plans and implements opportunities for students to access, process and practice new skills. To do this the teacher acknowledges the developmental level of the age group and as well as each individual; understands the content deeply in order to communicate clearly through various methods/strategies; plans learning activities that are sequential and logically aligned; and supports students to access and process new content by scaffolding instruction. Teachers understand that a gradual release of responsibility will guide students through cognitive processes and levels of knowledge referred to in Bloom’s Taxonomy to process deeply complex content.

�The teacher appropriately uses the central concepts, tools of inquiry, and structures of the discipline accessible and meaningful for learners to assure mastery of content. All elements of instruction—activities, strategies, and materials—should be appropriate to both the content and students. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

�Further, teachers select or design and implement multiple methods of assessment techniques to engage learners in their own growth, to monitor learner progress throughout the learning experience, to guide student improvement, and to inform the teacher’s and learner's decision making.

�As a result, students are able to articulate what they are learning and why it is important. Students self-monitor their progress through their learning with clear criteria for success. When students aren’t grasping the content, they given or provided opportunities to relearn and redo.

�

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Indicator 2.1

Objectives for Learning

“… getting students to understand what the objective is, which requires far more than writing it on the board.”

(Brookhart & Moss, 2014)

Objectives for learning:

Guide learning experiences
Are central to formative feedback cycle
Are stated, lived and worthy
Are connected to CCSS, but not the CCSS verbatim

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Indicator 2.1

Objectives for Learning

Aligned and student-friendly
Accessible, communicated and revisited

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Revisiting Objectives

“What is it again that we are learning today?”

“Remember everyone, we are focusing on learning to…”

“So are we doing this (activity) because it will help you to (with some required process/skill to meet objective)”.

“Let’s wrap up by going back to our objective….here’s the question we set out to answer…in your journals…”

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Indicator 2.1

Objectives for Learning

Aligned and student-friendly
Accessible, communicated and revisited
Understood by students

What and why

Criteria for success

First, strong objectives are aligned and student friendly. The are aligned to grade level standards and/or IEPO goals. They are NOT written as the standard itself, but in language that students can understand and refer to throughout their learning. They are WORTHY and APPROPRIATE for students.

Second, strong objectives are accessible, communicated and revisited. Students can access them and know where to find them, and the teacher revisits the objective throughout the lesson so students can check in on what they’re learning.

Strong objectives as a result are understood by students. Students can clearly articulate both WHAT they are learning and WHY it’s important.

Finally strong objectives have criteria for success. Criteria for success is KEY – these help students know if they are on track to mastering the objective, and/or what else they have to learn to come to mastery.

The new rubric will not require teachers and leaders to learn a whole new way to write objectives. Many strong teachers are already writing objectives that meet these descriptors. However, the new rubric prioritizes these descriptors as central to high quality objectives b/c as we’ll see as we look at the other indicators, these are central to PA 2 and the extent to which students can engage in learning.

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Indicator 2.2

Learning Experiences

Sequencing and pacing
Logically aligned to the objective

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Logically Aligned

Logically aligned means to consider:

The knowledge and activities necessary to accomplish the objective
A progression in level of difficulty
And the gradual release of responsibility to enable students to transfer, retain, and independently apply their learning.

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Indicator 2.2

Learning Experiences

Sequencing and pacing
Logically aligned
Misconceptions anticipated
Use of explanatory devices

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Explanatory Devices

Analogies

Imagery

Think Aloud

Graphic Organizers

Experiences

Highlighting Important Information

Examples / Non-examples

Pictures / Visuals

Diagrams

Charts

Models/modeling

Role plays

Games

Models/modeling

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Indicator 2.2

Learning Experiences

Sequencing and pacing
Logically aligned
Misconceptions anticipated
Use of explanatory devices
Activating and summarizing learning

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Indicator 2.3

Checks for Understanding

and Feedback

Monitoring progress and adjusting instruction

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Checks for understanding…

Are aligned to the objective and is guided by the criteria for success.
Inform re-teaching so students can do better.
Happen frequently, should be used after each learning experience. Many different methods can be used; oral, written, kinesthetic-Paper/pencil, thumbs up/down, responders, etc.
Give students useful information they can use to do better.

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Indicator 2.3

Checks for Understanding

and Feedback

Monitoring progress and adjusting instruction
Opportunities for demonstrating understanding
Teacher feedback to students
Student self-assessment
Opportunity to redo, relearn and reassess

Great CFUs give students multiple opportunities to demonstrate they are learning, again aligned with the CFS. This is critical. It’s not just that the student has to write their answers down int eh same way throughout the lesson. Students MUST be given opportunities to demonstrate their understanding in multiple ways

Teachers then use what the learn to give feedback to students so students know where they are and can track their progress along the CFS – that’s the student self assessment.

Finally, in great lessons students have opportunities to redo, relearn or be reassessed. CFUs are not a one and done – the students have the chance to demonstrate ongoing how they learn.

This is not your grandma’s CFUs – this is about the teacher checking and the STUDENTS having the chance to express and monitor their own learning.

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Performance Area 2: Engagement in Learning

Core Teacher Skills

In which of these Core Teacher Skills do you or a teacher you support is very strong?
In which of these Core Teacher Skills do you or a teacher you support need to improve?

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Performance Area 3

Maximizing Learning:

To what extent do all students retain and apply their learning?

All th indicators are focused on the extent to which students are learning

�A strong learning environment (Performance Area 1) and engagement in learning (Performance Area 2) are not enough. Performance Area 3 (Maximizing Learning) focuses on the extent to which all students retain and apply their learning. Whether or not students learn is demonstrated through rigorous assignments that are aligned to the objective; matched to students’ individual needs; and are relevant and require application of the content students are learning. Students also demonstrate learning through questioning and classroom discussion. Students respond to questions that are aligned to the objective and matched to their individual needs. Students not only have adequate time to answer questions, but support their own answers through evidence and explanation. Students demonstrate their learning not just by responding to questions from the teacher, but also by responding to questions from their peers and engaging in discussions with their classmates. Lastly, students demonstrate their learning through the use of academic language and vocabulary. Students are explicitly taught and required to know academic language and vocabulary related to the discipline at hand, and they use that vocabulary in both assignments and in class discussions.

�Creating rigorous assignments, planning for high-quality questions and class discussions, and teaching academic language and vocabulary requires that the teacher not only have knowledge of the content and pedagogy as described in Performance Area 2, but that the teacher also intentionally plans for the use of assignments, discussion, and vocabulary both in the delivery of the content, and as tools to assess whether or not students have mastered the objectives. Teachers use student performance on assessments and in discussions to make decisions about their instructional delivery, including when to reteach and when to move forward.

�

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Indicator 3.1

Rigorous Assignments

“Assignments - tasks that integrate content knowledge, skills, and thinking strategies learned in a lesson or unit - are the artifacts of student understanding.”

-Keith Dysarz, Education Trust

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Indicator 3.1

Rigorous Assignments

Alignment to objective, content and learner
Relevant and meaningful
Differentiated and supported
Application of content

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Application of Content…

Display Mastery

Reviewing Material

Leading Discussions

Critically Analyzing Information

Solving Problems

Generating Examples

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3.1 Rigorous Assignments

Key Aspects

Aligned

Major CCS content standard(s) are addressed

Aligned to the lesson learning goals

Task(s) are clearly articulated

Cognitively Challenging

Requires high levels of cognitive demand

Some level of writing output is required

Relevant and Meaningful

Students have choice in one of the following: content, product, process of equal rigor

Task is relevant and includes real-world materials and/or allows for students to connect their experiences, goals, interests, and/or values

Differentiated and Supported

Supports are varied and matched to students

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2.2 Learning Experience vs

3.1 Rigorous Assignments

Learning Experience		Rigorous Assignments
More likely to be teacher directed-demonstration, video, listening to presentation, cooperative pairs practicing, gallery walk, etc.		More likely to be done independently-writing a narrative paragraph, using a graphic organizer to extract information from a text, creating a diet plan for health
Used to expose and guide students to access new knowledge		Used to allow students to apply new knowledge, practice skills, extend understanding
Used to build understanding of each piece of information required to know to understand the overall objective		Used to apply all learned pieces of knowledge related to the overall objective and big understanding
Relevance for learning the new information is built into the experience; considers students interests, background knowledge, ability		Relevance in terms of real-world application
Example: Pairs put puzzles together, teacher gave explanations, teacher model how to use context clues to determine “what makes sense?”		Example: Ss use their new knowledge to identify a homonym and the context clues that helped them determine which meaning made sense.

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2.2 Learning Experience vs

3.1 Rigorous Assignments

Learning Experience		Rigorous Assignments
More likely to be teacher directed-demonstration, video, listening to presentation, cooperative pairs practicing, gallery walk, etc.		More likely to be done independently-writing a narrative paragraph, using a graphic organizer to extract information from a text, creating a diet plan for health
Used to expose and guide students to access new knowledge		Used to allow students to apply new knowledge, practice skills, extend understanding
Used to build understanding of each piece of information required to know to understand the overall objective		Used to apply all learned pieces of knowledge related to the overall objective and big understanding
Relevance for learning the new information is built into the experience; considers students interests, background knowledge, ability		Relevance in terms of real-world application
Example: Pairs put puzzles together, teacher gave explanations, teacher model how to use context clues to determine “what makes sense?”		Example: Ss use their new knowledge to identify a homonym and the context clues that helped them determine which meaning made sense.

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Indicator 3.2

Questioning and Discussion

Alignment to objective, content and learner
Wait time and prompting with questions
Students support answers
Students generate questions
Class discussions

Another way students demonstrate their learning is through questioning and discussion. What are the key descriptors for questioning and discussion? Take a minute first to read the rubric line

First – much like assignments – questions must be aligned to the objective content and learner. This alignment is key – well aligned questions can advance student learning AND enable students to show mastery

Second – great questioning comes with prompts and wait time. This does not mean that every question must include prompting, or many minutes of wait time. It does mean, though, that every question should be supported by prompting as is appropriate and necessary

Third , and importantly, students are supporting their answers with EVIDENCE. Students should be able to explain their thinking and responses to questions

In a highly performing lesson, students also generate questions themselves, and participate in robust class discussions. Students are asking each other and the teacher questions. and the teacher has set up strong structures for learning that enable high quality class discussions.

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CFU vs. Q&D

Check for Understanding	Questioning and Discussion
To check knowledge obtained	To develop thinking power and ability to deepen understanding
To focus students on objectives and procedures	To encourage elaboration on a topic
To review previous learning	To invite creative thinking
To help clarify new learning	To help students become better metacognitive, strategic learners
Consolidate and review learning experiences	To make students’ thinking visible
Feedback is provided to indicate progress towards goal/objective

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CFU vs. Q&D

Check for Understanding	Questioning and Discussion
To check knowledge obtained	To develop thinking power and ability to deepen understanding
To focus students on objectives and procedures	To encourage elaboration on a topic
To review previous learning	To invite creative thinking
To help clarify new learning	To help students become better metacognitive, strategic learners
Consolidate and review learning experiences	To make students’ thinking visible
Feedback is provided to indicate progress towards goal/objective

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Indicator 3.3�Academic Language �and Vocabulary

Tier 1: Basic Vocabulary

Very frequent in English language

Does not require formal instruction for most students

Examples: big, clock, baby, walk

Tier 2: Advanced Vocabulary

Infrequent and not easily gained in general context

General in nature and important to the English language

Used across content areas-requires more formal instruction

CCSS language

Examples: navigate, identify, hypothesis

Tier 3: Advanced Vocabulary

Very infrequent

Subject-matter specific

Not used in the general use of language

Example: cellular response

Tier 2 and 3 are Both Considered Academic Language and Vocabulary

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Indicator 3.3�Academic Language �and Vocabulary

Is….

Words that are used across many areas of content AND subject-specific words
Words that have special meaning within a field of study or subject
Examples: Inference, homonym, algorithm, dietary, hypothesis

Is Not….

Words that are commonly used
Words that are frequently encountered in informal conversation
Examples: Palm, trunk, scissors, bookbag, cafeteria

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Indicator 3.3

Academic Language

and Vocabulary

Teacher models
Explicitly taught
Students use to explain and elaborate thinking

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Performance Area 3: Maximizing Learning

Core Teacher Skills

In which of these Core Teacher Skills do you or a teacher you support is very strong?
In which of these Core Teacher Skills do you or a teacher you support need to improve?