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Teacher Unscheduled Observation (D1 - D3) Self-Assessment

User Information
Name: Kelsey Smoker (966792) Title:
Building: WOODSIDE ELEMENTARY Department: None
Grade: None Evaluation Type: Teacher (Tenured)
Assigned Administrator: Not Assigned Evaluation Cycle: 09/01/2018 - 08/01/2019
Submitted By: Smoker, Kelsey Date Submitted: 04/14/2019 9:52 am EDT
Acknowledged By: N/A Date Acknowledged: Unacknowledged
Finalized By: N/A Date Finalized : Unfinalized

Does Lesson Plan include state standard aligned to outcomes?

Yes

PLEASE UPLOAD YOUR LESSON PLAN BELOW IN THE "ARTIFACTS" SECTION.

Artifacts

Name Upload Date Upload User File …

Weekly Outline 04/12/2019 Smoker, Kelsey DOC041219_04122019161959.pdf
…

Post-Observation Questions
Please reflect on these questions as you complete the self-assessment.

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

2. If you were able to bring samples of student work, what do those samples reveal about those students' levels of engagement and
understanding?

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to
student learning?

4. Did you depart from your plan? If so, how, and why?

5. Comment on different aspects of your instructional delivery (e.g. activities, grouping of students, materials, and resources). To what
extent were they effective?

6. If you had a chance to teach this lesson again to the same group of students, what would you do differently?

Lesson Plan (Domain 1) Questions

1a-1. How does this lesson reflect your understanding of the structure of the discipline you are teaching? For example, if this
lesson or unit represents one or more strands in the subject, what are the others? Or does it address more than one strand?
This unit of Reading Street has been about treasures. This week, we discussed how special places can be treasures and our main selection was about a
Southern Ranch and what life is like on a ranch. The phonics skills we learned this week are -ie, igh and wr, and kn. We read many decodables, and wrote
sentences using many words with those patterns to apply our learning.

1a-2. Are there prerequisite knowledge and skills that students must have attained before they can be successful in this unit
or lesson? If so, what are they?
We have been learning about treasures and this week's content knowledge built on that. We have also been practicing using several instructional strategies
such as segmenting and blending, "loop loop", and discrimination. The students have gotten good at using different word solving strategies as we learn more
difficult phonics skills.

1a-3. What are some typical student misconceptions (if any) about the content you are teaching? How will you address those?
We learned this week that -ie at the end of a word says the long I sound and ie in the middle of a word says the long e sound. This is difficult when decoding a
word so we learned to try sounding it out both ways to see which sound makes the word (or sentence) make sense.

1b-1. Describe the knowledge and skills of the students for whom you are planning this unit or lesson. Has this required that
you differentiate within the plan?
The majority of my class is ready to learn more advanced phonics patterns but I do have several students who are below grade level and the advanced phonics
are very difficult for them. For these students, I save previous decodables and reread them during my small group time with them. This is also something
Mrs. Marsman and I communicate regularly about on things she can do during her push-in time to help build their skills in prior and current objectives.

1b-3. What do you know of the interests and cultural backgrounds of the students you teach? How do you use this information
in your planning of this lesson or unit?
The concept of a ranch is foreign to many of my students because of where we live. After having a guest teacher the day before to introduce the selection
vocabulary and the main selection, I made sure to reteach the vocabulary and try to help them make connections to something they are more familiar with.
The additional stories used for small group instruction were also about life on a ranch which helped as well.
 1b-4. How have you accommodated (if it is necessary) students with special needs?
I do not have any students with special needs this year.

1d-1. What materials or resources will you use to teach this unit or lesson? Are these provided by your school or district?
Everything I use for reading is from the Reading Street curriculum provided by the district.

SELF-SCORING SECTION: Click in the rubric level to highlight your self-score. You may also check component check-
boxes below each section and add your own notes/evidence.

Domain 1: Planning and Preparation

FfT 2013 (MI Levels) - Component 1a

Component Ineffective Minimally Effective Effective Highly Effective

1a Demonstrating In planning and practice, the The teacher is familiar with The teacher displays solid The teacher displays
Knowledge of Content teacher makes content the important concepts in knowledge of the important extensive knowledge of the
and Pedagogy errors or does not correct the discipline but displays a concepts in the discipline important concepts in the
errors made by students. lack of awareness of how and how these relate to one discipline and how these
Indicators: The teacher displays little these concepts relate to one another. The teacher relate both to one another
1. Lesson and unit plans understanding of another. The teacher demonstrates accurate and to other disciplines. The
that reflect important prerequisite knowledge indicates some awareness of understanding of teacher demonstrates
concepts in the important to student prerequisite learning, prerequisite relationships understanding of
discipline learning of the content. The although such knowledge among topics. The teacher's prerequisite relationships
2. Lesson and unit plans teacher displays little or no may be inaccurate or plans and practice reflect among topics and concepts
that accommodate understanding of the range incomplete. The teacher's familiarity with a wide range and understands the link to
prerequisite of pedagogical approaches plans and practice reflect a of effective pedagogical necessary cognitive
relationships among suitable to student learning limited range of pedagogical approaches in the subject. structures that ensure
concepts and skills of the content. approaches to the discipline student understanding. The
3. Clear and accurate or to the students. Critical Attributes: teacher's plans and practice
classroom explanations Critical Attributes: 1. The teacher can identify reflect familiarity with a wide
4. Accurate answers to 1. The teacher makes Critical Attributes: important concepts of the range of effective
students' questions content errors. 1. The teacher's discipline and their pedagogical approaches in
5. Feedback to students 2. The teacher does not understanding of the relationships to one another. the discipline and the ability
that furthers learning consider prerequisite discipline is rudimentary. 2. The teacher provides to anticipate student
6. Interdisciplinary relationships when planning. 2. The teacher's knowledge clear explanations of the misconceptions.
connections in plans and 3. The teacher's plans use of prerequisite relationships content.
practice inappropriate strategies for is inaccurate or incomplete. 3. The teacher answers Critical Attributes:
the discipline. 3. Lesson and unit plans use students' questions 1. The teacher cites intra-
limited instructional accurately and provides and interdisciplinary content
strategies, and some are not feedback that furthers their relationships.
suitable to the content. learning. 2. The teacher's plans
4. Instructional strategies in demonstrate awareness of
unit and lesson plans are possible student
entirely suitable to the misconceptions and how
content. they can be addressed.
3. The teacher's plans
reflect recent developments
in content-related
pedagogy.

Rubric Score: 3/4

FfT 2013 - 1a N/A

Component Insufficient Evidence

N/A

FfT 2013 - 1a Critical Attributes

• Effective - The teacher can identify important concepts of the discipline and their relationships to one another.
• Effective - The teacher provides clear explanations of the content.
• Effective - The teacher answers students` questions accurately and provides feedback that furthers their learning.
• Effective - Instructional strategies in unit and lesson plans are entirely suitable to the content.

FfT 2013 (MI Levels) - Component 1b

Component Ineffective Minimally Effective Effective Highly Effective

1b Demonstrating The teacher displays The teacher displays The teacher understands the The teacher understands the
Knowledge of Students minimal understanding of generally accurate active nature of student active nature of student
how students learn - and knowledge of how students learning and attains learning and acquires
Indicators: little knowledge of their learn and of their varied information about levels of information about levels of
1. Formal and informal varied approaches to approaches to learning, development for groups of development for individual
information about learning, knowledge and knowledge and skills, special students. The teacher also students. The teacher also
students gathered by the skills, special needs, and needs, and interests and purposefully acquires systematically acquires
teacher for use in interests and cultural cultural heritages, yet may knowledge from several knowledge from several
planning instruction heritages - and does not apply this knowledge not to sources about groups of sources about individual
2. Student interests and indicate that such individual students but to students' varied approaches students' varied approaches
needs learned by the knowledge is valuable. the class as a whole. to learning, knowledge and to learning, knowledge and
teacher for use in skills, special needs, and skills, special needs, and
planning Critical Attributes: Critical Attributes: interests and cultural interests and cultural
3. Teacher participation 1. The teacher does not 1. The teacher cites heritages. heritages.
in community cultural understand child developmental theory but
events development characteristics does not seek to integrate it Critical Attributes: Critical Attributes:
4. Teacher-designed and has unrealistic into lesson planning. 1. The teacher knows, for 1. The teacher uses ongoing
opportunities for families expectations for students. 2. The teacher is aware of groups of students, their methods to assess students'
to share their heritages 2. The teacher does not try the different ability levels in levels of cognitive skill levels and designs
5. Database of students to ascertain varied ability the class but tends to teach development. instruction accordingly.
with special needs levels among students in the to the "whole group." 2. The teacher is aware of 2. The teacher seeks out
class. 3. The teacher recognizes the different cultural groups information from all
3. The teacher is not aware that students have different in the class. students about their cultural
of students' interests or interests and cultural 3. The teacher has a good heritages.
cultural heritages. backgrounds but rarely idea of the range of 3. The teacher maintains a
4. The teacher takes no draws on their contributions interests of students in the system of updated student
responsibility to learn about or differentiates materials to class. records and incorporates
students' medical or learning accommodate those 4. The teacher has identified medical and/or learning
disabilities. differences. "high," "medium," and "low" needs into lesson plans.
4. The teacher is aware of groups of students within
medical issues and learning the class.
disabilities with some 5. The teacher is well
students but does not seek informed about students'
to understand the cultural heritages and
implications of that incorporates this knowledge
knowledge. in lesson planning.
6. The teacher is aware of
the special needs
represented by students in
the class.

Rubric Score: 3/4

FfT 2013 - 1b N/A

Component Insufficient Evidence

N/A

FfT 2013 - 1b Critical Attributes

• Effective - The teacher is aware of the different cultural groups in the class.
• Effective - The teacher has a good idea of the range of interests of students in the class.
• Effective - The teacher has identified "high," "medium," and "low" groups of students within the class.

FfT 2013 (MI Levels) - Component 1c

Component Ineffective Minimally Effective Effective Highly Effective

1c Setting Instructional The outcomes represent low Outcomes represent Most outcomes represent All outcomes represent high-
Outcomes expectations for students moderately high rigorous and important level learning in the
and lack of rigor, and not all expectations and rigor. learning in the discipline and discipline. They are clear,
Indicators: of these outcomes reflect Some reflect important are clear, are written in the are written in the form of
1. Outcomes of a important learning in the learning in the discipline and form of student learning, student learning, and permit
challenging cognitive discipline. They are stated consist of a combination of and suggest viable methods viable methods of
level as student activities, rather outcomes and activities. of assessment. Outcomes assessment. Outcomes
2. Statements of student than as outcomes for Outcomes reflect several reflect several different reflect several different
learning, not student learning. Outcomes reflect types of learning, but the types of learning and types of learning and, where
activity only one type of learning teacher has made no effort opportunities for appropriate, represent both
3. Outcomes central to and only one discipline or at coordination or coordination, and they are coordination and integration.
the discipline and related strand and are suitable for integration. Outcomes, differentiated, in whatever Outcomes are differentiated,
to those in other only some students. based on global way is needed, for different in whatever way is needed,
disciplines assessments of student groups of students. for individual students.
4. Outcomes permitting Critical Attributes: learning, are suitable for
assessment of student 1. Outcomes lack rigor. most of the students in the Critical Attributes: Critical Attributes:
attainment 2. Outcomes do not class. 1. Outcomes represent high 1. The teacher's plans
5. Outcomes represent important learning expectations and rigor. reference curricular
differentiated for in the discipline. Critical Attributes: 2. Outcomes are related to frameworks or blueprints to
students of varied ability 3. Outcomes are not clear or 1. Outcomes represent a "big ideas" of the discipline. ensure accurate sequencing.
are stated as activities. mixture of low expectations 3. Outcomes are written in 2. The teacher connects
4. Outcomes are not suitable and rigor. terms of what students will outcomes to previous and
for many students in the 2. Some outcomes reflect learn rather than do. future learning.
class. important learning in the 4. Outcomes represent a 3. Outcomes are
discipline. range of types: factual differentiated to encourage
3. Outcomes are suitable for knowledge, conceptual individual students to take
most of the class. understanding, reasoning, educational risks.
social interaction,
management, and
communication.
5. Outcomes, differentiated
where necessary, are
suitable to groups of
students in the class.
 Rubric Score: 3/4

FfT 2013 - 1c N/A

Component Insufficient Evidence

N/A

FfT 2013 - 1c Critical Atrtibutes

• Effective - Outcomes represent high expectations and rigor.
• Effective - Outcomes are related to "big ideas" of the discipline.
• Effective - Outcomes are written in terms of what students will learn rather than do.
• Effective - Outcomes, differentiated where necessary, are suitable to groups of students in the class.

FfT 2013 (MI Levels) - Component 1d

Component Ineffective Minimally Effective Effective Highly Effective

1d Demonstrating The teacher is unaware of The teacher displays some The teacher displays The teacher's knowledge of
Knowledge Resources resources to assist student awareness of resources awareness of resources resources for classroom use
learning beyond materials beyond those provided by beyond those provided by and for extending one's
Indicators: provided by the school or the school or district for the school or district, professional skill is
1. Materials provided by district, nor is the teacher classroom use and for including those on the extensive, including those
the district aware of resources for extending one's professional Internet, for classroom use available through the school
2. Materials provided by expanding one's own skill but does not seek to and for extending one's or district, in the
professional professional skill. expand this knowledge. professional skill, and seeks community, through
organizations out such resources. professional organizations
3. A range of texts Critical Attributes: Critical Attributes: and universities, and on the
4. Internet resources 1. The teacher does not 1. The teacher uses Critical Attributes: Internet.
5. Community resources seek out resources available materials in the school 1. Texts are at varied levels.
6. Ongoing participation to expand her own skill. library but does not search 2. Texts are supplemented Critical Attributes:
by the teacher in 2. Although the teacher is beyond the school for by guest speakers and field 1. Texts are matched to
professional education aware of some student resources. experiences. student skill level.
courses or professional needs, he does not inquire 2. The teacher participates 3. The teacher facilitates the 2. The teacher has ongoing
groups about possible resources. in content- area workshops use of Internet resources. relationships with colleges
7. Guest speakers offered by the school but 4. Resources are and universities that support
does not pursue other multidisciplinary. student learning.
professional development. 5. The teacher expands her 3. The teacher maintains a
3. The teacher locates knowledge through log of resources for student
materials and resources for professional learning groups reference.
students that are available and organizations. 4. The teacher pursues
through the school but does 6. The teacher pursues apprenticeships to increase
not pursue any other options offered by discipline knowledge.
avenues. universities. 5. The teacher facilitates
7. The teacher provides lists student contact with
of resources outside the resources outside the
classroom for students to classroom.
draw on.

Notes and Evidence:

I have my own classroom library with many levels of texts and topics for different interests and ability levels. I have also
planned 3 field trips for the first graders based on different topics of our learning throughout the year.
Rubric Score: 3/4

FfT 2013 - 1d N/A

Component Insufficient Evidence

N/A

FfT 2013 - 1d Critical Attributes

• Effective - Texts are at varied levels.
• Effective - Texts are supplemented by guest speakers are field experiences.
• Effective - The teacher facilitates the use of internet resources.
• Effective - The teacher pursues options offered by universities.

FfT 2013 (MI Levels) - Component 1e

Component Ineffective Minimally Effective Effective Highly Effective

1e Designing Coherent Learning activities are poorly Some of the learning Most of the learning The sequence of learning
Instruction aligned with the instructional activities and materials are activities are aligned with activities follows a coherent
outcomes, do not follow an aligned with the instructional the instructional outcomes sequence, is aligned to
Indicators: organized progression, are outcomes and represent and follow an organized instructional goals, and is
1. Lessons that support not designed to engage moderate cognitive progression suitable to designed to engage students
instructional outcomes students in active challenge, but with no groups of students. The in highlevel cognitive
and reflect important intellectual activity, and differentiation for different learning activities have activity. These are
concepts have unrealistic time students. Instructional reasonable time allocations; appropriately differentiated
2. Instructional maps allocations. Instructional groups partially support the they represent significant for individual learners.
that indicate groups are not suitable to activities, with some variety. cognitive challenge, with Instructional groups are
relationships to prior the activities and offer no The lesson or unit has a some differentiation for varied appropriately, with
learning variety. recognizable structure; but different groups of students some opportunity for
3. Activities that the progression of activities and varied use of student choice.
represent high-level Critical Attributes: is uneven, with only some instructional groups.
thinking 1. Learning activities are reasonable time allocations. Critical Attributes:
4. Opportunities for boring and/or not well Critical Attributes: 1. Activities permit student
student choice aligned to the instructional Critical Attributes: 1. Learning activities are choice.
5. Use of varied goals. 1. Learning activities are matched to instructional 2. Learning experiences
resources 2. Materials are not moderately challenging. outcomes. connect to other disciplines.
6. Thoughtfully planned engaging or do not meet 2. Learning resources are 2. Activities provide 3. The teacher provides a
learning groups instructional outcomes. suitable, but there is limited opportunity for higher-level variety of appropriately
7. Structured lesson 3. Instructional groups do variety. thinking. challenging resources that
plans not support learning. 3. Instructional groups are 3. The teacher provides a are differentiated for
4. Lesson plans are not random, or they only variety of appropriately students in the class.
structured or sequenced and partially support objectives. challenging materials and 4. Lesson plans differentiate
are unrealistic in their 4. Lesson structure is resources. for individual student
expectations. uneven or may be 4. Instructional student needs.
unrealistic about time groups are organized
expectations. thoughtfully to maximize
learning and build on
students' strengths.
5. The plan for the lesson or
unit is well structured, with
reasonable time allocations.

Rubric Score: 3/4

FfT 2013 - 1e N/A

Component Insufficient Evidence

N/A

FfT 2013 - 1e Critical Attributes

• Effective - Learning activities are matched to instructional outcomes.
• Effective - Activities provide opportunity for higher level thinking.
• Effective - The teacher provides a variety of appropriately challenging materials and resources.
• Effective - Instructional student groups are organized thoughtfully to maximize learning and build on students’ strengths.
• Effective - The plan for the lesson or unit is well structured, with reasonable time allocations.

FfT 2013 (MI Levels) - Component 1f

Component Ineffective Minimally Effective Effective Highly Effective

1f Designing Student Assessment procedures are Assessment procedures are All the instructional All the instructional
Assessments not congruent with partially congruent with outcomes may be assessed outcomes may be assessed
instructional outcomes and instructional outcomes. by the proposed assessment by the proposed assessment
Indicators: lack criteria by which Assessment criteria and plan; assessment plan, with clear criteria for
1. Lesson plans student performance will be standards have been methodologies may have assessing student work. The
indicating assessed. The teacher has developed, but they are not been adapted for groups of plan contains evidence of
correspondence between no plan to incorporate clear. The teacher's students. Assessment student contribution to its
assessments and formative assessment in the approach to using formative criteria and standards are development. Assessment
instructional outcomes lesson or unit. assessment is rudimentary, clear. The teacher has a methodologies have been
2. Assessment types including only some of the welldeveloped strategy for adapted for individual
suitable to the style of Critical Attributes: instructional outcomes. using formative assessment students as the need has
outcome 1. Assessments do not and has designed particular arisen. The approach to
3. Variety of match instructional Critical Attributes: approaches to be used. using formative assessment
performance outcomes. 1. Only some of the is well designed and
opportunities for 2. Assessments lack criteria. instructional outcomes are Critical Attributes: includes student as well as
students 3. No formative assessments addressed in the planned 1. All the learning outcomes teacher use of the
4. Modified assessments have been designed. assessments. have a method for assessment information.
available for individual 4. Assessment results do not 2. Assessment criteria are assessment.
students as needed affect future plans. vague. 2. Assessment types match Critical Attributes:
5. Expectations clearly 3. Plans refer to the use of learning expectations. 1. Assessments provide
written with descriptors formative assessments, but 3. Plans indicate modified opportunities for student
for each level of they are not fully developed. assessments when they are choice.
performance 4. Assessment results are necessary for some 2. Students participate in
6. Formative used to design lesson plans students. designing assessments for
assessments designed to for the whole class, not 4. Assessment criteria are their own work.
inform minute-to-minute individual students. clearly written. 3. Teacher-designed
decision making by the 5. Plans include formative assessments are authentic,
teacher during assessments to use during with real-world application
instruction instruction. as appropriate.
6. Lesson plans indicate 4. Students develop rubrics
possible adjustments based according to teacher-
on formative assessment specified learning objectives.
data. 5. Students are actively
involved in collecting
information from formative
assessments and provide
input.
 Notes and Evidence:
I use formative assessment during various times during reading: As I call on students to answer orally about content
knowledge; As we read whole group and independently, I am checking in with students.; When students work at their seats
on sentence dictation or spelling.
Rubric Score: 3/4

FfT 2013 - 1f N/A

Component Insufficient Evidence

N/A

FfT 2013 - 1f Critical Attributes

• Effective - All the learning outcomes have a method for assessment.
• Effective - Assessment types match learning expectations.
• Effective - Plans include formative assessments to use during instruction.

Domain 2: The Classroom Environment

FfT 2013 (MI Levels) - Component 2a

Component Ineffective Minimally Effective Effective Highly Effective

2a Creating an Patterns of classroom Patterns of classroom Teacher-student interactions Classroom interactions

Environment of Respect interactions, both between interactions, both between are friendly and between the teacher and
and Rapport teacher and students and teacher and students and demonstrate general caring students and among
among students, are mostly among students, are and respect. Such students are highly
Indicators: negative, inappropriate, or generally appropriate but interactions are appropriate respectful, reflecting
1. Respectful talk, active insensitive to students' ages, may reflect occasional to the ages, cultures, and genuine warmth, caring, and
listening, and turn- cultural backgrounds, and inconsistencies, favoritism, developmental levels of the sensitivity to students as
taking developmental levels. and disregard for students' students. Interactions individuals. Students exhibit
2. Acknowledgment of Student interactions are ages, cultures, and among students are respect for the teacher and
students' backgrounds characterized by sarcasm, developmental levels. generally polite and contribute to high levels of
and lives outside the put-downs, or conflict. The Students rarely demonstrate respectful, and students civility among all members
classroom teacher does not deal with disrespect for one another. exhibit respect for the of the class. The net result
3. Body language disrespectful behavior. The teacher attempts to teacher. The teacher is an environment where all
indicative of warmth and respond to disrespectful responds successfully to students feel valued and are
caring shown by teacher Critical Attributes: behavior, with uneven disrespectful behavior comfortable taking
and students 1. The teacher is results. The net result of the among students. The net intellectual risks.
4. Physical proximity disrespectful toward interactions is neutral, result of the interactions is
5. Politeness and students or insensitive to conveying neither warmth polite, respectful, and Critical Attributes:
encouragement students' ages, cultural nor conflict. business-like, though 1. The teacher demonstrates
6. Fairness backgrounds, and students may be somewhat knowledge and caring about
developmental levels. Critical Attributes: cautious about taking individual students' lives
2. Students' body language 1. The quality of interactions intellectual risks. beyond the class and school.
indicates feelings of hurt, between teacher and 2. There is no disrespectful
discomfort, or insecurity. students, or among Critical Attributes: behavior among students.
3. The teacher displays no students, is uneven, with 1. Talk between the teacher 3. When necessary, students
familiarity with, or caring occasional disrespect or and students and among respectfully correct one
about, individual students. insensitivity. students is uniformly another.
4. The teacher disregards 2. The teacher attempts to respectful. 4. Students participate
disrespectful interactions respond to disrespectful 2. The teacher successfully without fear of put-downs or
among students. behavior among students, responds to disrespectful ridicule from either the
with uneven results. behavior among students. teacher or other students.
3. The teacher attempts to 3. Students participate 5. The teacher respects and
make connections with willingly, but may be encourages students'
individual students, but somewhat hesitant to offer efforts.
student reactions indicate their ideas in front of
that these attempts are not classmates.
entirely successful. 4. The teacher makes
general connections with
individual students.
5. Students exhibit respect
for the teacher.

Rubric Score: 3/4

FfT 2013 - 2a N/A

Component Insufficient Evidence

N/A

FfT 2013 - 2a Critical Attributes

• Effective - Talk between the teacher and students and among students is uniformly respectful.
• Effective - The teacher makes general connections with individual students.
• Effective - Students exhibit respect for the teacher.
• Highly Effective - The teacher demonstrates knowledge and caring about individual students` lives beyond the class and school.
• Highly Effective - There is no disrespectful behavior among students.
• Highly Effective - Students participate without fear of put-downs or ridicule from either the teacher or other students.
• Highly Effective - The teacher respects and encourages students` efforts.

FfT 2013 (MI Levels) - Component 2b

Component Ineffective Minimally Effective Effective Highly Effective

2b Establishing a Culture The classroom culture is The classroom culture is The classroom culture is a The classroom culture is a
for Learning characterized by a lack of characterized by little place where learning is cognitively busy place,
teacher or student commitment to learning by valued by all; high characterized by a shared
Indicators: commitment to learning, the teacher or students. The expectations for both belief in the importance of
1. Belief in the value of and/or little or no teacher appears to be only learning and hard work are learning. The teacher
what is being learned investment of student "going through the the norm for most students. conveys high expectations
2. High expectations, energy in the task at hand. motions," and students Students understand their for learning for all students
supported through both Hard work and the precise indicate that they are role as learners and and insists on hard work;
verbal and nonverbal use of language are not interested in the completion consistently expend effort to students assume
behaviors, for both expected or valued. Medium of a task rather than the learn. Classroom interactions responsibility for high quality
learning and to low expectations for quality of the work. The support learning, hard work, by initiating improvements,
participation student achievement are the teacher conveys that and the precise use of making revisions, adding
3. Expectation of high- norm, with high student success is the result language. detail, and/or assisting peers
quality work on the part expectations for learning of natural ability rather than in their precise use of
of students reserved for only one or two hard work, and refers only Critical Attributes: language.
4. Expectation and students. in passing to the precise use 1. The teacher
recognition of effort and of language. High communicates the Critical Attributes:
persistence on the part Critical Attributes: expectations for learning are importance of the content 1. The teacher
of students 1. The teacher conveys that reserved for those students and the conviction that with communicates passion for
5. High expectations for there is little or no purpose thought to have a natural hard work all students can the subject.
expression and work for the work, or that the aptitude for the subject. master the material. 2. The teacher conveys the
products reasons for doing it are due 2. The teacher demonstrates satisfaction that
to external factors. Critical Attributes: a high regard for students' accompanies a deep
2. The teacher conveys to at 1. The teacher's energy for abilities. understanding of complex
least some students that the the work is neutral, neither 3. The teacher conveys an content.
work is too challenging for indicating a high level of expectation of high levels of 3. Students indicate through
them. commitment nor ascribing student effort. their questions and
3. Students exhibit little or the need to do the work to 4. Students expend good comments a desire to
no pride in their work. external forces. effort to complete work of understand the content.
4. Students use language 2. The teacher conveys high high quality. 4. Students assist their
incorrectly; the teacher does expectations for only some 5. The teacher insists on classmates in understanding
not correct them. students. precise use of language by the content.
3. Students exhibit a limited students. 5. Students take initiative in
commitment to complete the improving the quality of
work on their own; many their work.
students indicate that they 6. Students correct one
are looking for an "easy another in their use of
path." language.
4. The teacher's primary
concern appears to be to
complete the task at hand.
5. The teacher urges, but
does not insist, that
students use precise
language.

Rubric Score: 3/4

FfT 2013 - 2b N/A

Component Insufficient Evidence

N/A

FfT 2013 - 2b Critical Attributes

• Effective - The teacher communicates the importance of the content and the conviction that with hard work all students can master the
material.
• Effective - The teacher demonstrates a high regard for students` abilities.
• Effective - The teacher conveys an expectation of high levels of student effort.
• Effective - The teacher insists on precise use of language by students.
• Highly Effective - The teacher conveys the satisfaction that accompanies a deep understanding of complex content.

FfT 2013 (MI Levels) - Component 2c

Component Ineffective Minimally Effective Effective Highly Effective

2c Managing Classroom Much instructional time is Some instructional time is There is little loss of Instructional time is
Procedures lost due to inefficient lost due to partially effective instructional time due to maximized due to efficient
classroom routines and classroom routines and effective classroom routines and seamless classroom
Indicators: procedures. There is little or procedures. The teacher's and procedures. The routines and procedures.
1. Smooth functioning of no evidence of the teacher's management of instructional teacher's management of Students take initiative in
all routines management of instructional groups and transitions, or instructional groups and the management of
2. Little or no loss of groups and transitions handling of materials and transitions, or handling of instructional groups and
instructional time and/or handling of materials supplies, or both, are materials and supplies, or transitions, and/or the
3. Students playing an and supplies effectively. inconsistent, leading to both, are consistently handling of materials and
important role in There is little evidence that some disruption of learning. successful. With minimal supplies. Routines are well
carrying out the students know or follow With regular guidance and guidance and prompting, understood and may be
routines established routines, or that prompting, students follow students follow established initiated by students.
4. Students knowing volunteers and established routines, and classroom routines, and Volunteers and
what to do, where to paraprofessionals have volunteers and volunteers and paraprofessionals make an
move clearly defined tasks. paraprofessionals perform paraprofessionals contribute independent contribution to
their duties. to the class. the class.
Critical Attributes:
1. Students not working with Critical Attributes: Critical Attributes: Critical Attributes:
the teacher are not 1. Students not working 1. Students are productively 1. With minimal prompting
productively engaged. directly with the teacher are engaged during small-group by the teacher, students
2. Transitions are only partially engaged. or independent work. ensure that their time is
disorganized, with much 2. Procedures for transitions 2. Transitions between used productively.
loss of instructional time. seem to have been large- and small- group 2. Students take initiative in
3. There do not appear to be established, but their activities are smooth. distributing and collecting
any established procedures operation is not smooth. 3. Routines for distribution materials efficiently.
for distributing and collecting 3. There appear to be and collection of materials 3. Students themselves
materials. established routines for and supplies work efficiently. ensure that transitions and
4. A considerable amount of distribution and collection of 4. Classroom routines other routines are
time is spent off task materials, but students are function smoothly. accomplished smoothly.
because of unclear confused about how to carry 5. Volunteers and 4. Volunteers and
procedures. them out. paraprofessionals work with paraprofessionals take
5. Volunteers and 4. Classroom routines minimal supervision. initiative in their work in the
paraprofessionals have no function unevenly. class.
defined role and/or are idle 5. Volunteers and
much of the time. paraprofessionals require
frequent supervision.

Rubric Score: 3/4

FfT 2013 - 2c N/A

Component Insufficient Evidence

N/A

FfT 2013 - 2c Critical Attributes

• Effective - Students are productively engaged during small-group or independent work.
• Effective - Transitions between large- and small- group activities are smooth.
• Effective - Routines for distribution and collection of materials and supplies work efficiently.
• Effective - Classroom routines function smoothly.

FfT 2013 (MI Levels) - Component 2d

Component Ineffective Minimally Effective Effective Highly Effective

2d Managing Student There appear to be no Standards of conduct appear Student behavior is Student behavior is entirely
Behavior established standards of to have been established, generally appropriate. The appropriate. Students take
conduct, or students but their implementation is teacher monitors student an active role in monitoring
Indicators: challenge them. There is inconsistent. The teacher behavior against established their own behavior and/or
1. Clear standards of little or no teacher tries, with uneven results, to standards of conduct. that of other students
conduct, possibly posted, monitoring of student monitor student behavior Teacher response to student against standards of
and possibly referred to behavior, and response to and respond to student misbehavior is consistent, conduct. Teacher monitoring
during a lesson students' misbehavior is misbehavior. proportionate, and of student behavior is subtle
2. Absence of acrimony repressive or disrespectful of respectful to students and is and preventive. The
between teacher and student dignity. Critical Attributes: effective. teacher's response to
students concerning 1. The teacher attempts to student misbehavior is
behavior Critical Attributes: maintain order in the Critical Attributes: sensitive to individual
3. Teacher awareness of 1. The classroom classroom, referring to 1. Standards of conduct student needs and respects
student conduct environment is chaotic, with classroom rules, but with appear to have been students' dignity.
4. Preventive action no standards of conduct uneven success. established and
when needed by the evident. 2. The teacher attempts to implemented successfully. Critical Attributes:
teacher 2. The teacher does not keep track of student 2. Overall, student behavior 1. Student behavior is
5. Absence of monitor student behavior. behavior, but with no is generally appropriate. entirely appropriate; any
misbehavior 3. Some students disrupt the apparent system. 3. The teacher frequently student misbehavior is very
6. Reinforcement of classroom, without apparent 3. The teacher's response to monitors student behavior. minor and swiftly handled.
positive behavior teacher awareness or with student misbehavior is 4. The teacher's response to 2. The teacher silently and
an ineffective response. inconsistent: sometimes student misbehavior is subtly monitors student
harsh, other times lenient. effective. behavior.
3. Students respectfully
intervene with classmates at
appropriate moments to
ensure compliance with
standards of conduct.

Notes and Evidence:

The student behavior was generally appropriate during this observation. I used proximity to remind a couple students who I
noticed were off task when we were reading the decodable.
Rubric Score: 3/4

FfT2013 - 2d N/A

Component Insufficient Evidence

N/A

FfT 2013 - 2d Critical Attributes

• Effective - Standards of conduct appear to have been established and implemented successfully.
• Effective - Overall, student behavior is generally appropriate.
• Effective - The teacher`s response to student misbehavior is effective.
• Highly Effective - The teacher silently and subtly monitors student behavior.

FfT 2013 (MI Levels) - Component 2e

Component Ineffective Minimally Effective Effective Highly Effective

2e Organizing Physical The classroom environment The classroom is safe, and The classroom is safe, and The classroom environment
Space is unsafe, or learning is not essential learning is students have equal access is safe, and learning is
accessible to many. There is accessible to most students. to learning activities; the accessible to all students,
Indicators: poor alignment between the The teacher makes modest teacher ensures that the including those with special
1. Pleasant, inviting arrangement of furniture use of physical resources, furniture arrangement is needs. The teacher makes
atmosphere and resources, including including computer appropriate to the learning effective use of physical
2. Safe environment computer technology, and technology. The teacher activities and uses physical resources, including
3. Accessibility for all the lesson activities. attempts to adjust the resources, including computer technology. The
students classroom furniture for a computer technology, teacher ensures that the
4. Furniture arrangement Critical Attributes: lesson or, if necessary, to effectively. physical arrangement is
suitable for the learning 1. There are physical adjust the lesson to the appropriate to the learning
activities hazards in the classroom, furniture, but with limited Critical Attributes: activities. Students
5. Effective use of endangering student safety. effectiveness. 1. The classroom is safe, contribute to the use or
physical resources, 2. Many students can't see and all students are able to adaptation of the physical
including computer or hear the teacher or see Critical Attributes: see and hear the teacher or environment to advance
technology, by both the board. 1. The physical environment see the board. learning.
teacher and students 3. Available technology is is safe, and most students 2. The classroom is
not being used even if it is can see and hear the arranged to support the Critical Attributes:
available and its use would teacher or see the board. instructional goals and 1. Modifications are made to
enhance the lesson. 2. The physical environment learning activities. the physical environment to
is not an impediment to 3. The teacher makes accommodate students with
learning but does not appropriate use of available special needs.
enhance it. technology. 2. There is total alignment
3. The teacher makes between the learning
limited use of available activities and the physical
technology and other environment.
resources. 3. Students take the
initiative to adjust the
physical environment.
4. The teacher and students
make extensive and
imaginative use of available
technology.

Rubric Score: 3/4

FfT2013 - 2e N/A

Component Insufficient Evidence

N/A

FfT 2013 - 2e Critical Attributes

• Effective - The classroom is safe, and all students are able to see and hear the teacher or see the board.
• Effective - The classroom is arranged to support the instructional goals and learning activities.
• Effective - The teacher makes appropriate use of available technology.

Domain 3: Instruction
FfT 2013 (MI Levels) - Component 3a

Component Ineffective Minimally Effective Effective Highly Effective

3a Communicating with The instructional purpose of The teacher's attempt to The instructional purpose of The teacher links the
Students the lesson is unclear to explain the instructional the lesson is clearly instructional purpose of the
students, and the directions purpose has only limited communicated to students, lesson to the larger
Indicators: and procedures are success, and/or directions including where it is situated curriculum; the directions
1. Clarity of lesson confusing. The teacher's and procedures must be within broader learning; and procedures are clear
purpose explanation of the content clarified after initial student directions and procedures and anticipate possible
2. Clear directions and contains major errors and confusion. The teacher's are explained clearly and student misunderstanding.
procedures specific to does not include any explanation of the content may be modeled. The The teacher's explanation of
the lesson activities explanation of strategies may contain minor errors; teacher's explanation of content is thorough and
3. Absence of content students might use. The some portions are clear, content is scaffolded, clear, clear, developing conceptual
errors and clear teacher's spoken or written others difficult to follow. The and accurate and connects understanding through clear
explanations of concepts language contains errors of teacher's explanation does with students' knowledge scaffolding and connecting
and strategies grammar or syntax. The not invite students to and experience. During the with students' interests.
4. Correct and teacher's academic engage intellectually or to explanation of content, the Students contribute to
imaginative use of vocabulary is inappropriate, understand strategies they teacher focuses, as extending the content by
language vague, or used incorrectly, might use when working appropriate, on strategies explaining concepts to their
leaving students confused. independently. The teacher's students can use when classmates and suggesting
spoken language is correct working independently and strategies that might be
Critical Attributes: but uses vocabulary that is invites student intellectual used. The teacher's spoken
1. At no time during the either limited or not fully engagement. The teacher's and written language is
lesson does the teacher appropriate to the students' spoken and written expressive, and the teacher
convey to students what ages or backgrounds. The language is clear and correct finds opportunities to extend
they will be learning. teacher rarely takes and is suitable to students' students' vocabularies, both
2. Students indicate through opportunities to explain ages and interests. The within the discipline and for
body language or questions academic vocabulary. teacher's use of academic more general use. Students
that they don't understand vocabulary is precise and contribute to the correct use
the content being presented. Critical Attributes: serves to extend student of academic vocabulary.
3. The teacher makes a 1. The teacher provides little understanding.
serious content error that elaboration or explanation Critical Attributes:
will affect students' about what the students will Critical Attributes: 1. If asked, students are
understanding of the lesson. be learning. 1. The teacher states able to explain what they are
4. Students indicate through 2. The teacher's explanation clearly, at some point during learning and where it fits into
their questions that they are of the content consists of a the lesson, what the the larger curriculum
confused about the learning monologue, with minimal students will be learning. context.
task. participation or intellectual 2. The teacher's explanation 2. The teacher explains
5. The teacher's engagement by students. of content is clear and content clearly and
communications include 3. The teacher makes no invites student participation imaginatively, using
errors of vocabulary or serious content errors but and thinking. metaphors and analogies to
usage or imprecise use of may make minor ones. 3. The teacher makes no bring content to life.
academic language. 4. The teacher's content errors. 3. The teacher points out
6. The teacher's vocabulary explanations of content are 4. The teacher describes possible areas for
is inappropriate to the age or purely procedural, with no specific strategies students misunderstanding.
culture of the students. indication of how students might use, inviting students 4. The teacher invites
can think strategically. to interpret them in the students to explain the
5. The teacher must clarify context of what they're content to their classmates.
the learning task so students learning. 5. Students suggest other
can complete it. 5. Students engage with the strategies they might use in
6. The teacher's vocabulary learning task, indicating that approaching a challenge or
and usage are correct but they understand what they analysis.
unimaginative. are to do. 6. The teacher uses rich
7. When the teacher 6. If appropriate, the teacher language, offering brief
attempts to explain models the process to be vocabulary lessons where
academic vocabulary, it is followed in the task. appropriate, both for general
only partially successful. 7. The teacher's vocabulary vocabulary and for the
8. The teacher's vocabulary and usage are correct and discipline.
is too advanced, or too entirely suited to the lesson, 7. Students use academic
juvenile, for students. including, where language correctly.
appropriate, explanations of
academic vocabulary.
8. The teacher's vocabulary
is appropriate to students'
ages and levels of
development.

Notes and Evidence:

The academic vocabulary had been taught by a guest teacher the day prior. I made sure to reteach the vocabulary words
and make connections where I knew students needed it. As we read the main selection, I pointed out the vocabulary words
and use the pictures to help students understand.
Rubric Score: 3/4

FfT2013 - 3a N/A

Component Insufficient Evidence

N/A

FfT 2013 - 3a Critical Attributes

• Effective - The teacher states clearly, at some point during the lesson, what the students will be learning.
• Effective - The teacher makes no content errors.
• Effective - If appropriate, the teacher models the process to be followed in the task.
• Effective - The teacher`s vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate, explanations of
academic vocabulary.
• Effective - The teacher`s vocabulary is appropriate to students` ages and levels of development.
• Highly Effective - If asked, students are able to explain what they are learning and where it fits into the larger curriculum context.
• Highly Effective - The teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life.
• Highly Effective - The teacher points out possible areas for misunderstanding.
• Highly Effective - The teacher uses rich language, offering brief vocabulary lessons where appropriate, both for general vocabulary and for
the discipline.

FfT 2013 (MI Levels) - Component 3b

Component Ineffective Minimally Effective Effective Highly Effective

3b Using Questioning The teacher's questions are The teacher's questions lead While the teacher may use The teacher uses a variety
and Discussion of low cognitive challenge, students through a single some low-level questions, he or series of questions or
Techniques with single correct path of inquiry, with poses questions designed to prompts to challenge
responses, and are asked in answers seemingly promote student thinking students cognitively,
Indicators: rapid succession. Interaction determined in advance. and understanding. The advance high-level thinking
1. Questions of high between the teacher and Alternatively, the teacher teacher creates a genuine and discourse, and promote
cognitive challenge, students is predominantly attempts to ask some discussion among students, metacognition. Students
formulated by both recitation style, with the questions designed to providing adequate time for formulate many questions,
students and teacher teacher mediating all engage students in thinking, students to respond and initiate topics, challenge one
2. Questions with questions and answers; the but only a few students are stepping aside when doing another's thinking, and
multiple correct answers teacher accepts all involved. The teacher so is appropriate. The make unsolicited
or multiple approaches, contributions without asking attempts to engage all teacher challenges students contributions. Students
even when there is a students to explain their students in the discussion, to justify their thinking and themselves ensure that all
single correct response reasoning. Only a few to encourage them to successfully engages most voices are heard in the
3. Effective use of students participate in the respond to one another, and students in the discussion, discussion.
student responses and discussion. to explain their thinking, employing a range of
ideas with uneven results. strategies to ensure that Critical Attributes:
4. Discussion, with the Critical Attributes: most students are heard. 1. Students initiate higher-
teacher stepping out of 1. Questions are rapid-fire Critical Attributes: order questions.
the central, mediating and convergent, with a 1. The teacher frames some Critical Attributes: 2. The teacher builds on and
role single correct answer. questions designed to 1. The teacher uses open- uses student responses to
5. Focus on the 2. Questions do not invite promote student thinking, ended questions, inviting questions in order to deepen
reasoning exhibited by student thinking. but many have a single students to think and/or offer student understanding.
students in discussion, 3. All discussion is between correct answer, and the multiple possible answers. 3. Students extend the
both in give-and-take the teacher and students; teacher calls on students 2. The teacher makes discussion, enriching it.
with the teacher and students are not invited to quickly. effective use of wait time. 4. Students invite comments
with their classmates speak directly to one 2. The teacher invites 3. Discussions enable from their classmates during
6. High levels of student another. students to respond directly students to talk to one a discussion and challenge
participation in 4. The teacher does not ask to one another's ideas, but another without ongoing one another's thinking.
discussion students to explain their few students respond. mediation by teacher. 5. Virtually all students are
thinking. 3. The teacher calls on 4. The teacher calls on most engaged in the discussion.
5. Only a few students many students, but only a students, even those who
dominate the discussion. small number actually don't initially volunteer.
participate in the discussion. 5. Many students actively
4. The teacher asks engage in the discussion.
students to explain their 6. The teacher asks
reasoning, but only some students to justify their
students attempt to do so. reasoning, and most attempt
to do so.

Notes and Evidence:

When we learned about the word "errands," students told their partners before being asked to share. When we were adding
selection vocabulary into sentences, they also thought to themselves, then told a partner, then I drew sticks to have an
individual share.
Rubric Score: 3/4

FfT2013 - 3b N/A

Component Insufficient Evidence

N/A

FfT 2013 - 3b Critical Attributes

• Effective - The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers.
• Effective - The teacher makes effective use of wait time.
• Effective - The teacher calls on most students, even those who don’t initially volunteer.
• Effective - Many students actively engage in the discussion.
• Effective - The teacher asks students to justify their reasoning, and most attempt to do so.

FfT 2013 (MI Levels) - Component 3c

Component Ineffective Minimally Effective Effective Highly Effective

3c Engaging Students in The learning tasks/activities, The learning tasks and The learning tasks and Virtually all students are
Learning materials, and resources are activities are partially activities are fully aligned intellectually engaged in
poorly aligned with the aligned with the instructional with the instructional challenging content through
Indicators: instructional outcomes, or outcomes but require only outcomes and are designed well-designed learning tasks
1. Student enthusiasm, require only rote responses, minimal thinking by students to challenge student and activities that require
interest, thinking, with only one approach and little opportunity for thinking, inviting students to complex thinking by
problem solving, etc. possible. The groupings of them to explain their make their thinking visible. students. The teacher
2. Learning tasks that students are unsuitable to thinking, allowing most This technique results in provides suitable scaffolding
require high-level the activities. The lesson has students to be passive or active intellectual and challenges students to
student thinking and no clearly defined structure, merely compliant. The engagement by most explain their thinking. There
invite students to or the pace of the lesson is groupings of students are students with important and is evidence of some student
explain their thinking too slow or rushed. moderately suitable to the challenging content, and initiation of inquiry and
3. Students highly activities. The lesson has a with teacher scaffolding to student contributions to the
motivated to work on all Critical Attributes: recognizable structure; support that engagement. exploration of important
tasks and persistent 1. Few students are however, the pacing of the The groupings of students content; students may serve
even when the tasks are intellectually engaged in the lesson may not provide are suitable to the activities. as resources for one
challenging lesson. students the time needed to The lesson has a clearly another. The lesson has a
4. Students actively 2. Learning tasks/activities be intellectually engaged or defined structure, and the clearly defined structure,
"working," rather than and materials require only may be so slow that many pacing of the lesson is and the pacing of the lesson
watching while their recall or have a single students have a appropriate, providing most provides students the time
teacher "works" correct response or method. considerable amount of students the time needed to needed not only to
5. Suitable pacing of the 3. Instructional materials "downtime." be intellectually engaged. intellectually engage with
lesson: neither dragged used are unsuitable to the and reflect upon their
out nor rushed, with lesson and/or the students. Critical Attributes: Critical Attributes: learning but also to
time for closure and 4. The lesson drags or is 1. Some students are 1. Most students are consolidate their
student reflection rushed. intellectually engaged in the intellectually engaged in the understanding.
5. Only one type of lesson. lesson.
instructional group is used 2. Learning tasks are a mix 2. Most learning tasks have Critical Attributes:
(whole group, small groups) of those requiring thinking multiple correct responses 1. Virtually all students are
when variety would promote and those requiring recall. or approaches and/or intellectually engaged in the
more student engagement. 3. Student engagement with encourage higher-order lesson.
the content is largely thinking. 2. Lesson activities require
passive; the learning 3. Students are invited to high-level student thinking
consists primarily of facts or explain their thinking as part and explanations of their
procedures. of completing tasks. thinking.
4. The materials and 4. Materials and resources 3. Students take initiative to
resources are partially support the learning goals adapt the lesson by (1)
aligned to the lesson and require intellectual modifying a learning task to
objectives. engagement, as make it more meaningful or
5. Few of the materials and appropriate. relevant to their needs, (2)
resources require student 5. The pacing of the lesson suggesting modifications to
thinking or ask students to provides students the time the grouping patterns used,
explain their thinking. needed to be intellectually and/or (3) suggesting
6. The pacing of the lesson engaged. modifications or additions to
is uneven - suitable in parts 6. The teacher uses the materials being used.
but rushed or dragging in groupings that are suitable 4. Students have an
others. to the lesson activities. opportunity for reflection and
7. The instructional closure on the lesson to
groupings used are partially consolidate their
appropriate to the activities understanding.

Notes and Evidence:

My seating arrangement both at the carpet and at tables allows students to have a partner to share with and read with that
will allow them all to be successful.
Rubric Score: 3/4

FfT2013 - 3c N/A

Component Insufficient Evidence

N/A

FfT 2013 - 3c Critical Attributes

• Effective - Most students are intellectually engaged in the lesson.
• Effective - Students are invited to explain their thinking as part of completing tasks.
• Effective - Materials and resources support the learning goals and require intellectual engagement, as appropriate.
• Effective - The pacing of the lesson provides students the time needed to be intellectually engaged.
• Effective - The teacher uses groupings that are suitable to the lessong activities.

FfT 2013 (MI Levels) - Component 3d

Component Ineffective Minimally Effective Effective Highly Effective

3d Using Assessment in Students do not appear to Students appear to be only Students appear to be Assessment is fully
Instruction be aware of the assessment partially aware of the aware of the assessment integrated into instruction,
criteria, and there is little or assessment criteria, and the criteria, and the teacher through extensive use of
Indicators: no monitoring of student teacher monitors student monitors student learning formative assessment.
1. The teacher paying learning; feedback is absent learning for the class as a for groups of students. Students appear to be
close attention to or of poor quality. Students whole. Questions and Questions and assessments aware of, and there is some
evidence of student do not engage in self- or assessments are rarely used are regularly used to evidence that they have
understanding peer assessment. to diagnose evidence of diagnose evidence of contributed to, the
2. The teacher posing learning. Feedback to learning. Teacher feedback assessment criteria.
specifically created Critical Attributes: students is general, and few to groups of students is Questions and assessments
questions to elicit 1. The teacher gives no students assess their own accurate and specific; some are used regularly to
evidence of student indication of what high- work. students engage in self diagnose evidence of
understanding quality work looks like. assessment. learning by individual
3. The teacher 2. The teacher makes no Critical Attributes: students. A variety of forms
circulating to monitor effort to determine whether 1. There is little evidence Critical Attributes: of feedback, from both
student learning and to students understand the that the students 1. The teacher makes the teacher and peers, is
offer feedback lesson. understand how their work standards of high-quality accurate and specific and
4. Students assessing 3. Students receive no will be evaluated. work clear to students. advances learning. Students
their own work against feedback, or feedback is 2. The teacher monitors 2. The teacher elicits self-assess and monitor their
established criteria global or directed to only understanding through a evidence of student own progress. The teacher
one student. single method, or without understanding. successfully differentiates
4. The teacher does not ask eliciting evidence of 3. Students are invited to instruction to address
students to evaluate their understanding from assess their own work and individual students'
own or classmates' work. students. make improvements; most misunderstandings.
3. Feedback to students is of them do so.
vague and not oriented 4. Feedback includes specific Critical Attributes:
toward future improvement and timely guidance, at least 1. Students indicate that
of work. for groups of students. they clearly understand the
4. The teacher makes only characteristics of high-
minor attempts to engage quality work, and there is
students in self- or peer evidence that students have
assessment. helped establish the
evaluation criteria.
2. The teacher is constantly
"taking the pulse" of the
class; monitoring of student
understanding is
sophisticated and
continuous and makes use
of strategies to elicit
information about individual
student understanding.
3. Students monitor their
own understanding, either
on their own initiative or as
a result of tasks set by the
teacher.
4. High-quality feedback
comes from many sources,
including students; it is
specific and focused on
improvement.

Rubric Score: 3/4

FfT2013 - 3d N/A

Component Insufficient Evidence

N/A

FfT 2013 - 3d Critical Attributes

• Effective - The teacher makes the standards of high-quality work clear to students.
• Effective - The teacher elicits evidence of student understanding.
• Effective - Feedback includes specific and timely guidance, at least for groups of students

FfT 2013 (MI Levels) - Component 3e

Component Ineffective Minimally Effective Effective Highly Effective

3e Demonstrating The teacher ignores The teacher accepts The teacher successfully The teacher seizes an
Flexibility and students' questions; when responsibility for the success accommodates students' opportunity to enhance
Responsive students have difficulty of all students but has only questions and interests. learning, building on a
learning, the teacher blames a limited repertoire of Drawing on a broad spontaneous event or
Indicators: them or their home strategies to use. repertoire of strategies, the students' interests, or
1. Incorporation of environment for their lack of Adjustment of the lesson in teacher persists in seeking successfully adjusts and
students' interests and success. The teacher makes response to assessment is approaches for students differentiates instruction to
daily events into a no attempt to adjust the minimal or ineffective. who have difficulty learning. address individual student
lesson lesson even when students If impromptu measures are misunderstandings. Using an
2. The teacher adjusting don't understand the Critical Attributes: needed, the teacher makes extensive repertoire of
instruction in response content. 1. The teacher makes a minor adjustment to the instructional strategies and
to evidence of student perfunctory attempts to lesson and does so soliciting additional
understanding (or lack of Critical Attributes: incorporate students' smoothly. resources from the school or
it) 1. The teacher ignores questions and interests into community, the teacher
3. The teacher seizing on indications of student the lesson. Critical Attributes: persists in seeking effective
a teachable moment boredom or lack of 2. The teacher conveys to 1. The teacher incorporates approaches for students
understanding. students a level of students' interests and who need help.
2. The teacher brushes responsibility for their questions into the heart of
aside students' questions. learning but also his the lesson. Critical Attributes:
3. The teacher conveys to uncertainty about how to 2. The teacher conveys to 1. The teacher seizes on a
students that when they assist them. students that she has other teachable moment to
have difficulty learning, it is 3. In reflecting on practice, approaches to try when the enhance a lesson.
their fault. the teacher indicates the students experience 2. The teacher conveys to
4. In reflecting on practice, desire to reach all students difficulty. students that she won't
the teacher does not but does not suggest 3. In reflecting on practice, consider a lesson "finished"
indicate that it is important to strategies for doing so. the teacher cites multiple until every student
reach all students. 4. The teacher's attempts to approaches undertaken to understands and that she
5. The teacher makes no adjust the lesson are reach students having has a broad range of
attempt to adjust the lesson partially successful. difficulty. approaches to use.
in response to student 4. When improvising 3. In reflecting on practice,
confusion. becomes necessary, the the teacher can cite others
teacher makes adjustments in the school and beyond
to the lesson. whom he has contacted for
assistance in reaching some
students.
4. The teacher's
adjustments to the lesson,
when they are needed, are
designed to assist individual
students.

Rubric Score: 3/4

FfT2013 - 3e N/A

Component Insufficient Evidence

N/A

FfT 2013 - 3e Critical Attributes

• Effective - The teacher conveys to students that she has other approaches to try when the students experience difficulty.
• Effective - In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty.

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