Evidence examples for walkthrough tool
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ABCDE
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Domain 1:
Classroom Culture
1. No Evidence2. Little Evidence3. Some Evidence4. Great Deal of Evidence
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1A. Tasks are supported by clear instructions*No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: unclear instructions posted, tech problems not addressed
* Some students can complete the task based on the instructions given

AND/OR


*Instructions specific to task by whole group, or verbal evidence only
*Meets Evidence Standards for Level 2 well
AND/OR shows evidence of 2 or more of the following

*Stations or tasks have clear instructions posted

*Many can complete the task based on instructions given

*Instructions are accessible to students in native languages and reading abilities represented in the classroom

*A majority of tasks have clear instructions posted (Possibly supported by a learning management system/platform to post instructions for tasks)

*Students demonstrate an understanding of classroom processes and procedures, moving independantly from task to task.
*No Negative Evidence of Indicator

*Meets Evidence Standards for Level 3 exceptionally well

*Teacher is Reinforcing Level 3 standards

AND/OR


*Teacher uses playlist to post instructions for tasks

*Teacher creates screencast to explain instructions for tasks
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1B. Students' behavior is appropriate for the task*No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: Students off task, Inapproriate Language, Inappropriate Volume Level, Students are talking over one another
*Some students are behaving in a manner consistent with expressed expections

AND/OR shows evidence of 1 of the following:


*Some students are working consistently on assigned tasks

*Teacher provides students with visuals that help them monitor their own behavior
Meets Evidence Standards for Level 2 exceptionally well

AND/OR

*Many/Most Students
are behaving in a manner consistent with expressed expections

*Many/Most Students
are working consistently on assigned task

*No Negative Evidence of Indicator

*Meets Evidence Standards for Level 3 exceptionally well

AND


*There is evidence of students persisting through tasks that are challenging


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1C. Transitions between activities are efficient*No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: students unclear as to where they should be going, transitions are unsafe
*Teacher provides students with visual and auditory cues about where, when, and how they should move

AND/OR

*Students transition from task to task safely and efficiently

*Meets Evidence Standards for Level 2 exceptionally well

AND shows evidence of at least one of the following:


*Visuals with expectations for what a transition should look like and sound like

*Teacher provides tools that help students manage time (e.g., stopwatch,
time warning)"

*Teacher formatively assess that students know how to transistion (asks students to point to their next station or activity before releasing them to transition)

*Teacher and students reflect on what went well and how they can improve transitions
*No Negative Evidence of Indicator

*Meets Evidence Standards for Level 3 exceptionally well

AND shows evidence of 2 or more of the following:


*Visuals with expectations for what a transition should look like and sound like

*Teacher provides tools that help students manage time (e.g., stopwatch,
time warning)"

*Teacher formatively assess that students know how to transistion (asks students to point to their next station or activity before releasing them to transition)

*Teacher and students reflect on what went well and how they can improve transitions
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1D. Systems are in place to assist students in solving problems independently*No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: students are unable to solve problems independantly and do not ask for help
*Visuals in classroom support systems in place

AND/OR


*Students have a method to follow if a problem arises (e.g., re-read directions, ask a neighbor, ask a teacher, parking lot)

*Meets Evidence Standards for Level 2 exceptionally well

AND shows evidence of at least one of the following:


*Students can use instructions to solve problems

*Systems are student-friendly and easily accessed (e.g., labeled accessible areas/bins for materials)

*Students play a role in the running of classroom logistics

*Teacher provides opportunites for students to access resources independently
*No Negative Evidence of Indicator
*Meets Evidence Standards for Level 3 exceptionally well

AND shows evidence of 2 or more of the following:



*Students can use instructions to solve problems

*Systems are student-friendly and easily accessed (e.g., labeled accessible areas/bins for materials)

*Students play a role in the running of classroom logistics

*Teacher provides opportunites for students to access resources independently
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1E. Interactions between students are positive and productive.*No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: namecalling, negative interactions, teasing, bullying
*In some instances observed students communicate using positive language and/or a level tone with each other (if observable)

AND/OR if interaction is observable

*In some instances observed students adhere to classroom rules and expectations with respect to each other

*Students do not interrupt when peers are speaking

*Meets Evidence Standards for Level 2 exceptionally well

AND shows evidence of at least one of the following

*Students hold each other accountable when it comes to following classroom rules.

*Students help each other

*Teacher models and reinforces positive and productive interactions

*Students provide each other with constructive feedback and support (utilize accountable talk stems with each other)

*Teacher facilitates problem solving between students

*Students do not interrupt when peers are speaking
*No Negative Evidence of Indicator
*Meets Evidence Standards for Level 3 exceptionally well
*Teacher is Reinforcing Level 3 standards


AND shows evidence of 2 or more of the following

*Students hold each other accountable when it comes to following classroom rules.

*Students help each other

*Teacher models and reinforces positive and productive interactions

*Students provide each other with constructive feedback and support (utilize accountable talk stems with each other)

*Teacher facilitates problem solving between students

*Students do not interrupt when peers are speaking
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1F. Interactions between students and teachers are positive and productive.*No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: impolite conversation, negative interactions, ignoring rules and requested tasks
*In some instances observed teacher communicates with students using positive language and/or a level tone

AND/OR if interaction is observable

*In some instances students communicate with the teacher using positive language and a level tone

*Teacher adheres to classroom rules and expectations

*Meets Evidence Standards for Level 2 exceptionally well


AND shows evidence of at least one of the following


*In some instances observed students have positive interactions with adults that are recognized and reinforced

*Students acknowledge when they make mistakes and hold themselves accountable.

*Teacher fosters an environment where failure is embraced as part of the learning process


*No Negative Evidence of Indicator

*Meets Evidence Standards for Level 3 exceptionally well

*Teacher is Reinforcing Level 3 standards


*Students communicate with the teacher using positive language and a level tone

AND shows evidence of 2 or more of the following:


*In some instances observed students have positive interactions with adults that are recognized and reinforced

*Students acknowledge when they make mistakes and hold themselves accountable.

*Teacher fosters an environment where failure is embraced as part of the learning process

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1G. Students have the opportunity to provide input and feedback on learning experiences *No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: students being cut off while speaking
*Students have at least one opportunity to provide feedback throughout the class period

AND/OR

*Teacher creates a classroom environment that encourages students to ask questions
*Meets Evidence Standards for Level 2 exceptionally well


AND Shows evidence of at least 1 of the following

*Teacher uses student feedback to inform their practice

*Teacher uses a portion of the class period to debrief the lesson experience with students

*Teachers create a system for feedback (i.e. google docs, exit ticket, socrative survey, etc)

*Teacher uses a structured whole group debrief protocol where students reflect on positives and negatives of lesson


*No Negative Evidence of Indicator

*Meets Evidence Standards for Level 3 exceptionally well

*Teacher is Reinforcing Level 3 standards


AND Shows evidence of 2 or more of the following


*Teacher uses student feedback to inform their practice

*Teacher uses a portion of the class period to debrief the lesson experience with students

*Teachers create a system for feedback (i.e. google docs, exit ticket, socrative survey, etc)

*Teacher uses a structured whole group debrief protocol where students reflect on positives and negatives of lesson


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1H. Students are collaborating*No evidence OR only negative evidence.

*Negative Evidence includes but not limited to: students have no opportunity to work together, students are talking together but they are off task
*Students are minimally engaging in collaboration (turn and talk)

AND/OR

*Teacher provides opportunites for students to share roles and responsibilities to complete work
*Meets Evidence Standards for Level 2 exceptionally well

AND Shows evidence of at least 1 of the following

*Teacher creates accountability systems for all types of roles/responsibilities (e.g., check list, posters, protocols)

*Teacher models and debriefs around metacognitive skills and traits involved in collaboration

*Students collaborate with an equitable division of work and effort

*Students are assigned roles in small teams (i.e. researcher, designer, tester, etc)

*Students work together to find the answers/develop a solution to a "big question/problem"
*No Negative Evidence of Indicator

*Meets Evidence Standards for Level 3 exceptionally well

*Teacher is Reinforcing Level 3 standards

*Students have ownership of collaboration

AND Shows evidence 2 or more of the following


*Teacher creates accountability systems for all types of roles/responsibilities (e.g., check list, posters, protocols)

*Teacher models and debriefs around metacognitive skills and traits involved in collaboration

*Students collaborate with an equitable division of work and effort

*Students are assigned roles in small teams (i.e. researcher, designer, tester, etc)

*Students work together to find the answers/develop a solution to a "big question/problem"
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