1 | Instructional Practice Strand 1: Practice and Interactions | |||||
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2 | Instructional Practice Strand 1: Practice and Interactions | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | ||
3 | 1.1 Lesson Progression and Pacing | Teacher frequently facilitates the progression of the lesson to support student understanding of the identified objective(s). Teacher moves the lesson at a pace that supports student understanding of the identified objective(s). | Teacher consistently facilitates the progression of the lesson to support mastery and ownership of the identified objective(s). Teacher moves the lesson at a pace that supports mastery of the identified objective(s), and adjusts in real-time when needed. | Teacher consistently facilitates the progression of the lesson to support mastery and ownership of the objective(s) and beyond. Teacher moves the lesson at a pace that supports and extends beyond mastery of the identified objective(s), and adjusts in real-time when needed. | ||
4 | What This Might Look Like | Teacher regularly structures lessons to include an entry to the material, delivery of content, and exit from the lesson. For instance, teacher creates clearly labeled documents/folders/buttons/modules that organize the order and flow of the lesson. All materials necessary for understanding and completing the lesson are provided/embedded within the descriptions. Teacher shares a daily/weekly lesson agenda to help students know what needs to be completed by the end of the day/week and provides timing suggestions for each activity. The activities included in each portion of the lesson build learning so students are able to support mastery of the lesson content. Teacher provides clearly written instructions that are included on each digital task or audio/video recordings of verbalized instructions for what is expected for every activity and assignment. Teacher often checks for student mastery throughout the lesson, such as using an Exit Ticket, online chat responses, Google form responses, BLEND /Seesaw quiz, etc. Students demonstrating understanding of the learning objectives might look like students explaining the objectives in their own words or describing how the activities they are engaging in connect to the learning objectives and/or their lived experiences through Zoom, online chat, responses on Google forms, responses on online platforms such as Mentimeter, or web conference. Lesson is appropriately paced so that most students remain on task and have little down time. Teacher uses engaging, interactive and meaningful learning activities or student-centered lessons so students are rarely disengaged (e.g., Choice Boards, student choice). | With few or no exceptions, teacher structures lessons to include an entry to the material, delivery of content, and exit from the lesson. For instance, teacher creates clearly labeled documents/folders/buttons/modules that organize the order and flow of the lesson. All materials necessary for understanding and completing the lesson are provided/embedded within the descriptions. Teacher shares a daily/weekly lesson agenda to help students know what needs to be completed by the end of the day/week and provides timing suggestions for each activity. The activities included in each portion of the lesson build learning so students are able to support mastery of the lesson content. Teacher provides clearly written instructions that are included on each digital task or audio/video recordings of verbalized instructions for what is expected for every activity and assignment. Teacher consistently checks for student mastery throughout the lesson, such as using an Exit Ticket, online chat responses, Google form responses, BLEND /Seesaw quiz, etc. The teacher takes cues from students and makes adjustments to instruction and activities in real time. Students consistently demonstrating ownership of the learning objectives might look like students explaining the objectives in their own words or describing how the activities they are engaging in connect to the learning objectives and/or their lived experiences through Zoom, online chat, responses on Google forms, responses on online platforms such as Mentimeter, or web conference., with few or no exceptions. Lesson is appropriately paced so that most students remain on task and rarely have any down time. Teacher uses engaging, interactive and meaningful learning activities or student-centered lessons so students are rarely disengaged (e.g., Choice Boards, student choice). | The teacher creates structures to ensure that all lessons include an entry to the material, delivery of content, and exit from the lesson. For instance, teacher creates clearly labeled documents/folders/buttons/modules that organize the order and flow of the lesson. All materials necessary for understanding and completing the lesson are provided/embedded within the descriptions. Teacher shares a daily/weekly lesson agenda to help students know what needs to be completed by the end of the day/week and provides timing suggestions for each activity. The activities included in each portion of the lesson build learning so students are able to support mastery of the lesson content. Teacher provides clearly written instructions that are included on each digital task or audio/video recordings of verbalized instructions for what is expected for every activity and assignment. Teacher consistently checks for student mastery throughout the lesson, such as using an Exit Ticket, online chat responses, Google form responses, BLEND /Seesaw quiz, etc. The teacher takes cues from students and makes adjustments to instruction and activities in real time that allows students to move to mastery and ownership of the objectives and beyond. Students consistently demonstrating ownership of the learning objectives might look like students explaining the objectives in their own words or describing how the activities they are engaging in connect to the learning objectives and/or their lived experiences through Zoom, online chat, responses on Google forms, responses on online platforms such as Mentimeter, or web conference., with few or no exceptions. Lesson is appropriately paced so that the majority of students remain on task and those who reach mastery have meaningful extension activities related to the objective and/or enrichment opportunities (e.g., Choice Boards, Learning Menus, cooperative group roles, roles and responsibilities, etc. ) so students are rarely disengaged and have choice. | ||
5 | 1.2 Differentiation | Teacher frequently delivers lessons and facilitates activities that provide differentiated content, process, product, or learning environment based on student data to remove barriers and ensure equitable access to the curriculum. Teacher frequently addresses individual student needs. | Teacher consistently delivers lessons and facilitates activities that provide differentiated content, process, product, or learning environment based on student data to remove barriers and ensure equitable access to the curriculum. Teacher consistently addresses individual student needs. Teacher ensures students are aware of their individual needs and guides them to take opportunities to challenge themselves. | Teacher systematically delivers lessons and facilitates activities that provide differentiated content, process, product, or learning environment based on student data to remove barriers and ensure equitable access to the curriculum. Teacher systematically addresses individual student needs. Teacher ensures students are aware of their individual needs and independently take opportunities to challenge themselves. Teacher creates structures to ensure students' final products are indicative of their individual needs. | ||
6 | What This Might Look Like | The teacher creates structures to ensure that all lessons include an entry to the material, delivery of content, and exit from the lesson. For instance, teacher creates clearly labeled documents/folders/buttons/modules that organize the order and flow of the lesson. All materials necessary for understanding and completing the lesson are provided/embedded within the descriptions. Teacher shares a daily/weekly lesson agenda to help students know what needs to be completed by the end of the day/week and provides timing suggestions for each activity. Teacher maintains an updated online calendar, BLEND course, or website that shares due dates and assignment info/links to ensure students know what is due and when. The activities included in each portion of the lesson build learning so students are able to support mastery of the lesson content. Teacher provides clearly written instructions that are included on each digital task or audio/video recordings of verbalized instructions for what is expected for every activity and assignment. Teacher consistently checks for student mastery throughout the lesson, such as using an Exit Ticket, online chat responses, Google form responses, BLEND /Seesaw quiz, etc. The teacher takes cues from students and makes adjustments to instruction and activities in real time that allows students to move to mastery and ownership of the objectives and beyond. Lesson is appropriately paced so that the majority of students remain on task and those who reach mastery have meaningful extension activities related to the objective and/or enrichment opportunities (e.g., Choice Boards, Learning Menus, cooperative group roles, roles and responsibilities, etc.) so students are rarely disengaged and have choice. | Teacher typically ensures that all students have access to the lesson and are appropriately challenged. For example, teacher usually adjusts depth, pace and delivery of content or design content or processes to address needs. Teacher modifies assignments, provides extra time to complete assignments, and offers individual support as needed, which might look like office hours or tutoring for Secondary or small group time for Elementary. Teacher ensures that lesson content has been adapted to meet the needs of all students (e.g., SpEd, 504, GT, ELL, etc.). Teacher uses learning stations or playlists to differentiate learning and to expose students to a variety of strategies and choices that address many learners’ needs (e.g., open-ended activity, tiered activity, learning menus, etc.). This might also include the teacher uploading videos of the lesson for students to access when absent, closed captioning, virtual manipulatives, links to websites that provide multiple reading levels, student choice boards that include individualized "must dos," and/or a balance of synchronous and asynchronous activities. Lesson is aligned to lesson goals, sequenced, and paced to provides appropriate time for a clear opening, lesson execution and closure. Teacher confers with individual students to share the student's scores and needs and a plan for growth. Teacher uses Self-Regulation Processes and Strategies that strengthen student agency, increase positive learning behaviors, and improve motivation and engagement in learning (e.g., self-monitoring, planning, flexible use of strategies, etc.). | Teacher has a fixed system or plan to ensure that all students have access to the lesson and students take ownership of challenging themselves. For example, teacher has structures in place to adjusts depth, pace and delivery of content or design content or processes to address needs. Teacher modifies assignments, provides extra time to complete assignments, and offers individual support as needed, which might look like office hours or tutoring for Secondary or small group time for Elementary. Teacher ensures that lesson content has been adapted to meet the needs of all students (e.g., SpEd, 504, GT, ELL, etc.). Teacher uses technology and tools such as manipulatives, videos, websites with multiple reading levels, and offers enrichment activities to meet the needs of all learners. Teacher uses learning stations or playlists to differentiate learning and to expose students to a variety of strategies and choices that address many learners’ needs (e.g., open-ended activity, tiered activity, learning menus, etc.). Teacher also provides choice boards, learning menus and extension menus to differentiate learning and so students take ownership of challenging themselves. This might also include the teacher uploading videos of the lesson for students to access when absent, closed captioning, virtual manipulatives, links to websites that provide multiple reading levels, student choice boards that include individualized "must dos," and/or a balance of synchronous and asynchronous activities. Teacher uses Self-Regulation Processes and Strategies that strengthen student agency, increase positive learning behaviors, and improve motivation and engagement in learning (e.g., self-monitoring, planning, flexible use of strategies, etc.). Students challenge themselves and seek out opportunities to challenge themselves. Lesson is aligned to the lesson goals, logically sequenced, and paced, and provides relevant and enriching extensions. Teacher confers with individual students to share the student's scores and needs and helps students plan opportunities for growth. | ||
7 | 1.3 Student Engagement | Teacher solicits and incorporates a variety of viewpoints and responses. Students are actively engaged in guided or independent instruction. Students are responsive to and participate in discussions/activities with teacher support. | Teacher consistently solicits and incorporates a variety of viewpoints and responses. Students are actively engaged in guided or independent instruction. Students are responsive to and participate in questions, discussions, and/or activities with minimal teacher guidance. | Teacher creates structures in order to systematically solicit and incorporate a variety of diverse viewpoints and resources. Students are actively engaged in guided or independent instruction. Students are responsive to and participate in questions, discussions, and/or activities authentically through student-led dialogue. | ||
8 | What This Might Look Like | Teacher asks some students for their point of view during the lesson (e.g., Kahoot, PollEverywhere, randomization strategies). Teacher includes learning materials (e.g., videos, blogs, websites, content readings) with authors, characters, or content from a variety of backgrounds (e.g., differing perspectives, socio-economic backgrounds, genders, ethnicities, sexual orientations, races, etc.). During class zoom discussions and zoom/BLEND activities, students respond when the teacher directly asks students for an answer. Students complete instructional tasks, answer questions, submit assignments, and complete projects. Students follow teacher given directions. Students participate in discussions with teacher support (e.g., daily progress and interactions in BLEND, graded assignments, submissions of assignments, discussions, quizzes, Seesaw for PK-2). During the lesson and independent work time, students are engaged with the lesson activities (e.g., Chunking, Guided Notes, Thinking Stems, Virtual Playlists, School-Connect Learning Strategies, Mindmeister, AVID) and there is evidence of students working on the task, talking with peers about the task or lesson topics, reflecting on their work, or asking questions about the lesson content and activities. | Teacher asks multiple students for their point of view during the lesson (e.g., Kahoot, PollEverywhere, randomization strategies). Teacher includes learning materials (e.g., videos, blogs, websites, content readings) with authors, characters, or content from a variety of backgrounds (e.g., differing perspectives, socio-economic backgrounds, genders, ethnicities, sexual orientations, races, etc.). During class zoom discussions and zoom/BLEND activities, students respond to teacher and peer questions with minimal teacher support. Students complete instructional tasks, answer questions, submit assignments, and complete projects. Students follow teacher given directions. Students participate in discussions with minimal teacher guidance (e.g., daily progress and interactions in BLEND, graded assignments, submissions of assignments, discussions, quizzes, Seesaw for PK-2). During the lesson and independent work time, students are engaged with the lesson activities (e.g., Chunking, Guided Notes, Thinking Stems, Virtual Playlists, School-Connect Learning Strategies, Mindmeister, AVID) and there is evidence of students working on the task, talking with peers about the task or lesson topics, reflecting on their work, or asking questions about the lesson content and activities. | Teacher has a fixed system or plan to ensure all students share their point of view during the lesson (e.g., Kahoot, PollEverywhere, randomization strategies). Teacher includes learning materials (e.g., videos, blogs, websites, content readings) with authors, characters, or content from a variety of backgrounds (e.g., differing perspectives, socio-economic backgrounds, genders, ethnicities, sexual orientations, races, etc.). During class zoom discussions and zoom/BLEND activities, students independently ask questions of the teacher and each other and authentically respond to each other's questions. Students complete instructional tasks, answer questions, submit assignments, and complete projects. Students follow teacher given directions. Students participate in discussions (e.g., daily progress and interactions in BLEND, graded assignments, submissions of assignments, discussions, quizzes, Seesaw for PK-2). During the lesson and independent work time, students are engaged with the lesson activities (e.g., Chunking, Guided Notes, Thinking Stems, Virtual Playlists, School-Connect Learning Strategies, Mindmeister, AVID) and can be seen working on the task, talking with peers about the task or lesson topics, reflecting on their work, or asking questions about the lesson content and activities. Teacher intentionally plans for and provides lessons that incorporate relevant, real-world connections or are aligned to students' lived experiences. | ||
9 | 1.4 Student-Centered Learning | Teacher effectively provides an appropriate balance of direct instruction and student-centered learning. Teacher provides opportunities for students to take an active role during the lesson to develop conceptual understanding. | Teacher effectively provides an appropriate balance of direct instruction and student-centered learning. Teacher provides student choice in activities that focus students toward mastery of relevant standards. Teacher guides students to take an active role during the lesson to develop conceptual understanding. | Learning is predominately student-centered with teacher acting as a facilitator of learning. Direct instruction is provided when appropriate. Teacher creates systems to ensure students know their levels and make choices in activities that focus students toward mastery of relevant standards and beyond. Teacher creates structures for students to take an active role during the lesson to develop conceptual understanding. | ||
10 | What This Might Look Like | Teacher ensures that lesson activities are not wholly teacher-led, and divides the time so that some activities are teacher-led and other activities are student-centered. Teacher provides balanced opportunities for students to participate in asynchronous and synchronous settings. Sample Class Schedules: First Grade Sample Schedule, Second Grade Sample Schedule, Middle School ELA Sample Schedule, High School ELA Sample Schedule. Consider the AISD Literacy Plan for providing student voice and choice in reading and writing activities. Providing opportunities for students to take an active role might look like the teacher providing opportunities to share (e.g., chat, polls, emojis, breakout rooms, etc), the teacher creating roles for students to take on during the lesson activities, the teacher providing time for students to discuss lesson topics before, during, or after the lesson (in online discussion boards, zoom chats, or virtual breakout rooms), the teacher providing time for students to reflect on their learning/performance (e.g., Google forms, digital notebook, online discussion board) and make adjustments or share their thoughts/understanding with their peers/the class. (Resources: Active Learning for Online Classrooms, Active Learning in Remote/Online Classes, Tips and Tricks: Teachers Educating on Zoom, Collaboration in Zoom Breakout Rooms, Zoom Breakout Room: Grades PreK-2 Structured Protocols) For example, in a lesson about audience, a teacher might have students share real audiences they communicate with, such as family members in text messages, friends on social media, grandparents on phone calls, and then have students write out scripts with each audience in mind. Then students can compare their own messages to different audiences to discuss how the message, tone, topic, and format change based on who they are communicating with. | Teacher ensures that lesson activities are not wholly teacher-led, and divides the time so that some activities are teacher-led and other activities are student-centered. Teacher provides balanced opportunities for students to participate in asynchronous and synchronous settings. Sample Class Schedules: First Grade Sample Schedule, Second Grade Sample Schedule, Middle School ELA Sample Schedule, High School ELA Sample Schedule. Consider the AISD Literacy Plan for providing student voice and choice in reading and writing activities. Guiding students to take an active role might look like the teacher modeling the use of chats, polls, emojis, partner discussions, and other strategies for students, and then stepping back to allow students to engage in the strategy with their peers. This might also look like students discussing lesson topics before, during, or after the lesson or students reflecting on their learning/performance and making adjustments or sharing their thoughts/understanding with their peers/the class in Zoom, virtual breakout rooms, online discussion boards, or online chats with some teacher support/prompting. (Resources: Active Learning for Online Classrooms, Active Learning in Remote/Online Classes, Tips and Tricks: Teachers Educating on Zoom, Collaboration in Zoom Breakout Rooms, Zoom Breakout Room: Grades PreK-2 Structured Protocols) For example, in a lesson about audience, a teacher might have students share real audiences they communicate with, such as family members in text messages, friends on social media, grandparents on phone calls, and then have students write out scripts with each audience in mind. Then students can compare their own messages to different audiences to discuss how the message, tone, topic, and format change based on who they are communicating with. | Teacher ensures that lesson activities are minimally teacher-led and learning is predominately student-centered. Teacher provides balanced opportunities for students to participate in asynchronous and synchronous settings. Sample Class Schedules: First Grade Sample Schedule, Second Grade Sample Schedule, Middle School ELA Sample Schedule, High School ELA Sample Schedule. Consider the AISD Literacy Plan for providing student voice and choice in reading and writing activities. The teacher creates intentional structures and routines to provide students with or allow students to track their own data and use the data to reflect on their strengths and needs to decide which activities/skills to focus on and enhance to mastery or beyond. For instance, teacher may teach students to track their reading/math data in iReady in a folder where students highlight skills/TEKS they need additional support in or have mastered. Teacher provides activity options in class for students to choose from to practice/extend their learning on these skills/TEKS." Creating structures for students to take an active role in asynchronous and synchronous settings might look like students leading discussions around lesson topics in Zoom breakout rooms, students engaging in CLI activities, inquiry-based activities, students having choice in the lesson activities (Virtual Playlists), and participating in Virtual Field Trips. (Resources: Active Learning for Online Classrooms, Active Learning in Remote/Online Classes, Tips and Tricks: Teachers Educating on Zoom, Collaboration in Zoom Breakout Rooms, Zoom Breakout Room: Grades PreK-2 Structured Protocols) | ||
1 | Instructional Practice Strand 2: Standards and Alignment | ||||||
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2 | Instructional Practice Strand 2: Standards and Alignment | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |||
3 | 2.1 Academic Expectations | Teacher communicates high expectations for academic achievement for all students. Teacher provides problem-solving opportunities that are relevant, meaningful, and aligned to objective(s). Teacher frequently uses relevant and aligned tasks with real-world applications. | Teacher communicates high expectations for academic achievement for all students. Teacher guides students to engage in problem-solving opportunities that are relevant, meaningful, and aligned to objective(s), with minimal teacher support. Teacher consistently uses relevant and aligned tasks with real-world applications. | Teacher communicates high expectations for academic achievement for all students. Teacher creates structures to engage students in problem-solving opportunities that are relevant, meaningful, and aligned to objective(s). Teacher systematically uses a variety of relevant and aligned tasks with real-world applications. | |||
4 | 2.1 What This Might Look Like | Communicating high expectations for academic achievement for all students might include posting classroom behavior and academic rules in the virtual learning environment and holding students to those rules, meeting with students individually to review their data, discuss the student's learning, setting goals, and progress monitoring with students, working with students to resubmit any work that was incomplete or work that didn't initially meet the standard, encouraging students to do their best, take risks, make mistakes, reflect, and try again. Teacher creates activities that allow students to problem-solve in relation to the lesson and directs students through the activities. Teacher includes cooperative learning (e.g., Jigsaw, Think-pair-share, Think It Up, group work with BLEND, Socratic Seminar in BLEND, Group Discussions in BLEND, CLI activities, projects) so students can work with peers to analyze, think critically, and problem solve. Often using a variety of aligned tasks appropriate for diverse learners might look like the teacher often providing a video, website, or article for students to use to learn about the lesson topic before discussing/applying their learning, creating several tasks for students to apply their new learning in different ways (e.g., writing, virtual simulation, discussion, scavenger hunt, webquest, etc.). Teacher chooses tasks that connect to the students' lived experiences, for example when teaching a lesson about money, a teacher might include ads and a few items from the local grocery store to support student understanding. Station Rotation Learning Model; Choice Boards; Learning Menus. | Communicating high expectations for academic achievement for all students might include posting classroom behavior and academic rules in the virtual learning environment and holding students to those rules, meeting with students individually to review their data, discuss the student's learning, setting goals, and progress monitoring with students, working with students to resubmit any work that was incomplete or work that didn't initially meet the standard, encouraging students to do their best, take risks, make mistakes, reflect, and try again. Teacher facilitates learning opportunities that allow students to problem-solve in relation to the lesson and students are able to engage in the activity with minimal teacher support. Teacher includes cooperative learning (e.g., Jigsaw, Think-pair-share, Think It Up, group work with BLEND, Socratic Seminar in BLEND, Group Discussions in BLEND, CLI activities, projects) so students can work with peers to analyze, think critically, and problem solve. With few or no exceptions, the teacher provides a variety of aligned tasks appropriate for diverse learners such as a video, website, and article for students to choose from to learn about the lesson topic before discussing/applying their learning, offering options for students to complete to apply their new learning in different ways for a single topic (e.g., Choice Boards, Playlists, Virtual Playlists, Virtual Scavenger Hunts, Inquiry-Based Learning, etc.). Teacher chooses tasks that connect to the students' lived experiences, for example when teaching a lesson about money, a teacher might include ads and a few items from the local grocery store to support student understanding. Tasks are aligned to standards. | The teacher communicates high expectations for academic achievement for all students. This might look like posting behavior expectations and academic rules and holding students accountable; conferring with students individually to review their data; discussing the student's learning; setting goals and progress monitoring toward those goals; working with students to resubmit any work that was incomplete or didn't initially meet the standard; encouraging students to approach learning with a growth mindset. Teacher creates intentional structures that allow students to problem-solve in relation to the lesson, and students are able to engage in activities independently (e.g., Making Critical Thinking Explicit and Intentional). For example, a teacher could include a daily problem-solving warm-up that launches the lesson. Teacher systematically includes cooperative learning (e.g., Jigsaw, Think-pair-share, group work with BLEND, Socratic Seminar in BLEND, Group Discussions in BLEND, project collaboration in BLEND, Structured Academic Controversy, Levels of Questions, projects, etc.) so students are able to work with peers to analyze, think critically, and problem solve during most lessons. The teacher purposefully creates intentional structures and routines that provide a variety of aligned tasks appropriate for diverse learners. This might look like a video, website, or article that students can choose from to learn about the lesson topic before discussing/applying their learning. This could also look like offering options for students to apply their new learning to demonstrate mastery (e.g., Choice Boards, Playlists, Virtual Playlists, Virtual Scavenger Hunts, Collaborative Research in BLEND, Project Based Learning, Inquiry-Based Learning, etc.). Teacher chooses tasks that connect to the students' lived experiences. For example, when teaching a lesson about money, a teacher might include ads and a few items from the local grocery store to support student understanding. Tasks are aligned to standards. | |||
5 | 2.2 Lesson Objectives | Objectives and success criteria are posted. Teacher explicitly communicates objectives throughout the lesson. Teacher explains what students are learning, why it is important, and guides students to make connections to prior knowledge, real-world experiences, and/or their own lives. | Objectives and success criteria are posted. Teacher explicitly communicates objectives throughout the lesson. Teacher supports students to be able to clearly explain what they are learning, why it is important, and how it connects to prior knowledge, real-world experiences, and/or their own lives. | Objectives and success criteria are posted. Teacher explicitly communicates objectives throughout the lesson. Students can clearly explain what they are learning, why it is important, and how it connects to prior knowledge, real-world experiences, and/or their own lives. | |||
6 | 2.2 What This Might Look Like | Objectives are clearly displayed on the LMS where they are easily accessible for students throughout the lesson. Before, during, and at the end of the lesson, the teacher refers to the learning objectives to ensure that students know what they should be learning or able to do by the end of the lesson. For example, Zoom Meetings, PowerPoints, audio, videos, BLEND assignments, rubrics, etc. Teacher takes the time to explain each learning objective, to explain why the strategies and/or skills are important, and to help students understand how the learning from each lesson can apply to their own lives and to the real world. | Objectives and success criteria are clearly displayed on the LMS where they are easily accessible for students throughout the lesson. Before, during, and at the end of the lesson, the teacher refers to the learning objectives to ensure that students know what they should be learning or able to do by the end of the lesson. For example, Zoom Meetings, PowerPoints, audio, videos, BLEND assignments, rubrics, etc. Teacher connects the lesson content to the objectives across lesson activities and scaffolds explanations to help students connect to prior knowledge, real-world applications, and their own lives. Teacher is able to support students so they are able to articulate the lesson objectives and the connections they make. | Objectives and success criteria are clearly displayed on the LMS where they are easily accessible for students throughout the lesson. Before, during, and at the end of the lesson, the teacher refers to the learning objectives to ensure that students know what they should be learning or able to do by the end of the lesson. For example, Zoom Meetings, PowerPoints, audio, videos, BLEND assignments, rubrics, etc. Students connect the lesson content to the objectives and are able to articulate the lesson objectives in their own words and make connections to prior knowledge, real-world applications, and their own lives. Teacher revisits objectives during the lesson and students are provided the opportunity to discuss the expectations (e.g., BLEND chat, Zoom, TEAMS, etc.). | |||
7 | 2.3 Intervention and Extension | Teacher applies content knowledge to accurately address student misunderstandings and misconceptions and responds with appropriate scaffolding. Teacher frequently provides relevant and aligned, targeted intervention, content delivery, and extension, for all students as needed. Teacher frequently provides opportunities for students to engage in discussions/extensions that are relevant to the lesson objectives. | Teacher applies extensive content knowledge to proactively anticipate, plan for, and preemptively address common student misunderstandings and misconceptions. Teacher consistently provides relevant and aligned, targeted intervention, content delivery, and extension, for all students as needed. Teacher supports students to engage in discussions/extensions that are relevant to the lesson objectives and extend on prior understanding. | Teacher addresses/uses misconceptions to facilitate deeper learning and/or inspire further exploration and discovery. Teacher systematically provides relevant and aligned targeted intervention, content delivery, and extension, for all students as needed. Students initiate and engage in discussions/extensions that are relevant to the lesson objectives and extend on prior understanding. | |||
8 | 2.3 What This Might Look Like | Teacher often plans and provides content delivery methods (e.g., videos, BLEND, mini-lesson, hands-on activities, etc.), targeted intervention activities (e.g., rereading, 1-1 or small group reteach, reteach with manipulatives, peer reteach, online activities such as IXL, Reading A-Z, etc.), and extension activities (e.g., inquiry activities, critical thinking activities, etc.) aligned to the lesson objectives being taught and to students' instructional needs. Tasks are aligned to standards. Teacher often provides opportunities for students to engage in online discussions or small group discussions around the lesson topics. Teacher plans time and activities for students to further their understanding of the lesson topics. This might look like setting up online inquiry stations where students can further research specific aspects of the lesson topic that interested them or providing task cards/games/puzzles related to the lesson topic so students can think creatively to problem-solve. Teacher allows for deeper online discussions (e.g., Zoom meetings, BLEND chats, Think- Pair- Share, Backchannel, etc.). | Teacher usually plans and provides content delivery methods (e.g., videos, BLEND, mini-lesson, virtual manipulatives, etc.), targeted intervention activities (e.g., rereading, 1-1 or small group reteach, reteach with manipulatives, peer reteach, online activities such as IXL, Reading A-Z, etc.), and extension activities (e.g., inquiry activities, critical thinking activities, etc.) aligned to the lesson objectives being taught and to students' instructional needs. Tasks are aligned to standards. Teacher usually plans time during the lesson for students to engage in online discussions, or other small group discussions around the lesson topics (e.g., BLEND chat, Zoom, collaborative doc). Teacher plans time and activities for students to further their understanding of the lesson topics. This might look like setting up online inquiry stations where students can further research specific aspects of the lesson topic that interested them or providing digital task cards/games/puzzles related to the lesson topic so students can think creatively to problem-solve. Teacher monitors student discussions/extension activities and provides support and intervention as needed. | Teacher has a fixed system or plan and provides content delivery methods (e.g., videos, BLEND, mini-lesson, hands-on activities, etc.), targeted intervention activities (e.g., rereading, 1-1 or small group reteach, reteach with manipulatives, peer reteach, online activities such as IXL, Reading A-Z, etc.), and extension activities (e.g., inquiry activities, critical thinking activities, etc.) aligned to the lesson objectives being taught and to students' instructional needs. Tasks are aligned to standards. Teacher encourages authentic, student-driven discussions that connect lesson objectives to real-world scenarios or events. Teacher facilitates small group/whole class discussions that extend prior understanding of the lesson topics. While students are driving the direction of the instruction, the teacher is providing appropriate support and intervention as needed. Students prompt and guide enrichment online discussions (e.g., Extensions, Zoom, BLEND chats, Socratic Dialogue, Discussion Forums, Wikis, Project- Based Learning, data-informed interventions, and extensions are prepared and delivered in the virtual learning environment.) | |||
9 | 2.4 Content-Specific Language | Teacher frequently uses accurate, content-specific language and tools to convey critical information. Teacher directs students to use accurate, content specific language and tools. | Teacher consistently uses accurate, content-specific language and tools to convey critical information at a high level of rigor. Students to use accurate, content specific language and tools, with minimal teacher support. | Teacher systematically and effectively uses accurate, content-specific language and tools to convey critical information at a high level of rigor. Students independently use accurate, content specific language and tools. | |||
10 | 2.4 What This Might Look Like | Teacher effectively uses accurate, content-specific language and tools. This might look like a teacher using the terms "denominator" and "numerator" instead of top number and bottom number, using the term "setting" instead of "when and where the story takes place" or referring to genres of writing by the genre - "realistic fiction", "fairy tale", "news article" - instead of calling all of these stories. Using appropriate tools might look like using a ruler to measure length instead of using fingers. Possible sources of evidence: virtual interactive word walls, vocabulary charts, digital notebooks, student-created dictionaries, lesson plans and presentation materials. Examples: Padlet; Google Docs/Classroom/Sheets; Brainscape; etc. | Teacher effectively guides students to use accurate, content-specific language and tools. This might look like students being able to explain information independently or collaboratively with teacher assistance. Possible sources of evidence: virtual interactive word walls, vocabulary charts, binder, student-created dictionaries, lesson plans and presentation materials, AVID 1-Pager, teacher-facilitated Socratic seminars, student writing, digital interactive notebook, open-ended questioning strategies, CLI strategies etc. Examples: Padlet; Google Docs/Classroom/Sheets; Brainscape; etc. | Teacher has a fixed system or plan and effectively uses accurate, content-specific language and tools. This might look like students being able to analyze information and generate questions independently or collaboratively. Possible sources of evidence: virtual interactive word walls, vocabulary charts, binder, student-created dictionaries, lesson plans and presentation materials, open-ended questioning strategies, CLI strategies, AVID 1-Pager, student-facilitated Socratic seminars, student writing, digital interactive notebook. Examples: Padlet; Google Docs/Classroom/Sheets; Brainscape; etc. | |||
11 | 2.5 Anchors of Support and Student Work | Teacher frequently incorporates anchors of support/supplemental aids that are designed to support and enhance learning goals/objectives. There is evidence of class collaboration in the creation of anchors of support and teacher directs student use of supports. Student work and exemplars are clearly aligned to current objectives. | Teacher consistently incorporates anchors of support/supplemental aids that are designed to support and enhance learning goals/objectives. There is evidence of class collaboration in the creation of anchors of support and students engage with supports, with teacher guidance. Student work and exemplars are clearly aligned to current objectives. | Teacher systematically incorporates anchors of support/supplemental aids that are designed to support and enhance learning goals/objectives. There is clear evidence of class collaboration in the creation of anchors of support and students independently engage with supports. Student work and exemplars are clearly aligned to current objectives and integrate and build on/reinforce prior or future learning. | |||
12 | 2.5 What This Might Look Like | Student work and exemplars or assignments are posted in the virtual learning environment. Anchors of support such as reference material, online anchor charts, online word walls, charts, maps, graphs, and other supplemental aids are posted and the teacher refers to these frequently when teaching. Students may also have access to other supplemental aids and references such as interactive notebooks and student-created dictionaries that are designed to support students in meeting the learning goals of the lesson. Online bulletin boards, online anchor charts, online word walls, charts, graphs, etc. show evidence of teacher and student creation and are aligned to the objectives for the unit. The teacher reminds students to use these supplemental aids as they work. All of the student work, anchors of support, and supplemental aids directly align with the learning objectives of the current lesson or unit and student exemplary work samples are shared online; online bulletin boards; online anchor charts and graphic organizers are evident in both synchronous and asynchronous settings; teacher uses a screen recording software (e.g., Youtube video, Screencastify, Loom) to record video to provide clear expectations, explain key concepts, introduce a new learning platform, or review/re-teach. | Student work and exemplars or assignments are posted in the virtual learning environment. Class created anchors of support such as reference material, online anchor charts, online word walls, charts, maps, graphs, and other supplemental aids are posted and the teacher refers to these frequently when teaching. Students have access to other supplemental aids and references such as interactive notebooks and student-created dictionaries that are designed to support students in meeting the learning goals of the lesson. Online bulletin boards, online anchor charts, online word walls, charts, graphs, etc. show evidence of teacher and student creation and are aligned to the objectives for the unit. Students engage and interact with anchors of support independently, with teacher assistance. All of the student work, anchors of support, and supplemental aids directly align with the learning objectives of the current lesson or unit and student exemplary work samples are shared online; online bulletin boards; online anchor charts and graphic organizers are evident in both synchronous and asynchronous settings; teacher uses a screen recording software (e.g., Youtube video, Screencastify, Loom) to record video to provide clear expectations, explain key concepts, introduce a new learning platform, or review/re-teach. | Student work and exemplars or assignments are posted in the virtual learning environment. Class created anchors of support such as reference material, anchor charts, word walls, charts, maps, graphs, and other supplemental aids are posted the teacher refers to these frequently when teaching. Students have access to other supplemental aids and references such as interactive notebooks and student-created dictionaries that are designed to support students in meeting the learning goals of the lesson. Online bulletin boards, online anchor charts, online word walls, charts, graphs, etc. show clear evidence of teacher and student creation and are aligned to the objectives for the unit. Students independently engage and interact with anchors of support. All of the student work, anchors of support, and supplemental aids directly align with the learning objectives of the current lesson or unit and student exemplary work samples are shared online; online bulletin boards; online anchor charts and graphic organizers are evident in both synchronous and asynchronous settings; teacher uses a screen recording software (e.g., Youtube video, Screencastify, Loom) to record video to provide clear expectations, explain key concepts, introduce a new learning platform, or review/re-teach. | |||
1 | Instructional Practice Strand 3: Assessment and Feedback | ||||
|---|---|---|---|---|---|
2 | Instructional Practice Strand 3: Assessment and Feedback | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |
3 | 3.1 Checks for Understanding and Adjustment | Teacher frequently uses discreet and explicit checks for understanding through questioning, assessment, and academic feedback. Teacher frequently collects, analyzes, and reflects on student input to monitor and adjust instruction. Teacher provides opportunties to engage in self assessment, goal setting, and progress monitoring. | Teacher consistently uses discreet and explicit checks for understanding through questioning, assessment, and academic feedback. Teacher consistently collects, analyzes, and reflects on student input to monitor and adjust instruction to effectively respond to unique student needs. Teacher guides students to understand and apply their knowledge and skills to engage in self assessment, goal setting, and progress monitoring. | Teacher systematically uses discreet and explicit checks for understanding through questioning, assessment, and academic feedback. Teacher systematically collects, analyzes, and reflects on student input to monitor and adjust instruction to effectively respond to unqiue student needs that ultimately increase academic growth. Students apply their knowledge and skills to engage in self assessment, goal setting, and progress monitoring. | |
4 | 3.1 What This Might Look Like | The teacher regularly uses discreet and explicit checks for understanding. This might look like a teacher using an app, popsicle sticks, or some other tool to call on students to answer specific questions or teacher may quietly confer with individual students to check understanding of content. Teacher may use white boards, remotes, cards, think/pair/shares, Quickwrites, visual brainstorming and other CLI strategies, or online tools like padlet, polleverywhere, dotstorm, Nearpod, etc., for students to share their understanding of lesson topics. Teacher often analyzes student responses to make instructional decisions. For example, if students share their understanding of a lesson through a padlet, but the teacher notices many students have the same misunderstanding of the content, the teacher could teach a mini lesson the following class period to address the misunderstanding that appeared in student responses. The teacher often guides students as they examine their data and supports students to self-assess, set learning goals, and monitor their own progress. For example, teachers may have 1-1 conferences bi-weekly or monthly to share student data and allow the student to set goals before making a plan for how students will monitor their own progress. With teacher guidance, the student tracks their own growth and is part of the decision-making process for individual learning goals. | The teacher typically uses discreet and explicit checks for understanding. This might look like a teacher using an app, popsicle sticks, or some other tool to call on students to answer specific questions or teacher may quietly confer with individual students to check understanding of content. Teacher may use quickchecks, white boards, remotes, cards, think/pair/shares, Quickwrites, visual brainstorming and other CLI strategies, or online tools like padlet, polleverywhere, dotstorm, Nearpod, etc., for students to share their understanding of lesson topics. Teacher usually analyzes student responses to make instructional decisions to effectively respond to diverse student needs. For example, if students share their understanding of a lesson through a padlet, but the teacher notices many students have the same misunderstanding of the content, the teacher could create learning groups focused on the targeted skill or learning objective that meets the individual needs of each learning group. Then, the teacher could facilitate these groups the following class period to address the misunderstanding that appeared in student responses. The teacher usually guides students as they examine their data and supports students to self-assess, set learning goals, and monitor their own progress. For example, teachers may have 1-1 conferences bi-weekly or monthly to share student data and allow the student to set goals before making a plan for how students will monitor their own progress. With teacher guidance, the student tracks their own growth and is part of the decision-making process for individual learning goals. | The teacher often uses discreet and explicit checks for understanding. This might look like a teacher using an app, popsicle sticks, or some other tool to call on students to answer specific questions or teacher may quietly confer with individual students to check understanding of content. Teacher may use quickchecks, white boards, remotes, cards, think/pair/shares, Quickwrites, visual brainstorming and other CLI strategies, or online tools like padlet, polleverywhere, dotstorm, Nearpod, etc., for students to share their understanding of lesson topics. Teacher regularly analyzes student responses to make instructional decisions. For example, if students share their understanding of a lesson through a padlet, but the teacher notices many students have the same misunderstanding of the content, the teacher could teach a mini lesson the following class period to address the misunderstanding that appeared in student responses. The teacher often guides students as they examine their data and supports students to self-assess, set learning goals, and monitor their own progress. For example, teachers may have 1-1 conferences bi-weekly or monthly to share student data and allow the student to set goals before making a plan for how students will monitor their own progress. With teacher guidance, the student tracks their own growth and is part of the decision-making process for individual learning goals. | |
5 | 3.2 Questioning | Teacher frequently asks, and students answer questions, that support a deeper understanding of the learning objective(s) and reteaches content when necessary. Teacher frequently uses a variety of questioning strategies and appropriate wait time to create an environment where students have the ability to set goals, reflect, evaluate, apply, and communicate. Teacher consistently provides problem-solving opportunities that are relevant and aligned to the learning objective(s). | Teacher asks, and students answer questions, at the creative, evaluative, and/or analysis levels that support mastery of, and broader connections to the learning objective(s) and reteaches content when necessary. Teacher consistently uses a variety of questioning strategies and appropriate wait time to create an environment where students have the ability to set goals, reflect, evaluate, apply, and communicate. Teacher consistently provides problem-solving opportunities that are relevant, aligned to the learning objective(s), and meaningful to students. Students engage in higher-order thinking both independently and with peers with teacher guidance. | Teacher consistently plans for, asks, and students answer questions at the creative, evaluative and/or analysis levels that support mastery of, and broader connections to, the learning objective(s) and reteaches content when necessary. Teacher systematically uses a variety of questioning strategies and appropriate wait time to create an environment where students have the ability to set goals, reflect, evaluate, apply and communicate. Teacher consistently provides problem-solving opportunities that are relevant, aligned to the learning objective(s), and meaningful to students. Students engage in higher-order thinking, both independently and with peers. | |
6 | 3.2 What This Might Look Like | Teacher uses a variety of strategies or techniques to engage students in thinking around high-level questions. High-level questions are those that cannot be answered through recalling information or reading directly from a text; these questions require students to think beyond literal questions to analyze, synthesize, evaluate, or create. For example, a teacher may ask students to consider a specific historical event and then respond to a question with the stem, "how might history have changed if..." Teacher regularly uses a variety of questioning strategies and techniques that deepen understanding (e.g., Questioning techniques, Four Corners, Accountable Talk Sentence Stems) to engage students in goal-activities around their learning and behavior, reflection activities (e.g., 3-2-1, Give One, Get One, or other Active Learning Strategies, Active Learning with Zoom) to get students thinking about and evaluating their learning and progress. The questioning techniques used by the teacher enable students to respond to the teacher and their peers to communicate their ideas and understanding. Teacher creates activities that require students to problem solve, and/or draw conclusions: Inquiry Based Learning, CLI Strategies (e.g., Storyboard Activity Jamboard, Role on the Wall, I am in a Creative Space, Role Play, Build a Phrase, Songwriting, Art Talk, etc.) Resource: Active Learning Strategies for Remote Classrooms, Active Learning Strategies | The teacher uses a variety of strategies or techniques to engage students in thinking around high-level questions. High level questions are those that cannot be answered through recalling information or reading directly from a text; these questions require students to think beyond literal questions to analyze, synthesize, evaluate, or create. For example, a teacher may ask students to consider a specific historical event and then respond to a question with the stem, "how might history have changed if..." Teacher typically uses a variety of questioning strategies and techniques that lead to mastery (e.g., Questioning techniques, Levels of Questioning, Think It Up, Four Corners, Accountable Talk Stems) to engage students in goal-activities around their learning and behavior, reflection activities (e.g., 3-2-1, A to Z List, or other Active Learning Strategies, Active Learning with Zoom) to get students thinking about and evaluating their learning and progress. The questioning techniques used by the teacher enable students to respond to the teacher and their peers to communicate their ideas and understanding. Teacher usually creates activities that are meaningful to students' lives and culture and have real-world applications that require students to problem solve, and/or draw conclusions: Inquiry Based Learning, CLI Strategies (e.g., Storyboard Activity Jamboard, I am in a Creative Space, Role on the Wall, Hot Seating, Songwriting, etc.) Resource: Active Learning Strategies for Remote Classrooms, Active Learning Strategies | The teacher typically plans for and uses a variety of strategies or techniques to engage students in thinking around high-level questions. High level questions are those that cannot be answered through recalling information or reading directly from a text; these questions require students to think beyond literal questions to analyze, synthesize, evaluate, or create. For example, a teacher may ask students to consider a specific historical event and then respond to a question with the stem, "how might history have changed if..." Teacher has a fixed system or plan to use a variety of questioning strategies and techniques (e.g., Questioning techniques, Levels of Questioning, Think It Up, Four Corners, Accountable Talk Stems) to engage students in goal-activities around their learning and behavior, reflection activities (e.g., 3-2-1, A to Z List, or other Active Learning Strategies, Active Learning with Zoom) to get students thinking about and evaluating their learning and progress. The questioning techniques used by the teacher enable students to respond to the teacher and their peers to communicate their ideas and understanding. Teacher typically creates activities that are meaningful to students' lives and culture and have real-world applications that require students to problem solve, and/or draw conclusions; Socratic Seminar, Inquiry Based Learning, CLI Strategies (e.g., Storyboard Activity Jamboard, Role on the Wall, I am in a Creative Space, Art Talk, etc.). Resource: Active Learning Strategies for Remote Classrooms, Active Learning Strategies | |
7 | 3.3 Feedback | Teacher frequently provides relevant and timely feedback. Feedback affirms, clarifies, and advances understanding of the learning objective(s). | Teacher consistently provides relevant and timely feedback. Feedback affirms, clarifies, and advances understanding/mastery of the learning objective(s). | Teacher systematically provides relevant and timely feedback that affirms, clarifies, and advances understanding/mastery of the learning objective(s). | |
8 | 3.3 What This Might Look Like | The teacher often provides relevant and timely feedback that affirms, clarifies, and advances student understanding and mastery of content. This might look whole class feedback, individual student feedback, praise, data trackers, written feedback in comments on student journals or electronic documents, questioning to clarify misunderstandings, conferring, reflective questioning. | The teacher typically provides relevant and timely feedback that affirms, clarifies, and advances student understanding and mastery of content. This might look whole class feedback, individual student feedback, praise, data trackers, written feedback in comments on student journals or electronic documents, questioning to clarify misunderstandings, conferring, reflective questioning. | The teacher has a fixed system or plan to provide relevant and timely feedback that affirms, clarifies, and advances student understanding and mastery of content. This might look whole class feedback, individual student feedback, praise, data trackers, written feedback in comments on student journals or electronic documents, questioning to clarify misunderstandings, conferring, reflective questioning. | |
1 | Instructional Practice Strand 4: Routines and Procedures | ||||
|---|---|---|---|---|---|
2 | Instructional Practice Strand 4: Routines and Procedures | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |
3 | 4.1 Established Expectations | Teacher supports/reminds students to apply established behavior expectations and/or behaviors independently. | Teacher provides minimal support for students to be able to apply established behavior expectations and/or behaviors independently. | Teacher creates structures to ensure students are self-directed and apply established behavior expectations and/or behaviors. | |
4 | 4.1 What This Might Look Like | Teacher models expected behaviors for students and reminds students to follow the communicated behavior expectations. Teacher may refer to a digital anchor chart of behavior expectations or may enlist students to model expected behaviors for their peers in a Fishbowl activity (tips for virtual fishbowl activity). It might also look like reviewing behavior expectations during a morning meeting, Advisory, or welcoming ritual. | Teacher effectively designs and implements virtual learning routines and procedures and norms; students carry them out in an efficient manner with little direction from the teacher; students assume responsibility for maintaining the environment; students model expected online behaviors and exercise good digital citizenship skills. For example, the teacher indicates that for the day's activities, students will need to meet with different breakout room partners than usual. The teacher communicates that students should take notes during the direct instruction portion of the lesson. Students are able to take notes during direct instruction, and join with their new virtual breakout room (e.g., Collaboration in Zoom Breakout Rooms, Zoom Breakout Room: Grades PreK-2 Structured Protocols, etc.) groups to complete the follow-up activity while the teacher is able to provide minimal reminders of expectations when joining each breakout room for check-ins. Resources: Setting Up Your Digital Classroom, Developing Classroom Norms for your Remote Classroom | Teacher creates systems that enable students to be self-directed and follow the communicated behavior expectations in developmentally appropriate ways. For example, the teacher has set up the daily opening routine for students to join the Zoom, turn on their cameras and greet the teacher and then mute their microphones while opening their warm-up activity in the BLEND course. Students begin work on the warm up without specific teacher reminders. At the end of the allotted warm up time, all or almost all students are prepared to discuss their responses. This could also look like evidence of a social contract that is student-generated and is visible in the BLEND course or Seesaw classroom. This could also look like students who initiate classroom routines and self-start without prompting from the teacher. Teacher makes a reasonable, good faith effort to ensure that classroom routines and procedures are displayed via multimodal and multilingual methods in the BLEND or Seesaw classroom. For example, the routines are displayed with corresponding images on the homepage in both English and other languages represented in the classroom community. Resources: Setting Up Your Digital Classroom, Developing Classroom Norms for your Remote Classroom | |
5 | 4.2 Shared Responsibility | Teacher frequently provides opportunities for students to share the responsibility for the maintenance of classroom expectations and an inclusive environment. | Teacher and students share responsibility for the maintenance of classroom expectations and an inclusive environment with minimal teacher support. | Students demonstrate a sense of ownership for the management of classroom expectations and maintaining an inclusive environment. | |
6 | 4.2 What This Might Look Like | Teacher provides opportunities for students to share in the responsibilities of maintaining the virtual classroom expectations; students participate in class jobs/roles to ensure that virtual classroom expectations are followed with teacher support. This may look like a visible job chart that the teacher manages and references for students to share in the responsibility of the virtual classroom. | Teacher and students share in the responsibilities of maintaining the virtual classroom expectations; students participate in class jobs/roles to ensure that classroom expectations are followed with little teacher support. This could look like evidence of a social contract between students and teacher that is visible in the virtual classroom or is referenced by students, with minimal teacher support. | Students lead the management of the virtual classroom expectations; students participate in class jobs/roles to ensure that virtual classroom expectations are followed with little to no teacher direction. This could look like students who initiate classroom expectations and hold each other accountable for maintaining an inclusive environment based on established expectations (social contract) without prompting from the teacher. This could look like a classroom point system where students respectfully and discreetly help and remind peers of expectations when the need arises. | |
7 | 4.3 Monitoring Behavior | Teacher frequently and subtly monitors behavior. Behavior consequences are consistent, equitable, aligned to the district expectation, and reflect students’ social, emotional, and cognitive development. Teacher frequently uses strategies to focus or re-direct students when needed that are timely, specific, sensitive to individual needs, and respectful with little disruption to the lesson momentum. | Teacher consistently and subtly monitors behavior. Behavior consequences are consistent, equitable, aligned to the district expectation, and reflect students’ social, emotional, and cognitive development. Teacher consistently uses strategies to focus or re-direct students when needed that are timely, specific, sensitive to individual needs, and respectful without disrupting the lesson momentum. | Teacher consistently and subtly monitors behavior. Behavior consequences are consistent, equitable, aligned to the district expectation, and reflect students’ social, emotional, and cognitive development. Teacher systematically uses strategies to focus or re-direct students when needed that are timely, specific, sensitive to individual needs, respectful, proactive, and preventive without disrupting the lesson momentum. | |
8 | 4.3 What This Might Look Like | Teacher regularly monitors behavior in a way that respects students' privacy. For example, any redirection is done discreetly and in a manner in which other students are not aware of the interaction or its purpose. This could look like an agreed-upon nonverbal signal to refocus, or a private comment in the chat, or a call and response for the entire class to refocus. Teacher follows district behavior expectations and consequences consistently, conferring privately with the student, making phone calls to parents/guardians/caregivers, using restorative practices, documenting in eCST, counseling referrals. Teacher often addresses off-task behaviors quickly and is able to refocus students to appropriate behaviors through relationship building, individual reminders, redirection, proximity, etc. Behavior redirection has little impact on the lesson momentum. For example, if a student has their camera off and does not respond when called on while they should be engaging in a small group discussion, the teacher can privately message the student to join the discussion. Other students are distracted by the interruption but with teacher redirection, they are able to return to their discussion. This could also look like praising students who are demonstrating or exhibiting desired or expected behaviors. PBIS: Tier 1 Interventions | Tier 2 Interventions | Tier 3 Interventions AISD Behavior Interventions | Teacher typically monitors behavior in a way that respects students' privacy. For example, any redirection is done discreetly and in a manner in which other students are not aware of the interaction or its purpose. This could look like an agreed-upon nonverbal signal to refocus, or a private comment in the chat, or a call and response for the entire class to refocus. Teacher follows district behavior expectations and consequences consistently, conferring privately with the student, making phone calls to parents/guardians/caregivers, using restorative practices, documenting in eCST, counseling referrals. With few or no exceptions, teacher addresses off-task behaviors quickly and is able to refocus students to appropriate behaviors through relationship building, individual reminders, redirection, proximity, etc. Behavior redirection has no impact on the lesson momentum. For example, if a student has their camera off and does not respond when called on while they should be engaging in small group discussion, the teacher can privately message the student to join the discussion. Other students, continue to engage in their discussion uninterrupted. This could also look like verbally praising students who are demonstrating or exhibiting desired or expected behaviors or distributing incentives/motivators (PBIS). PBIS: Tier 1 Interventions | Tier 2 Interventions | Tier 3 Interventions | Teacher typically monitors behavior in a way that respects students' privacy. For example, any redirection is done discreetly and in a manner in which other students are not aware of the interaction or its purpose. This could look like an agreed-upon nonverbal signal to refocus, or a private comment in the chat, or a call and response for the entire class to refocus. Teacher follows district behavior expectations and consequences consistently, conferring privately with the student, making phone calls to parents/guardians/caregivers, using restorative practices, documenting in eCST, counseling referrals. Teacher has a fixed system and plan to address off-task behaviors quickly and is able to refocus students to appropriate behaviors through relationship building, individual reminders, redirection, proximity, etc. Behavior redirection has no impact on the lesson momentum. For example, the teacher has taught expectations for cameras and participation. Students know the expectations for engagement. However, if a student has their camera off and does not respond when called on while they should be engaging in small group discussion, the teacher is able to move the lesson forward seamlessly while reaching out to the student through private messages and is able to have them rejoin the discussion. Other students, continue to engage in their discussion uninterrupted. This could also look like verbally praising students who are demonstrating or exhibiting desired or expected behaviors or distributing incentives/motivators (PBIS). The teacher recognizes and ensures equitable distribution of praise and incentives/motivators. PBIS: Tier 1 Interventions | Tier 2 Interventions | Tier 3 Interventions | |
9 | 4.4 Acknowledgements | Teacher frequently reinforces positive behaviors in a way that meets district standards/expectations. Teacher frequently provides process-centered feedback to all students for their accomplishments and efforts. Teacher provides opportunities for students to self-reflect and acknowledge each other's accomplishments and efforts. | Teacher consistently reinforces positive behaviors in a way that meets district standards/expectations. Teacher consistently provides process-centered feedback to all students for their accomplishments and efforts. Teacher support needed is minimal for students to self-reflect and acknowledge each other's accomplishments and efforts. | Teacher systematically finds and reinforces specific positive behaviors in a way that meets district standards/expectations. Teacher and/or students are able to consistently provide process-centered feedback to students/peers for their accomplishments and efforts. Teacher creates systems to ensure students independently self-reflect and acknowledge each other's accomplishments and efforts. | |
10 | 4.4 What This Might Look Like | Teacher regularly follows district standards to reinforce positive behavior, i.e. "Caught being Good," PBS. For example, instead of chastising students who aren't prepared in the virtual setting when the class starts, the teacher thanks students by name who were practicing the expected behavior standard. Teacher provides opportunities for students to hold each other accountable for appropriate behavior and encourage positive behavior, such as by creating class "jobs" where each student is responsible for something, such as directing students where the reading is located, reminding other students to get started on the warm up, and when students see others are on task, they praise the expected behavior ("Matt, thanks for making sure our group knew where to find the reading.") Teacher often provides time for students to self-reflect on their own behavior. For example, at the beginning of each class period, the teacher may say to the class, "What is your responsibility in class today? How did you perform last class? What do you need to do differently to be successful in class today? How can you help your peers be successful today?" This could also look like a weekly writing reflection activity for students to consider their actions over the past week. Resources: AISD MTSS: Scaffolding Classroom Management with Positive Behavior Support strategies (pp. 22-26) | Teacher typically follows district standards to reinforce positive behavior, i.e. "Caught being Good," PBS. For example, instead of chastising students who aren't prepared in the virtual setting when the class starts, the teacher thanks students by name who were practicing the expected behavior standard. Teacher usually provides opportunities for students to hold each other accountable for appropriate behavior and encourage positive behavior, such as by creating class "jobs" where each student is responsible for something, such as directing students where the reading is located, reminding other students to get started on the warm up, and when students see others are on task, they praise the expected behavior ("Matt, thanks for making sure our group knew where to find the reading.") With few or no expectations, the teacher provides time for students to self-reflect on their own behavior. For example, at the beginning of each class period, the teacher may say to the class, "What is your responsibility in class today? How did you perform last class? What do you need to do differently to be successful in class today? How can you help your peers be successful today?" This could look like a classroom point system where students respectfully help and remind peers of expectations when the need arises and express positive validation to peers for accomplishments, with minimal support from teacher. Resources: AISD MTSS: Scaffolding Classroom Management with Positive Behavior Support strategies (pp. 22-26) | Teacher has structures in place to find and reinforce positive behavior with strategies, i.e. "Caught being Good," PBS. For example, instead of chastising students who aren't prepared in the virtual setting when the class starts, the teacher thanks students by name who were practicing the expected behavior standard. Teacher typically provides opportunities for students to hold each other accountable for appropriate behavior and encourage positive behavior, such as by creating class "jobs" where each student is responsible for something, such as directing students where the reading is located, reminding other students to get started on the warm up, and when students see others are on task, they praise the expected behavior ("Matt, thanks for making sure our group knew where to find the reading.") Teacher has a plan to provide time for students to self-reflect on their own behavior. For example, at the beginning of each class period, the teacher may say to the class, "What is your responsibility in class today? How did you perform last class? What do you need to do differently to be successful in class today? How can you help your peers be successful today?" This could look like a classroom point system where students independently and respectfully help and remind peers of expectations when the need arises and express positive validation to peers for accomplishments, without prompting from teacher. Resources: AISD MTSS: Scaffolding Classroom Management with Positive Behavior Support strategies (pp. 22-26) | |
11 | 4.5 Physical Environment | Teacher creates a safe and accessible physical environment that allows for transitions with minimal disruption between learning activities. Teacher directs students to transition in an orderly, efficient manner to maximize instructional time. | Teacher creates a safe and accessible physical environment that allows for transitions with minimal disruption between learning activities. Teacher direction/reminders needed are minimal for students to transition in an orderly, efficient manner to maximize instructional time. | Teacher creates a safe and accessible physical environment that allows for seamless transitions between learning activities. Teacher creates systems to ensure students independently transition in an orderly, efficient, and seamless manner to maximize instructional time. | |
12 | 4.5 What This Might Look Like | Teacher is mindful of student privacy, data sharing, and digital citizenship; teacher uses Best Practices for Distance Learning and Best Practices for Zoom; teacher designs a virtual environment that is safe for activities and learning to occur; teacher uses a Blended Learning Model that is safe for learning; students assume responsibility for routines with few to no disruptions between activities or reminders from the teacher. The BLEND or Seesaw homepage is neat, organized, and free from clutter. Resources: Zoom for AISD: Secure your meeting using Authentication, Recommended Zoom Settings for Teachers + Setup For Use With Students The teacher directing orderly transitions might look like the teacher using a timer, reminders, and/or explicit directions with embedded links to ensure that students are able to transition from one activity to the next in a quick and organized way so that the majority of class time is used for instruction and learning activities. Student materials are easily accessible for all students and students are quickly able to locate the place in the BLEND/Seesaw course where they need to be. Earn your Zoom Pilot’s License | Teacher is mindful of student privacy, data sharing, and digital citizenship; teacher uses Best Practices for Distance Learning and Best Practices for Zoom; teacher designs a virtual environment that is safe for activities and learning to occur; teacher uses a Blended Learning Model that is safe for learning; students assume responsibility for routines with few to no disruptions between activities or reminders from the teacher. The BLEND or Seesaw homepage is neat, organized, and free from clutter. Resources: Zoom for AISD: Secure your meeting using Authentication, Recommended Zoom Settings for Teachers + Setup For Use With Students Students are able to transition from one activity to the next in a quick and organized way because students follow established routines with few to no reminders from the teacher. This might look like the teacher using a timer, a playlist, and/or explicit directions with embedded links to ensure that students are able to transition from one activity to the next in a quick and organized way so that the majority of class time is used for instruction and learning activities. Student materials are easily accessible for all students and students are quickly able to locate the place in the BLEND/Seesaw course where they need to be. This could look like when the warm up time is over and the timer goes off, students join their assigned breakout rooms to discuss with their partner/small group with minimal direction from the teacher. Earn your Zoom Pilot’s License | Teacher is mindful of student privacy, data sharing, and digital citizenship; teacher uses Best Practices for Distance Learning and Best Practices for Zoom; teacher designs a virtual environment that is safe for activities and learning to occur; teacher uses a Blended Learning Model that is safe for learning; students assume responsibility for routines with little or no direction. The BLEND or Seesaw homepage is neat, organized, and free from clutter. Resources: Zoom for AISD: Secure your meeting using Authentication, Recommended Zoom Settings for Teachers + Setup For Use With Students The teacher has established systems in place that ensure orderly and independent transitions that might look like the teacher using a timer, reminders, and/or explicit directions with embedded links to ensure that students are able to move from one activity to the next in a quick and organized way so that the majority of class time is used for instruction and learning activities. Student materials are easily accessible for all students and students are quickly able to locate the place in the BLEND/Seesaw course where they need to be. For instance, the teacher could create a playlist for each day with all of the materials linked for students to easily access and suggested timing for each task. There is clear evidence that systems have been pre-taught and practiced over time. Earn your Zoom Pilot’s License | |
1 | Instructional Practice Strand 5: Classroom Climate and Culture | ||||
|---|---|---|---|---|---|
2 | Instructional Practice Strand 5: Classroom Climate and Culture | 3- Meets Expectations | 4- Exceeds Expectations | 5- Mastery | |
3 | 5.1 Identity Safe Classrooms | Teacher frequently communicates and promotes an identity-safe classroom where all students are celebrated. Teacher fosters mutual respect and collaboration that demonstrates empathy and promotes acceptance. | Teacher consistently promotes an identity-safe classroom where all students are celebrated. Teacher provides guidance in order for students to foster mutual respect and collaboration that demonstrates empathy and promotes acceptance. | Teacher systematically promotes an identity-safe classroom where all students are celebrated. Students lead a classroom with mutual respect and collaboration that demonstrates empathy and promotes acceptance. | |
4 | What This Might Look Like | The teacher regularly demonstrates an intentional effort to welcome and include all students so that they feel safe to be themselves regardless of how they identify, with respect to their culture, race, gender, sexual orientation, home language, socio-economic status, ability level, or heritage. This may look like the teacher creating opportunities for all students to share their perspectives in the virtual classroom and highlighting the diverse experiences and ideas of students as a great resource for learning from one another, the teacher making intentional efforts to be open, warm, and caring with all students to create positive relationships, and the teacher ensuring the virtual classroom environment focuses on students' emotional and physical comfort (share/display every students' work, include posters and images that include people who look like their students). This could also look having access to culturally proficient reading resources that includes diverse authors and characters. The teacher fosters mutual respect and collaboration that demonstrates empathy and promotes acceptance. This might look like teachers ensuring all student voices are welcomed and heard, showing interest in what students have to say, showing gratitude that they shared their opinions, being encouraging to students, and showing support by using students' feedback to make suggested changes to instruction or the classroom environment. Teacher makes a reasonable, good faith effort to communicate using multimodal methods and attempts to match student communication preferences. This could look like a teacher utilizing Announcements or Inbox in BLEND, or sending a note home to communicate efficiently with students. | The teacher typically demonstrates an intentional effort to welcome and include all students so that they feel safe to be themselves regardless of how they identify, with respect to their culture, race, gender, sexual orientation, home language, socio-economic status, ability level, or heritage. This may look like the teacher creating opportunities for all students to share their perspectives in the virtual classroom and highlighting the diverse experiences and ideas of students as a great resource for learning from one another, the teacher making intentional efforts to be open, warm, and caring with all students to create positive relationships, and the teacher ensuring the virtual classroom environment focuses on students' emotional and physical comfort (share/display every students' work, include posters and images that include people who look like their students). This could also look having access to culturally proficient reading resources that includes diverse authors and characters. The teacher provides guidance to foster mutual respect and collaboration that demonstrates empathy and promotes acceptance. This might look like the teacher intentionally modeling and describing for students the actions they take to ensure that all student voices are welcomed and heard, to show interest in what students have to say, to show gratitude that they shared their opinions, to be encouraging to students, and to show support by using students' feedback to make suggested changes to instruction or the classroom environment, and the teacher making time for students to practice these skills with each other. Teacher makes a reasonable, good faith effort to communicate using multimodal methods and attempts to match student communication preferences. This could look like a teacher utilizing Announcements or Inbox in BLEND, or sending a note home to communicate efficiently with students. | The teacher regularly demonstrates an intentional effort to welcome and include all students so that they feel safe to be themselves regardless of how they identify, with respect to their culture, race, gender, sexual orientation, home language, socio-economic status, ability level, or heritage. This may look like the teacher creating opportunities for all students to share their perspectives in the virtual classroom and highlighting the diverse experiences and ideas of students as a great resource for learning from one another, the teacher making intentional efforts to be open, warm, and caring with all students to create positive relationships, and the teacher ensuring the virtual classroom environment focuses on students' emotional and physical comfort (share/display every students' work, include posters and images that include people who look like their students). This could also look having access to culturally proficient reading resources that includes diverse authors and characters. The teacher fosters mutual respect and collaboration that demonstrates empathy and promotes acceptance. This might look like teachers ensuring all student voices are welcomed and heard, showing interest in what students have to say, showing gratitude that they shared their opinions, being encouraging to students, and showing support by using students' feedback to make suggested changes to instruction or the classroom environment. Teacher makes a reasonable, good faith effort to communicate using multimodal methods and attempts to match student communication preferences. This could look like a teacher utilizing Announcements or Inbox in BLEND, or sending a note home to communicate efficiently with students. | |
5 | 5.2 Diverse Learning Opportunities | Teacher frequently incorporates relevant, meaningful learning opportunities based on students' interests and abilities to create a positive classroom climate and culture. Teacher incorporates students’ unique needs into learning opportunities including culturally relevant/responsive practices and aligns methods and techniques to unique socio-cultural student needs. | Teacher consistently incorporates relevant, meaningful learning opportunities based on students' interests and abilities to create a positive classroom climate and culture. Teacher incorporates students’ unique needs into learning opportunities and practice and provides opportunities for students to incorporate their own cultural, linguistic, social emotional, and developmental diversity into learning opportunities. | Teacher systematically incorporates relevant, meaningful learning opportunities based on students' interests and abilities to create a positive classroom climate and culture. Teacher and students systematically incorporate students’ cultural, linguistic, social emotional, and developmental diversity into learning opportunities. | |
6 | What This Might Look Like | The teacher regularly uses their knowledge of students from conversations, educational records, anecdotal notes, or interest surveys to create learning activities that include students' interests and experiences and match students' abilities. The teacher makes a reasonable, good faith effort to incorporate students' cultures, languages, social-emotional needs, etc. into learning activities. This might look like the teacher asking students about their cultural and linguistic traditions and incorporating resources that mirror students' identities into classroom readings, word problems, or other activities. Teachers may source personal information about their students' diverse backgrounds by using student interest surveys, community building activities, or welcoming rituals. This could also look having access to culturally proficient reading resources that includes diverse authors and characters. | The teacher typically uses their knowledge of students from conversations, educational records, anecdotal notes, or interest surveys to create learning activities that include students' interests and experiences and match students' abilities. The teacher provides opportunities for students to include their own cultures, languages, social-emotional needs, etc. in learning opportunities. This might look like students sharing their perspectives on their own cultural and linguistic traditions through writing, presentations, or sharing readings/items for the class to see/experience as part of learning activities. Teachers may source personal information about their students' diverse backgrounds by using student interest surveys, community building activities, or welcoming rituals. This could also look having access to culturally proficient reading resources that includes diverse authors and characters. | The teacher creates intentional structures and routines that systematically incorporate learning activities which include students' interests and experiences and match students' abilities. This could look like the teacher using interest surveys at the beginning of each unit and then using student responses to generate learning activities that include each student's interests throughout the unit. The teacher and students have systems in place that ensure students' own cultures, languages, social-emotional needs, etc. are reflected in learning opportunities. This might look like students sharing their perspectives on their own cultural and linguistic traditions on a regular basis (daily, weekly, at the beginning of each unit) through a system the teacher has set up and the teacher uses students' feedback as often as it is collected to have students share specific readings/items for the class to see/experience as part of learning activities. Teachers may source personal information about their students' diverse backgrounds by using student interest surveys, community building activities, or welcoming rituals. This could also look having access to culturally proficient reading resources that includes diverse authors and characters. | |
7 | 5.3 Student Contributions | Teacher creates a classroom climate that embraces all voices and ensures student contributions are heard, accepted, and valued. Teacher provides opportunities for students to contribute their opinions/ideas and value the contributions of their peers. | Teacher creates a classroom climate that embraces all voices and ensures student contributions are heard, accepted, and valued. Teacher guides students to contribute their opinions/ideas and value the contributions of their peers. | Teacher creates a classroom climate that embraces all voices and ensures student contributions are heard, accepted, and valued. Students take the initiative to contribute their opinions/ideas and value the contributions of their peers. | |
8 | What This Might Look Like | Creating the virtual classroom climate described above might look like the teacher being purposeful about calling on all students, perhaps using popsicle sticks, a name generator, or some other tool to randomize and ensure that all students are offered the opportunity to add to the dialogue. When students share, the teacher and peers listen with an open mind and ask specific questions to clarify, provide feedback or respond, if needed, and/or thanking the speaker for their contribution to the dialogue. This could look like a teacher responding to an incorrect student response with a phrase "Thank you for starting our thinking!" Resources: Accountable Talk, Seven Steps to a Language Rich Interactive Classroom The teacher plans time during lessons for students to share their ideas on lesson topics or ask questions. The teacher encourages all students to share their thoughts. | Creating the classroom climate described above might look like the teacher being purposeful about calling on all students, perhaps using popsicle sticks, a name generator, or some other tool to randomize and ensure that all students are offered the opportunity to add to the dialogue. When students share, the teacher and peers listen with an open mind and ask specific questions to clarify, provide feedback or respond, if needed, and/or thanking the speaker for their contribution to the dialogue. This could look like a teacher responding to an incorrect student response with a phrase "Thank you for starting our thinking!" Resources: Accountable Talk, Seven Steps to a Language Rich Interactive Classroom, Equity and Voice: How a Sense of Belonging Promotes Students’ Agency The teacher guides students to contribute their ideas on lesson topics, ask questions, and value the contributions of their peers, with little support from the teacher need. The teacher encourages all students to share their thoughts. | Creating the classroom climate described above might look like the teacher being purposeful about calling on all students, perhaps using popsicle sticks, a name generator, or some other tool to randomize and ensure that all students are offered the opportunity to add to the dialogue. When students share, the teacher and peers listen with an open mind and ask specific questions to clarify, provide feedback or respond, if needed, and/or thanking the speaker for their contribution to the dialogue. This could look like a teacher responding to an incorrect student response with a phrase "Thank you for starting our thinking!" Resources: Accountable Talk, Seven Steps to a Language Rich Interactive Classroom, Equity and Voice: How a Sense of Belonging Promotes Students’ Agency Students authentically contribute their ideas on lesson topics, ask meaningful questions, and value the contributions of their peers as evidenced by their dialogue. There is an established classroom culture present in which students feel comfortable taking the initiative to share their thoughts and questions with peers. | |
9 | 5.4 Collaboration and Communication | Teacher frequently provides opportunities for students to collaborate. Teacher establishes classroom practices that encourage students to communicate effectively with the teacher and their peers. | Teacher support needed is minimal for students to collaborate. Students are able to communicate effectively with the teacher and their peers, with minimal teacher support. | Teacher creates systems to ensure students are independently collaborating. Students independently communicate effectively with the teacher and their peers. | |
10 | What This Might Look Like | The teacher often provides opportunities for students to collaborate using accountable talk sentence stems with teacher support, which might look like the teacher modeling usage of the strategies. This might also look like students practicing accountable talk in pairs or small group breakout rooms in Zoom at a specific point in the lesson using a discussion protocol such as Think-Pair-Share, Collaborative Study Groups, Jigsaw, or AVID Tutorials (Student-driven). This could also look like the teacher assigning students to work together with specific assigned roles or tasks to ensure that paired or group work is completed appropriately. The teacher has set up practices and expectations for students to communicate safely and reviews expectations daily as students work together. This might look like students taking turns to write or speak their ideas in Zoom chats, online message boards, or collaborative electronic documents, students not interrupting or talking/writing over one another, and sharing their ideas in a way that those receiving the message are able to understand or interpret the meaning and intention of the message. The teacher leads students through established virtual classroom practices. Resources: Active Learning Strategies in Remote Settings | The teacher provides frequent opportunities for students to collaborate using accountable talk sentence stems with minimal teacher support. This might look like students practicing accountable talk in pairs/small group breakout rooms in Zoom at a specific point in the lesson and students are able to choose a discussion protocol with such as Think-Pair-Share, Collaborative Study Groups, Jigsaw, or AVID Tutorials (Student-driven) with minimal teacher support. This could also look like the students choosing roles from a menu and taking on that role in a paired or small group activity to ensure that paired or group work is completed appropriately. Students are able to follow established classroom practices and expectations to communicate safely and effectively with their peers with few reminders or redirections front the teacher. This might look like the teacher giving students instructions for the task and students then taking turns to write or speak their ideas in Zoom chats, online message boards, or collaborative electronic documents, students not interrupting or talking/writing over one another, and sharing their ideas in a way that those receiving the message are able to understand or interpret the meaning and intention of the message. Minimal teacher support is needed for students to communicate safely and effectively within established classroom practices. Resource: Active Learning Strategies in Remote Settings, Costa's Levels of Questioning | The teacher has a fixed system or plan to provide frequent opportunities for students to collaborate using accountable talk sentence stems with little to no teacher support needed. This might look like students effectively using accountable talk in pairs or small groups at a specific point in the lesson while the teacher monitors students' discussion through activities such as Think-Pair-Share, Collaborative Study Groups, Jigsaw, or AVID Tutorials, Costa's Levels of Questioning (Student-driven). This could also look like students working together with each student assuming a specific role or task to ensure that paired or group work is completed appropriately. Communicating safely and effectively might look like students independently taking turns to write or speak their ideas in Zoom chats, online message boards or collaborative documents, students not interrupting or talking/writing over one another, and sharing their ideas in a way that those receiving the message are able to understand or interpret the meaning and intention of the message. Students independently communicate safely and effectively within established classroom practices, with little to no teacher support needed. Resource: Active Learning Strategies in Remote Settings, | |
11 | 5.5 Growth Mindset | Teacher creates an environment that emphasizes the importance of effort and perseverance when learning new concepts or engaging in difficult tasks to cultivate a growth mindset in students. Teacher creates an environment where students are encouraged and feel safe to take risks and challenge themselves and each other. | Teacher creates an environment that emphasizes the importance of effort and perseverance when learning new concepts or engaging in difficult tasks to cultivate a growth mindset in students. Teacher creates structures and guides students to feel safe to take risks and challenge themselves and each other. | Teacher creates an environment that emphasizes the importance of effort and perseverance when learning new concepts or engaging in difficult tasks to cultivate a growth mindset in students. Teacher creates structures that lead students to feel safe and independently take risks and challenge themselves and each other. | |
12 | What This Might Look Like | Teacher creates a brave space so students feel comfortable taking risks and trying new or difficult tasks. Teacher reinforces the idea that learning is a process and mistakes are evidence of learning. This might look like the teacher highlighting work from all students in their online classroom, ensuring that texts and images in the online course materials include people that look like the students in the classroom, and praising students for their efforts while still encouraging/requiring students to make corrections. The teacher might also share anecdotes from their own life or lives of others in the community that demonstrate how mistakes help people learn and risks are worthwhile, even if they lead to initial failure. Teacher provides opportunities for students to take risks; the teacher encourages students to challenge themselves and each other. | Teacher creates a brave space so students feel comfortable taking risks and trying new or difficult tasks. Teacher reinforces the idea that learning is a process and mistakes are evidence of learning. This might look like the teacher highlighting work from all students in their online classroom, ensuring that texts and images in the online course materials include people that look like the students in the classroom, and praising students for their efforts while still encouraging/requiring students to make corrections. The teacher might also share anecdotes from their own life or lives of others in the community that demonstrate how mistakes help people learn and risks are worthwhile, even if they lead to initial failure. Teacher creates routines and systems where students feel safe taking risks with guidance from the teacher when navigating risks and challenges on their own and with each other. For instance, when students are practicing a new or difficult skill, the teacher requires all students to meet in breakout rooms with peers of their choice to share their work and discuss their process. The teacher joins breakout rooms periodically to listen in, and provides reinforcement and support and encouragement/praise the group sharing/discussion and risk-taking efforts as needed. | Teacher creates a brave space so students feel comfortable taking risks and trying new or difficult tasks. Teacher reinforces the idea that learning is a process and mistakes are evidence of learning. This might look like the teacher highlighting work from all students in their online classroom, ensuring that texts and images in the online course materials include people that look like the students in the classroom, and praising students for their efforts while still encouraging/requiring students to make corrections. The teacher might also share anecdotes from their own life or lives of others in the community that demonstrate how mistakes help people learn and risks are worthwhile, even if they lead to initial failure. Teacher creates routines and systems where students feel safe taking risks with guidance from the teacher when navigating risks and challenges on their own and with each other. For instance, when students are practicing a new or difficult skill, the teacher requires all students to meet in breakout rooms with peers of their choice to share their work and discuss their process. When the teacher joins breakout rooms periodically to listen in, students are providing reinforcement and support to one another and encouraging/praising their peers' group sharing/discussion and risk-taking efforts independently. | |