THE EASTERN EDGE

Students can explain not only what they need to master but also what mastery looks like.
Students participate in instructional activities that are appropriate given their current understanding and progress towards mastery of the learning goal.
Teachers use pre- and formative assessment data to determine where each student is in their progression of learning.
Teachers use assessment data to make instructional decisions and determine a student's next steps for learning.
Students can articulate their learning goals, explain the steps they will take to reach those goals, and reflect on their progress to inform their future learning pathways.
Teachers use student performance data to provide data-based interventions and support and to help students find resources to guide their learning, but students have a choice in how and when they learn.

What kinds of groupings do you see instruction happening in? And what is driving how those groups are formed?
What structures do you see in place to monitor student mastery? How are students involved in this?
When you ask students what they are working on do they all respond with the same learning objective or are students working on different learning objectives?
Are classrooms based on grade level or level of mastery?

Identifiers/Characteristics

Teachers utilize a variety of High-Yield Instructional Strategies and provide students multiple opportunities to engage with the strategy.
Students are able to choose appropriate strategies to utilize when working independently.

How can I continually enhance my pedagogical skills through reflection and professional growth plans?
What strategies am I using in my lessons and are they effective?

Students have the opportunity to create, innovate, think critically, solve problems, collaborate and communicate with others to facilitate their learning.
Students using modern technologies to solve real-world problems.

Have classroom lessons and activities been researched and based on current trends and innovative strategies?

Students actively engage in the inquiry process by asking questions about, exploring, investigating, experiencing, discussing, making meaning of, and creating personal connections to the content.
Students engage in rigorous and relevant learning experiences that support the development of transferable, real-world skills.
Teacher poses open-ended questions to facilitate the inquiry process.
Teachers design learning activities that promote higher-order thinking.

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