Acceleration is intentionally providing access to grade/course-level learning so students who have unfinished learning succeed in today’s learning experience.

Teacher-Student Relationships

Hattie: 0.72 Effect Size�Danielson: (1b, 2a, 2b)

• Teacher uses knowledge of students’ interests, abilities, and backgrounds to design instruction.
• Teacher has high regard for students’ abilities �and students demonstrate high levels of effort.

Teacher Clarity

Hattie: 0.75 Effect Size�Danielson: (1c, 1f, 3a)

• Outcomes represent high expectations and rigor at grade/course-level
• Assessment criteria are clearly written.
• Students can explain what they are learning and where it fits into the larger context.

​

Feedback

Hattie: 0.75 Effect Size �Danielson: (3d)

• High-quality feedback comes from many sources, including students; it is specific and focused on improvement.
• Students use feedback and see errors as an opportunity to learn.

Scaffolds

Hattie: 0.58 Effect Size�Danielson: (1e, 3e)

• A variety of resources offer differentiation� for students.
• Other approaches are tried when the students experience difficulty.

​

Acceleration

Teacher-student Relationships

• How do students know they are respected and much is expected from them?
• How are students’ voices being heard?
• How can knowledge of students be used to promote learning?

​

Teacher Clarity

• How will the learning goal be effectively communicated throughout the lesson, �specifically during the opening and closing minutes?
• Do students know the learning expectations and what success looks like? How do you know?
• What prerequisite skills are essential for today’s learning and how will you know students can connect these skills with future learning?

​

Scaffolds

• How do you know when a scaffold is needed and who needs it to support any unfinished learning?
• How does the scaffold help students access grade level learning while still providing opportunities for productive struggle?
• How are ongoing observations, formative assessments, and dialogue with students used to determine when a scaffold is no longer needed?

​

Feedback

• How will you provide actionable feedback that could move students from their current level of understanding to the expected level of performance, moving students closer to reaching the learning goal?
• How is feedback timely, actionable, ongoing and student-friendly?
• What steps are being taken to ensure students are acting on the feedback provided to make improvements?

​

​

Coaching Questions

Acceleration

Acceleration is intentionally providing access to grade/course-level learning so students who have unfinished learning succeed in today’s learning experience.

Teacher-Student Relationships

Hattie: 0.72 Effect Size�Danielson: (1b, 2a, 2b)

• Teacher uses knowledge of students’ interests, abilities, and backgrounds to design instruction.
• Teacher has high regard for students’ abilities �and students demonstrate high levels of effort.

Teacher Clarity

Hattie: 0.75 Effect Size�Danielson: (1c, 1f, 3a)

• Outcomes represent high expectations and rigor at grade/course-level.
• Assessment criteria are clearly written.
• Students can explain what they are learning and where it fits into the larger context.

​

Feedback

Hattie: 0.75 Effect Size �Danielson: (3d)

• High-quality feedback comes from many sources, including students; it is specific and focused on improvement.
• Students use feedback and see errors as an opportunity to learn.

​

​

​

​

​

​

Scaffolds

Hattie: 0.58 Effect Size�Danielson: (1e, 3e)

• A variety of resources offer differentiation �for students.
• Other approaches are tried when the students experience difficulty.

​

Acceleration

Coaching Questions

Acceleration

Teacher-student Relationships

• How do students know they are respected and much is expected from them?
• How are students’ voices being heard?
• How can knowledge of students be used to promote learning?

​

Teacher Clarity

• How will the learning goal be effectively communicated throughout the lesson, �specifically during the opening and closing minutes?
• Do students know the learning expectations and what success looks like? How do you know?
• What prerequisite skills are essential for today’s learning and how will you know students can connect these skills with future learning?

​

Scaffolds

• How do you know when a scaffold is needed and who needs it to support any unfinished learning?
• How does the scaffold help students access grade level learning while still providing opportunities for productive struggle?
• How are ongoing observations, formative assessments, and dialogue with students used to determine when a scaffold is no longer needed?

​

Feedback

• How will you provide actionable feedback that could move students from their current level of understanding to the expected level of performance, moving students closer to reaching the learning goal?
• How is feedback timely, actionable, ongoing and student-friendly?
• What steps are being taken to ensure students are acting on the feedback provided to make improvements?

​

​

Acceleration

Acceleration is intentionally providing access to grade/course-level learning so students who have unfinished learning succeed in today’s learning experience.

Teacher-Student Relationships

Hattie: 0.72 Effect Size�Danielson: (1b, 2a, 2b)

• Teacher uses knowledge of students’ interests, abilities, and backgrounds to design instruction.
• Teacher has high regard for students’ abilities �and students demonstrate high levels of effort.

Teacher Clarity

Hattie: 0.75 Effect Size� Danielson: (1c, 1f, 3a)

• Outcomes represent high expectations and rigor at grade/course-level
• Assessment criteria are clearly written.
• Students can explain what they are learning and where it fits into the larger context.

Feedback

Hattie: 0.75 Effect Size �Danielson: (3d)

• High-quality feedback comes from many sources, including students; it is specific and focused on improvement.
• Students use feedback and see errors as an opportunity to learn.

Scaffolds

Hattie: 0.58 Effect Size�Danielson: (1e, 3e)

• A variety of resources offer differentiation �for students.
• Other approaches are tried when the students experience difficulty.