Lesson Delivery

Lesson Delivery in OTES 1.0 is a stand-alone domain. In OTES 2.0, Lesson Delivery is comprised of three components:

* Communication with Students

* Monitoring Student Understanding

* Student-Centered Learning (formerly Differentiation and Resources)

This section explores the similarities and differences between OTES 1.0 and OTES 2.0 for Lesson Delivery and crosswalks the performance ratings within each component.

Standards, Elements and Sources of Evidence

Standards

Standard 1: Students

Standard 2: Content

Standard 4: Instruction

Standard 6: Collaboration and Communication

Sources of Evidence

Pre-Conference

Formal Observation

Classroom Walkthroughs/ Informal Observations

Standards and Elements

Standard 2: Content

Element 2.2

Standard 3: Assessment

Element 3.2

Element 3.3

Element 3.5

Standard 4: Instruction

Element 4.3

Element 4.5

Element 4.6

Standard 5: Learning Environment

Element 5.3

Element 5.4

Standard 6: Collaboration and Communication

Element 6.1

Sources of Evidence

Pre-Conference

Post-Conference

Formal Observation

Classroom Walkthroughs/Informal Observations

Peer Review

Domains, Components & Performance Level (Accomplished)

Lesson Delivery

Teacher explanations are clear, coherent, and precise. The teacher uses well-timed, individualized, developmentally appropriate strategies and language designed to actively encourage independent, creative, and critical thinking, including the appropriate use of questions and discussion techniques.

The teacher accurately anticipates confusion by presenting information in multiple formats and clarifying content before students ask questions. The teacher develops high-level understanding through effective uses of varied levels of questions. The lesson is student-led, with the teacher in the role of facilitator.

Differentiation

The teacher matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. The teacher effectively uses independent, collaborative and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery.

Resources

Instructional materials and resources are aligned to instructional purposes, are varied and appropriate to ability levels of students, and actively engage them in ownership of their learning.

Communication with Students

The teacher is consistent and effective in communicating differentiated learning goals (such as needs based, interest based, strength based), expectations for mastery and models of exemplary performance to students through multiple communication techniques.

The teacher consistently demonstrates content knowledge by using content-specific, developmentally appropriate language and content-specific strategies in order to engage students. The teacher’s communication strategies and questioning techniques engage students in higher-level and creative thinking and stimulate student-to-student interactions.

The teacher gives students substantive, specific and timely feedback to support individual student learning. The teacher gives students opportunities to engage in self-assessment, provide feedback to each other and reflect on their own strengths and challenges.

Monitoring Student Understanding

The teacher consistently monitors, addresses, articulates and anticipates individual student confusion or misconceptions by presenting information in multiple formats and clarifying content as he or she sees challenges.

Student Centered Learning

Learning is primarily self-directed with the teacher in the role of facilitator encouraging students to apply their knowledge and skills as developmentally appropriate. The teacher encourages students to persist in the learning tasks. The teacher effectively combines independent, collaborative and whole class learning opportunities to maximize student learning.

Teacher routinely promotes opportunities for students to actively take part in developing goals toward mastery, and students are responsible for deciding how to demonstrate their learning. 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.

Similarities

OTES 1.0

Strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom
The teacher effectively uses independent, collaborative and whole-class instruction to support individual learning goals
The teacher accurately anticipates confusion by presenting information in multiple formats and clarifying content before students ask question
Provides varied options for how students will demonstrate mastery
Teacher in the role of facilitator
Appropriate use of questions and discussion techniques; Effective uses of varied levels of questions
Developmentally appropriate strategies and language
Creative, and critical thinking
Resources are varied and appropriate to ability levels of students

OTES 2.0

Instructional strategies, pacing and resources are differentiated to make the lesson accessible and challenging for all students
The teacher effectively combines independent, collaborative and whole class learning opportunities
The teacher consistently monitors, addresses, articulates and anticipates individual student confusion or misconceptions by presenting information in multiple formats and clarifying content as he or she sees challenges
Routinely promotes opportunities for students to actively take part in developing goals toward mastery
Teacher in the role of facilitator
Strategies and questioning techniques engage students
Content-specific, developmentally appropriate language and content-specific strategies
Higher-level and creative thinking
Resources are differentiated while supporting the various learning needs of individual students

New Performance Expectations

Students are partners

Teacher communication is consistent, effective, engaging, strategic, and multi-faceted

The teacher’s lesson delivery is student focused: Engages students to think at a higher-level and creatively; Stimulates student-to-student interactions; Promotes self-directed learning by students; Encourages students to apply knowledge and skills; Promotes persistence; Maximizes student learning; Promotes student opportunities to develop mastery goals; Encourages responsible student decision making

The teacher sets differentiated learning goals, models performance expectations, and communicates expectations for mastery

Teacher’s actions are routine

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

The teacher gives opportunities for students to engage in self-assessment, provide feedback to each other, and reflect on their own strengths and challenges

OTES 2.0 Performance Level Crosswalk

Communication with Students

Ineffective

Does not communicate learning goals
Does not communicate expectations for mastery
Does not model skilled performance to students
Does not demonstrate content knowledge by using content-specific, developmentally appropriate language or content-specific strategies
No student engagement
Does not provide students with feedback

Developing

Inconsistently communicates learning goals
Inconsistently communicates expectations for mastery
Models of skilled performance to students
Demonstrates some content knowledge by using limited content-specific, developmentally appropriate language and uses limited content-specific strategies
Students demonstrate little engagement
Feedback to students is general, occasional or limited and may not always support student learning

Skilled

Consistent and effective in communicating needs-based differentiated learning goals
Consistent and effective in communicating appropriate expectations for mastery
Models of exemplary performance to students
Demonstrates content knowledge by consistently using content-specific, developmentally appropriate language and content-specific strategies; check for understanding and encourage higher level thinking
Students engaged
Substantive, specific and timely feedback is given to students to support student learning

Accomplished

Consistent and effective in communicating differentiated learning goals (needs based, interest based, strength based)
Consistent and effective in communicating appropriate expectations for mastery
Models of exemplary performance to students
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
Students engaged
Substantive, specific and timely feedback is given to support individual student learning
Opportunities for students to engage in self-assessment, provide feedback to each other and reflect on their own strengths and challenges

Monitoring Student Understanding

Ineffective

Fails to monitor and address student confusion and misconceptions

Developing

Inconsistently monitors or incorrectly addresses student confusion and misconceptions

Skilled

Consistently monitors and addresses common student confusion and misconceptions
Presenting information in multiple formats
Clarifying content as he or she sees challenges

Accomplished

Consistently monitors, addresses, articulates and anticipates individual student confusion or misconceptions
Presenting information in multiple formats
Clarifying content as he or she sees challenges

Student-Centered Learning

Ineffective

Learning is entirely teacher directed
Students are not participating in learning activities
No opportunities for student choice about what will be learned and how learning will be demonstrated
No evidence of differentiated instructional strategies or resources

Developing

Learning is primarily teacher directed
Students participate in whole-class learning activities
Few opportunities for student choice about what will be learned and how learning will be demonstrated
Limited differentiated instructional strategies or resources

Skilled

Learning is a balance between teacher-directed instruction and student-directed interaction as students apply their knowledge and skills
Effectively combines collaborative and whole class learning opportunities to maximize student learning
Opportunities for student choice about student learning paths or ways to demonstrate their learning
Uses differentiated instructional strategies and resources for groups of students

Accomplished

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

Potential Questions based on Deconstruction of the Accomplished Performance Level

Communication with Students

How does the teacher consistently communicate differentiated learning goals with students?

What evidence exists that this communication is effective?

How does the teacher consistently communicate expectations for mastery with students?

What evidence exists that this communication is effective?

How does the teacher consistently communicate models of skilled performance with students?

What multiple techniques of communication are utilized in each case?

How does the teacher demonstrate accurate content knowledge?

What content-specific, developmentally appropriate language is used?

What content-specific, developmentally appropriate strategies are used?

What evidence exists for the level of student engagement as a result of the use of the content-specific, developmentally appropriate language and strategies?

What communication strategies and questioning techniques are used?

To what level does the teacher engage students in critical and creative thinking?

To what level does the teacher stimulate student-to-student interactions?

What types of feedback does the teacher provide?

To what level is feedback substantive, specific, and timely?

Does the feedback effectively support individual student learning?

What methods does the teacher use to engage students in self-assessment?

What methods does the teacher use to engage students in feedback to one another?

What methods does the teacher use to engage students in reflection of their own strengths and challenges?

Monitoring Student Understanding

What evidence exists that student confusion and misconceptions are consistently monitored, addressed, articulated and anticipated?

What are the multiple formats used to present information?

In what ways does clarification of content occur by the teacher that corrects the confusion or misconceptions?

Student-Centered Learning

To what degree are students self-directing their learning?

The teacher uses what facilitation techniques to encourage knowledge and skill use by students?

To what level do students participate in productive struggle?

How frequently does the teacher combine independent, collaborative and whole-group learning to maximize student learning?

In what ways does the teacher combine independent, collaborative and whole-group learning to maximize student learning?

What evidence exists of the teacher routines promoting student goal setting aimed at mastery?

What opportunities exist for students to make decisions about and to demonstrate their learning?

What evidence exists that all students are exposed to strategies, pacing and resources differentiated to their specific needs (connected to student goals created by the teacher and by the student)?

What evidence suggests learning needs of individual students are supported?

Sources

Ohio Department of Education. (2015). OTES-Model-122315.
Ohio Department of Education. (2019). OTES Rubric 12.10.19.v2.clean.

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