Rubric – Appendix pg. 26 Four components ◦ Planning – will look at tomorrow ◦ Classroom management ◦ Instruction ◦ Professional Notebook
Organizes Available Space, Materials, and/or Equipment to Facilitate Learning ◦ Furniture is arranged to facilitate easy movement for teacher and students. ◦ Arrangement of the room is functional for activities observed. ◦ Materials, equipment, and aids were organized and ready to use. ◦ Pre-organization by the teacher is evident. ◦ Classroom space is organized to accommodate a variety of activities.
Promotes A Positive Learning Climate ◦ Students appear to be comfortable and feel at-ease with the teacher. ◦ Assistance is provided to ALL students. ◦ Academic standards are high. (Students know what is expected of them.) ◦ Verbal and nonverbal encouragement is given to students. ◦ Confidence in ALL students is evident. ◦ All students are treated fairly, equally and consistently.
Manages Routines and Transitions in a Timely Manner ◦ Class began promptly. ◦ Routines for beginning class, ending class, completing assignments, distribution materials, etc. are well-established and continuously reinforced. ◦ No time lost when activities change. ◦ Students are actively engaged in learning activities the entire class period.
Manages and/or Adjusts Time Allotted for Planned Activities ◦ Activities provided for early finishers. ◦ Manages interruptions with minimum loss of time ◦ Minimizes or redirects student digressions. ◦ Minimizes the time students spend waiting with nothing to do. ◦ Pace of lesson is appropriate for grade level.
Establishes Expectations for Learner Behavior ◦ Has established and maintained high behavioral expectations. ◦ Procedures and rules are clearly established and reinforced. ◦ Consequences of unacceptable behavior are well- established. ◦ Constant attention by the teacher is given to high standards and expectations
Uses Monitoring Techniques to Facilitate Learning ◦ Unacceptable behavior is stopped and redirected ◦ Consequences of unacceptable behavior are reasonable ◦ Monitors students’ adherence to rules ◦ Uses preventive measures to keep problems form occurring
Uses Techniques Which Develops Lesson Objectives ◦ Students are made aware of the purposes/rationale/objectives of the lesson. ◦ A variety of teaching methods and learning activities is used. ◦ Attention of all the students is secured before each activity begins. ◦ Lesson begins with an activity that focuses students’ attention. (motivation) ◦ Teacher & student activities are used to develop the objectivities. ◦ Purposes of the activities chosen are clearly stated.
Sequences Lesson to Promote Learning ◦ Relates lesson to past and future lessons ◦ Activities focus on learning new concepts or skills ◦ Guided practice is monitored by the teacher for student understanding ◦ Provides opportunities for independent practice of newly learned concepts and skills ◦ Lesson includes a review ◦ Lesson includes a formal closure ◦ Monitoring is done continuously throughout the lesson ◦ Feedback is given concerning students’ academic performance ◦ Lesson is developed in a logical sequence; content is well- organized.
Uses Available Teaching Materials/ Aids to Achieve Lesson Objectives ◦ A variety of aids and materials is used to maintain student interest and provide variety in instruction. ◦ Aids and materials are used to develop objectives. ◦ Aids and materials are used to accommodate individual differences ◦ Aids and materials are used for enrichment, remediation, and extending concepts.
Adjusts Lesson When Appropriate ◦ Re-teaching is done, if needed. ◦ Takes advantage of “teachable moments”. ◦ Adjusts time for activities, when needed. (Use NO = Not Observable, if this attribute is not observed and is not needed.)
The Teacher Integrates Technology Into Instruction ◦ Does the teacher integrate technology into the lesson being taught? ◦ Technology use by the teacher for presentation – acceptable (2) ◦ Technology use by the student – target (3)
Presents Accurate Subject Matter ◦ Accurate, up-to-date information is presented ◦ Adjusts for outdated materials by using additional resources Relates Relevant Examples, Unexpected Situations, or Current Events ◦ Content is related to life experiences and current events ◦ Teaches real life applications of knowledge and skills
Accommodates Individual Differences: ◦ Uses different activities, materials, timelines, objectives, and assessment methods to: Accommodates multiple learning styles (Visual, auditory, tactile, print) Accommodates different rates of learning. Accommodates different ability levels of students. (Enrichment, remediation) Accommodates different maturation levels of students. Accommodates different interests of students.
Demonstrates Ability to Communicate Effectively with Students ◦ Uses correct oral and written communication. ◦ Gives clear directions; gives examples of how to complete assignments and identifies steps necessary to complete task. ◦ Uses vocabulary appropriate for grade level ◦ Observes students’ “body language” (nonverbal communication) ◦ Uses students’ ideas and responses
Stimulates and Encourages High Order Thinking at the Appropriate Developmental Levels ◦ Questions require the use of high order thinking skills. ◦ Provides “wait time” for student’s response ◦ Use of single rather than multiple questions ◦ Asks probing questions ◦ Provides activities that encourage high order thinking (often requires cooperative or collaborative work among students) ◦ Provides activities that require problem solving or decision making
Encourages Student Participation ◦ Encourages ALL students to participate including non-volunteers ◦ Uses student ideas and responses to encourage interaction
Consistently monitors ongoing performance of the students during the lesson being observed ◦ Asks higher order questions to check for student comprehension ◦ Moves around the room to check for student understanding. ◦ Requests student demonstrations of what has been taught and learned. ◦ Encourages students to ask questions
Uses appropriate and effective assessment techniques Provides timely feedback to students
Lesson Plans ◦ Includes a copy of all lesson plans on ULM format Artifacts ◦ Includes any handouts, worksheets, etc. used during each lesson Organization ◦ Follows outline on page 15 and is up to date Activity Logs ◦ Up to date and contain classroom supervisor initials for each week to date
There should be a daily routine for students when entering the class. It helps to have an agenda on the board so students know what will occur that day, and it keeps you focused. Have something for students to be doing as soon as they enter so that you may silently take roll.
Now that you have their attention, state and/or point to the objective for the day’s lesson. Have a physical signal that you use to get students’ attention. When you implement activities, tell students what your expectations are for the activity, e.g. cooperative learning groups, games.
Do not allow a student who is passive or not engaged to disappear in the classroom. ◦ Call on that student to do or speak in class in a manner that he or she will not be embarrassed. ◦ As a teacher it is your responsibility to bring the student out of the shadows into the marvelous light of learning. Help less-engaged, shy, passive students, and slow learners to find success in your class by baiting them with easy questions or tasks until you can eventually give them more challenging questions and tasks.
Learn students’ names as soon as possible so that you can call their names to answer questions and be engaged. Plan for and ask open ended, thought provoking, critical thinking or high order thinking questions in every lesson. ◦ Do a search on critical thinking and cultivate this strategy for yourself. Use wait time