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Domain 2: Instruction- Things to do to move from Proficient to Accomplished
2.1 Achieving Expectations
In an Accomplished classroom you will see:
Students beginning class by reading the objective aloud with the teacher
A class discussion about the class/subject/lesson objective
Warmups that connect previous learning
Challenging students to represent their learning in at least 2 different ways
Students explaining/defending how they got an answer
Students collaborating, working in pairs, etc. with assigned roles and responsiblities
Visuals and anchor charts with examples used to guide discussion.
Students create models, presentations
Teacher models anticipated student mistakes, such as modeling or preteaching/reteaching with class help
End class with an exit ticket
2.2 Content Knowledge and Expertise
In an Accomplished classroom you will see:
Teacher provides various examples on how to answer questions or understand information
Teacher models and students have opportunities to respond
Teacher prompts and reminds students
Students share the whys
Teacher provides opportunities for students to use multiple analytical thinking strategies, ex: draw, turn and talk
Teacher teaches a strategy, such as labeling to avoid confusion before getting started
Teacher asks class "What is one mistake that students often make...?
Teacher stops lesson and reteaches when misunderstandings emerge and mistakes are made
Teacher asks probing questions to help student reach the correct answer
Teacher provides numerous examples connected to real life situations
Sequenced instruction in a logical and supportive manner
PowerPoint that is interactive, engaging to students and allows for easy transition between tasks
Domain 3: Learning Environment- Things to do to move from Proficient to Accomplished
3.1 Classroom Environment, Routines, and Procedures
In an Accomplished classroom you will see:
evidence of systems and processes to manage materials.
students have a role in management, but directed by the teacher (a distinguished classroom students can function without teacher input)
Examples
specific places for students to place work (instead of the teacher picking it up)
students walk into the classroom or transition from activity to activity knowing the expectations (getting materials needed to start)
students can transition from whole group to small group or group work without step-by-step directions
supplies are readily available for students to use
managing materials do not impact instructional time
3.2 Managing Student Behavior
In an Accomplished classroom you will see:
students are compliant and follow behavior expectations with teacher direction
proximity that encourages behavior subtly
teacher moves around the room during working time and uses a reinforcement strategy that is not overtly obvious (such as check ins- Do you need any help?, hand on the desk)
students are well-behaved, on task and clearly know the rules and expectations of the classroom
rapport with students
teacher is positive, provides eye contact, provides compliments and validations
Examples
no evidence of student misbehavior
quickly addressing inappropriate or off task behavior
mutual respect among classmates
3.3 Classroom Culture
In an Accomplished classroom you will see:
mutual respect between classmates and teacher
courtesy language is evident throughout the classroom that includes; please, thank you, smiles, nods
lessons connect to student's prior experience
students appropriately respond to the teacher
student comments are validated
relevant, meaningful learning
Examples
students readily volunteer- no fear of sharing individually or collaboratively
varied activities that keep students engaged
mutual respect among classmates
redirecting students with respect
a calmness, ebb and flow to the classroom
positive rapport
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