CRITERIA RATINGS

STRATEGIES FOR EXPERT: 20 pts PROFICIENT: 16 pts DEVELOPING: 12 pts NOVICE: 8 pts
INSTRUCTION Explicit and detailed Meaningful opportunities for Adequate opportunities for Limited opportunities for
opportunities for authentic authentic engagement authentic engagement using authentic engagement through an
Standard 1: engagement through an through an anticipatory set, an anticipatory set, student anticipatory set, student
Instructional anticipatory set, student student collaboration, collaboration, and/or collaboration, and/or writing
Planning and collaboration, and/or writing and/or writing activities. writing activities. activities.
Delivery activities.
Small group instruction fully Specific evidence of Adequate evidence of Instructional examples, teacher
A. Teachers design supports learning objectives, planning for small group planning for small group modeling, or other input is not
clear, well organized, activities and outcomes. instruction (content for instruction (content for aligned with objective or lesson
sequential lessons different groups, mini- different groups, mini- activities.
that build on lesson objectives, etc.) lesson objectives, etc.)
students’ prior where applicable. where applicable.
knowledge. Instructional examples, Instructional examples, Instructional examples,
teacher modeling, or other teacher modeling, or other teacher modeling, or other
ii. Teachers input is detailed and explicitly input is specifically aligned input is adequately aligned,
effectively supports the objective and with objective and lesson but may lack detail or be
communicate goals, lesson activities. activities. loosely supportive of the
expectations, and objective and
objectives to help all lesson activities.
students reach high Explicit evidence of activities Activities that require critical Activities that require critical Activities that require critical
levels of that require critical thinking thinking or problem solving thinking or problem solving thinking or problem solving are
achievement. or problem solving are are in place and align well with are inferred but may lack detail lacking or not included. No
expertly aligned with the the objective. or alignment with objective. apparent alignment with the
iii. Teachers connect lesson objective. objective.
students’ prior
understanding and
Multiple strategies for Strategies for learning lesson Strategies for learning lesson Lack of strategies for learning
real-world
learning lesson content, content include at least three content include at least two lesson content or strategies used
experiences to new
utilizing at least three different modalities, used different modalities used inappropriately.
content and
different modalities, are appropriately. appropriately.
contexts, maximizing
available to students.
learning
May include nontraditional
opportunities.
activities, or assessments.
C. Teachers design
lessons to meet the
needs of diverse
 learners, adapting
methods when
appropriate.

iii. Teachers
integrate the use of
oral, written,
graphic, kinesthetic,
and/or tactile
methods to teach
key concepts.

E. Teachers promote
complex, higher-
order thinking,
leading class
discussions and
activities that
provide
opportunities for
deeper learning

ii. Teachers provide

opportunities for
students to engage
in individual and
collaborative critical
thinking and problem
solving.
 CRITERIA RATINGS
LITERACY EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
STRATEGIES
* Literacy components * Literacy components * Some Literacy components * Literacy components
(comprehension, text (comprehension, text (comprehension, text (comprehension, text structures,
Standard 2:
structures, opportunity for structures, opportunity for structures, opportunity for opportunity for written
Knowledge of
written response, etc.) are written response, etc.) are written response, etc.) are response, etc.) are minimal or
Students and
detailed and enhance the present in all appropriate present where appropriate. may not be present.
Student Learning
lesson content along with areas.
literacy development, where
C. Teachers
appropriate.
facilitate each
student's learning
by employing * Detailed information about *Specific information about * Adequate information about
evidence-based required vocabulary for lesson, required vocabulary for required vocabulary for
practices and detailed and specific indication lesson, adequate indication of lesson, some indication of * Limited information about
concepts related of direct or indirect vocabulary direct or indirect vocabulary direct or indirect vocabulary required vocabulary for lesson,
to learning and instruction. instruction. instruction. little or no indication of direct or
social-emotional indirect vocabulary instruction.
development.
*Detailed and specific supports
iii. Teachers apply
(graphics, animations, *Meaningful supports *Some supports (graphics, *Minimal supports (graphics,
evidence-based
examples, etc.) for academic (graphics, animations, animations, examples, animations, examples, etc.)
strategies to address
language included. examples, etc.) for etc.) for academic for academic language
individual student
academic language language included. included.
learning needs and
included.
differences, adjust
*Materials presented are
their instruction, and
specifically intended for *Materials presented are *Materials presented are *Materials presented may not be
support the learning
reading level of the students, specifically intended for appropriate for reading appropriate for reading level of
needs of each student.
with consideration given to reading level of the level of the students. the students.
students below level. students.
Standard 3:
 Content
Knowledge and *Writing requirements (if *Writing requirements (if *Writing requirements (if *Writing requirements (if
Expertise present) are explicitly present) are meaningful and present) are present) are not well matched to
matched to the level of the well matched to the level of appropriately matched to the level of the students.
B. Teachers design students and enhance the the students. the level of the students.
and execute learning and
quality lessons engagement of the
that are consistent lesson content.
with the concepts
of their specific
discipline, are
aligned to state
standards, and
demonstrate their
content expertise.

iii. Teachers promote

literacy and the
academic language
within the discipline
and make discipline-
specific language
accessible to all
learners.
CRITERIA RATINGS
USE OF TECHNOLOGY EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Explicit evidence of *Appropriate evidence of *Some attempt of alignment *Vague alignment with ISTE
Standard 1: integration of technology integration of technology with ISTE standards and/or standards, or standards do
Instructional Planning with pedagogy and content with pedagogy and content TPACK integration. not match lesson objective.
and Delivery (TPACK) and alignment with (TPACK).
ISTE standards.
E. Teachers promote
complex, higher-order
thinking, leading class *Technology is efficiently *Technology enhances and *Student use of technology is *Minimally supports the
discussions and used for learning in a manner supports mastery of the present, but connection to lesson lesson content.
activities that provide that is inconceivable objectives. content is weak.
opportunities for without the technology.
deeper learning
*Supports student *Some indication of support *Student use of technology may *Use of technology may be
iii. Teachers collaboration, creativity, of student collaboration, not necessarily enhance learning disorganized or feel
incorporate critical thinking, problem creativity, critical thinking, of content, but it is not a disconnected to student
technology that solving, and digital problem solving, and digital distraction. learning.
allows students to citizenship. citizenship.
interact with the
curriculum in *Lesson includes meaningful *Teacher models digital *Teacher’s use of technology is an *No student use of
more significant components of blended fluency, innovation or attempt to model digital fluency, technology present in
and effective learning with online citizenship preparing for innovation or citizenship. lesson.
ways, helping assignments, instruction, student use.
them reach opportunities for
mastery. collaboration, or product
creation.

*Provides immediate **Technology is used to *Used to deliver content, but

feedback to students about assess learning when there may be minimal student
learning. appropriate. May provide interaction with technology.
some feedback to students
about learning.

*Technology is used to *Technology is available to

address diverse student address diverse student
needs. needs.
CRITERIA RATINGS
REFLECTION EXPERT: 20 pts PROFICIENT: 16 pts. DEVELOPING: 12 pts. NOVICE: 8 pts.
Fully explains how the Explains how the instructional Somewhat explains how the Weak or lacking an
Standard 1: instructional strategies used strategies used make the instructional strategies used explanation of how the
Instructional Planning make the subject matter subject matter more accessible make the subject matter more instructional strategies used
and Delivery more accessible to students. to students Strategies used are accessible to students. Strategies make the subject matter more
Strategies used are correctly correctly targeted to meet used are targeted to meet accessible to students.
B. Teachers design targeted to meet learning learning needs of at least 2 learning needs of at least 2 Strategies used are not
developmentally needs of 3 different groups. different groups. different groups, but may not be targeted to specific groups
appropriate, effective. and/or not effective.
standards-driven In depth analysis of grouping Criteria used to group students Criteria used to group students Criteria used to group
lessons that reflect strategies used. Match well is fully explained and is somewhat explained and students either not explained
evidence-based best with task and goal. Applies appropriate for the task. appropriate for the task. or inappropriate for the task.
practices. cooperative grouping best Demonstrates understanding Demonstrates some Demonstrates little or no
i. Teachers plan practices. of cooperative grouping best understanding of cooperative understanding of cooperative
instruction that is practices. grouping best practices. grouping best practices.
developmentally Explicit connection between Makes connection between Some connection between Very little or no connection
appropriate, is each instructional strategy instructional strategies and instructional strategies and between instructional
standards driven and and specific motivation and relevant motivation and relevant motivation and learning strategies and relevant
motivates students to learning theories, all of learning theories, which are theories. May be incomplete. motivation and learning
learn. which are applied correctly. applied correctly. theories. May be incomplete
ii. Teachers use a range and/or incorrect.
of instructional Reflection paragraphs are Reflection paragraphs are Reflection paragraphs are Reflection paragraphs are
strategies, appropriate well-organized. Mechanics organized, Mechanics and somewhat organized. Mechanics loosely or not organized.
to fit the content area, and language usage are language usage are good with and language usage contain Mechanics and language
to make subject matter excellent with few or no few errors. errors that do not detract from usage are poor and detract
accessible to all errors. the meaning. from meaning.
students.
Includes fully elaborated Includes solid description of Includes some idea of how a Includes little or no
C. Teachers design description of how a growth how a growth mindset and growth mindset and persistence description of how a growth
lessons to meet the mindset and persistence will persistence will be encouraged will be encouraged throughout mindset and persistence will
needs of diverse be encouraged throughout throughout the lesson. the lesson. be encouraged throughout
learners, adapting the lesson. the lesson.
methods when
appropriate.
ii. Teachers plan
student groupings,
including pairings and
individualized and
small-group
instruction, to facilitate
student learning.