Targeted Instruction

Look Fors (ordered from emerging to sustaining):

There are clear routines and procedures in place to support the teacher’s PL instructional model and allow for targeted instruction
Teacher-led instruction is differentiated for individual or groups of students
Groups are based on quantitative or qualitative data (digital content, conferencing notes, exit tickets, benchmarks, interest, needs, etc.)
Station work is differentiated in process or product (varying levels of complexity and process)
Teacher formatively assesses students and adjusts instruction in real-time Informal assessment is happening throughout the lesson