Ineffective

1. Does not communicate learning goals

2. Does not communicate expectations for mastery

3. Does not model skilled performance to students

4. Does not demonstrate content knowledge by using content-specific, developmentally appropriate language or content-specific strategies

5. No student engagement

6. Does not provide students with feedback

Developing

1. Inconsistently communicates learning goals

2. Inconsistently communicates expectations for mastery

3. Models of skilled performance to students

4. Demonstrates some content knowledge by using limited content-specific, developmentally appropriate language and uses limited content-specific strategies

5. Students demonstrate little engagement

6. Feedback to students is general, occasional or limited and may not always support student learning

Skilled

1. Consistent and effective in communicating needs-based differentiated learning goals

2. Consistent and effective in communicating appropriate expectations for mastery

3. Models of exemplary performance to students

4. Demonstrates content knowledge by consistently using content-specific, developmentally appropriate language and content-specific strategies; check for understanding and encourage higher level thinking

5. Students engaged

6. Substantive, specific and timely feedback is given to students to support student learning

Accomplished

1. Consistent and effective in communicating differentiated learning goals (needs based, interest based, strength based)

2. Consistent and effective in communicating appropriate expectations for mastery

3. Models of exemplary performance to students

4. Demonstrates content knowledge by consistently using content-specific, developmentally appropriate language and content-specific strategies; higher-level and creative thinking and stimulate student-to-student interactions

5. Students engaged

6. Substantive, specific and timely feedback is given to support individual student learning

7. Opportunities for students to engage in self-assessment, provide feedback to each other and reflect on their own strengths and challenges

Ineffective

1. Fails to monitor and address student confusion and misconceptions

Developing

1. Inconsistently monitors or incorrectly addresses student confusion and misconceptions

Skilled

1. Consistently monitors and addresses common student confusion and misconceptions

2. Presenting information in multiple formats

3. Clarifying content as he or she sees challenges

Accomplished

1. Consistently monitors, addresses, articulates and anticipates individual student confusion or misconceptions

2. Presenting information in multiple formats

3. Clarifying content as he or she sees challenges

Ineffective

1. Learning is entirely teacher directed

2. Students are not participating in learning activities

3. No opportunities for student choice about what will be learned and how learning will be demonstrated

4. No evidence of differentiated instructional strategies or resources

Developing

1. Learning is primarily teacher directed

2. Students participate in whole-class learning activities

3. Few opportunities for student choice about what will be learned and how learning will be demonstrated

4. Limited differentiated instructional strategies or resources

Skilled

1. Learning is a balance between teacher-directed instruction and student-directed interaction as students apply their knowledge and skills

2. Effectively combines collaborative and whole class learning opportunities to maximize student learning

3. Opportunities for student choice about student learning paths or ways to demonstrate their learning

4. Uses differentiated instructional strategies and resources for groups of students

Accomplished

1. Learning is primarily self-directed with the teacher in the role of facilitator encouraging students to apply their knowledge and skills. The teacher encourages students to persist in the learning tasks

2. Effectively combines independent, collaborative, and whole class learning opportunities to maximize student learning

3. Routinely promotes opportunities for students to actively take part in developing goals toward mastery, and students are responsible for decision-making to demonstrate their learning

4. Instructional strategies, pacing, and resources are differentiated to make the lesson accessible and challenging for all students, while supporting the various learning needs of individual students