Académique Documents
Professionnel Documents
Culture Documents
132-END
1a. Planning and instruction Planning and instruction Planning and instruction reflect Planning and instruction represent that
Demonstrating reflect reflect awareness of solid knowledge of the teacher:
-content errors -content -content -Has a deep understanding of the content
knowledge of
-lack of knowledge of -prerequisite relationships -prerequisite relationships and prerequisite relationships among
content and prerequisite relationships -instructional strategies -instructional strategies that can content and skills
pedagogy -lack of knowledge of be used to enhance -Anticipates student misunderstanding
instructional strategies teaching/learning and its causes
-Plans and practice reflect various
instructional strategies based on needs of
1b. Teacher demonstrates little Planning and instruction Planning and instruction student and
Planning andcontent
instruction represent that
Demonstrating or no knowledge of represent that the teacher represent that the teacher has the teacher has knowledge of the
-student development has some general knowledge of the following and following and uses it to plan instruction
knowledge of
-learning process knowledge of the following uses it to plan instruction for for individual students:
students -student interests and needs and applies the knowledge groups of students: -student development
-special needs to the class as a whole: -student development -learning process
-cultural backgrounds -student development -learning process -student interests and needs
-student skills, knowledge, -learning process -student interests and needs -special needs
and proficiencies, -student interests and needs -special needs -cultural backgrounds
-special needs -cultural backgrounds -student skills, knowledge, and
-cultural backgrounds -student skills, knowledge, and proficiencies
-student skills, knowledge, proficiencies
1c. Setting Instructional outcomes are Instructional outcomes are
and proficiencies Instructional outcomes are Instructional outcomes are
instructional -not appropriate for content -appropriate for some -clear, measurable, aligned with -clear, measurable, aligned with
and/or students students instruction and assessment instruction and assessment
outcomes
-low level -listed as activities and -reflect high-level learning and -challenge students to think on a higher
-stated as activities goals standards level
-not applicable to -allow for some type of -appropriate for most students -meet the needs of all learners
appropriate assessments assessments -reflect different types of -differentiated for various student
-not adapted for student learning interests and needs
need -opportunities for differentiation
1d. No knowledge of or use of Teacher shows some Teacher knows resources Teacher demonstrates knowledge of
Demonstrating resources to enhance familiarity with resources available and uses them available resources and
-instruction available; however, does -for professional development -uses them to enhance instruction
knowledge of -professional development not seek to use them to -to improve instruction based on -resources are aligned with learning
resources -student need improve student need outcomes
-instruction -seeks out other new resources
-professional development -uses resources to promote independent
-student need learning
1e. Designing Instruction Designs instruction that Designs instruction that Designs instruction that
coherent -is not aligned with -is partially aligned with -is aligned with instructional -is aligned with instructional outcomes
instructional outcomes instructional outcomes outcomes -engages all students in higher level
instruction -does not follow organized -may engage few students -uses a clear and sequenced learning
structure in higher level learning lesson -uses a clear and sequenced lesson,
-is not suitable for all -engages students in higher level appropriate grouping, instructional
students learning appropriate grouping, materials and resources
-uses appropriate instructional -Evidence of curriculum map which
materials and resources. shows relationships to prior learning
-Student led instruction
-Differentiated where appropriate
1f. Designing Assessments Designs assessments that Designs assessments that Designs assessments that
student -are not aligned with -are partially aligned with -measure if all students met -measure if all students meet learning
instructional outcomes instructional outcomes learning outcomes outcomes
assessments -do not measure if all -will measure if some -are aligned with instructional -are aligned with instructional outcomes
students will meet learning students met learning outcomes -used to guide instruction
outcomes outcomes -are used to guide instruction -include clearly defined criteria
-do not include assessment -use only one type of -include clearly defined criteria -are varied; uses formal and informal
criteria assessment -are varied; uses formal and assessments
-are not used to guide -criteria is weak or unclear informal assessments -include criteria for student work
instruction -include criteria for student -are differentiated based on student
work interest and/or need
-Students participate in the assessment
process
Creating an -Teacher does not initiate or -Teacher tries to initiate or -Teacher initiates and -Students and teacher promote
environment of promote an atmosphere of promote an atmosphere of promotes an atmosphere of an atmosphere of respect.
respect. respect. respect. -Students and teacher promote
respect and -No strategies are in place to -Classroom interactions are -Classroom interactions are positive interactions.
rapport promote positive interactions or generally positive; however, positive. -Students and teacher are
sensitivity to cultures and occasional disrespect may exist. -Students and teacher are sensitive to cultures and
developmental differences. sensitive to cultures and developmental differences.
developmental differences.
Establishing a -Classroom culture is negative. Teacher attempts to create Teacher creates a classroom -Students and teacher share a
culture for -Low expectations for students. culture that includes culture that includes passion for learning.
-Students show little to now -high expectations for most -high expectations for most -Teacher promotes excitement
learning pride in work. students students in learning.
-commitment to learning -commitment to learning -High expectations are set for
-students demonstrate little -students demonstrate pride learning and achievement.
pride in their work in their work -Students take pride in their
work, hold themselves to high
standards, and initiate
improvements in their work.
Managing -Most instructional time is lost -Instructional time is lost due to -Little instructional time is -No instructional time is lost
classroom due to unclear and inefficient partially effective classroom lost due to classroom routines due to classroom routines and
procedures for group work, routines and procedures for and procedures for group procedures for group work,
procedures transitions, attainment and use group work, transitions, work, transitions, attainment transitions, attainment and use
of materials. attainment and use of materials. and use of materials. of materials.
-Classroom procedures are not -Classroom procedures are not -Classroom procedures are -Classroom procedures are
clear to students. clear to all students. clear to all students. clear to all students.
-Students initiate seamless use
of procedures with no loss of
instructional time.
Managing student -No expectations for student -Expectations for student -Expectations for student -Expectations for student
behavior behavior or expectations are not behavior have been established; behavior are clear and behavior are clear and
clear. however, their implementation implemented successfully. implemented successfully.
-Teacher does not monitor is inconsistent. -Teacher frequently monitors -Teacher uses subtle and
student behavior. -The teacher sometimes student behavior. preventive measures to
-Teacher responds negatively to monitors student behavior. -Teacher’s response to monitor student behavior
student misbehavior. -Teacher response to student student misbehavior is -Teacher’s response to student
behavior is inconsistent. consistent. misbehavior is respectful of
individual student needs.
-Students take ownership for
and contribute to behavior
management.
Organizing -Classroom is not safe or -Classroom is safe and -Classroom is organized to -Classroom is organized to
physical space accessible to all students. accessible to most students. ensure safety and ensure safety and accessibility,
-Physical arrangement is -Physical arrangement is accessibility, including those including those with special
ineffective for the use of all sometimes ineffective for the with special needs needs.
materials and resources, use of all materials and -Physical arrangement is -Physical arrangement is
including technology. resources, including appropriate and effective for appropriate and effective for
technology. the use of all materials and the use of all materials and
resources, including resources, including
technology. technology.
-Students contribute to the
organization of classroom to
enhance learning.
Reflecting on -Does not mention if -Mentions learning -Mentions learning goals, whether -Mentions learning goals, cites accurate
teaching learning goals are goals but makes they are met, cites accurate examples, and evidence showing the
met. inaccurate statements examples. degree to which they were met.
-Does not consider as to whether or not -Mentions feedback and discusses -Discusses and reflects on prior feedback
feedback from CT, they are met. how it was used to influence and how it was used to change
US, and/or Seminar -Mentions feedback instruction. instruction/student learning citing specific
Instructor. but does not discuss -Discusses performance in each of 4 examples from the lesson.
-Does not discuss how it was used to domains and cites specific examples. -Discusses performance in each of 4
performance in each influence instruction. -Lists 1-2 personal teaching goals domains, cites specific examples, and
of 4 domains. -Discusses with reasoning and evidence. includes artifacts.
-Does not mention performance in each of -Lists more than 2 personal teaching goals
personal teaching 4 domains. with reasoning and evidence.
goals. -Lists 1-2 personal
teaching goals.
Maintaining Does not maintain Uses partially effective Maintains accurate records Effectively maintains accurate records
accurate records records of: system for maintaining throughout lesson throughout lesson
-completion of records of: -completion of assignments -completion of assignments
assignments -completion of -student progress -student progress
-student progress assignments -non instructional records Records -non instructional records
-non instructional -student progress are used to inform instruction. Shows evidence of using records to adjust
records -non instructional instruction.
records Some
inaccuracies occur and
therefore cannot be
used to inform
instruction.
Communicating -Little or no -Minimal or occasional -Frequent and effective culturally -Frequent and effective culturally sensitive
with families culturally culturally sensitive sensitive communication with communication with families with student
appropriate communication with families. input.
communication with families. -Successfully engages families in -Successfully engages families in
families. -Little attempt to instructional program. instructional program.
-Does not work to engage families in -Responds to family concerns. -Responds to family concerns.
engage families in instructional program.
instructional
program.
Participating in a -Does not develop -Forms positive Engages in and contributes to Engages in and contributes to
professional professional professional -positive professional relationships -positive professional relationships within
relationships. relationships within within school community school community and on social media
community -No participation in school community. -school events, meetings and -school events, meetings and projects
school/district -Attends school events, projects -the “larger community” outside the class
meetings, events, meetings and Participates in a culture of inquiry.
projects. participates in projects.
Growing and -Does not engage in -Engages in few -Engages in several professional -Engages in and seeks out professional
developing professional professional development experiences. development opportunities both online and
development. development -Welcomes feedback. face-to- face.
professionally
-Resists feedback. experiences. -Participates in and contributes to -Welcomes feedback.
-Does not share -Reluctantly accepts profession. -Participates in and contributes to
knowledge with feedback. profession.
peers. -Makes few -Uses information from professional
contributions to the resources to develop lesson/seeks out new
profession. resources.
Showing -Professional -Professional -Teacher displays honesty, integrity, Teacher shows leadership in Educ540
professionalism interactions are interactions are honest. and confidentiality. coursework, student teaching,
dishonest. -Teacher shows -Teacher assures that all students are correspondence, and decision making by
-Teacher shows lack inconsistent attempts fairly served. -displaying honesty, integrity, and
of awareness of to serve students. -Teacher complies with confidentiality
student needs. -Teacher does not school/district regulations. -assuring that all students are fairly served
-Teacher’s decisions always comply with -complying with school/district regulations
are self-serving. school/district Teacher challenges negative
-Teacher does not regulations. attitudes/practices in a respectful and
comply with professional manner.
school/district
regulations.
Reflection
The lesson under review came at the conclusion of reading Herman Melville’s Moby-
Dick and was taught in an 11th grade English classroom at a public school. Upon entering the
class, students had completed reading the text. Students began class with vocabulary homework,
which is completed through Google Classroom, and then moved into the activities that involve
the text. Following the completion of the vocabulary homework, students are given access to the
comprehension quiz via Google Classroom. Hapara, a web-based screen monitoring device, is
used to monitor students’ laptop screens to ensure they are not cheating. Upon completion of the
quiz, students are able to move seamlessly into the group activity that is planned for the day, via
the Google Slides that have been shared through the classroom. Detailed instructions are given
once the entire class has completed the quiz. The directions for the activity are stated explicitly
and are posted on the board for students to see. Lastly, the activity is modeled by the teacher.
Students break into their whaleboats (groups that they have been working in over the past six
weeks) and begin working on the activity until they are ready to present the passage of the text
The planning and preparation of this lesson was strong in terms of content knowledge.
There was ample time dedicated to the modeling of how the activity should be completed, which
allowed for the incorporation of important concepts and content to understand within the text.
Additionally, the lesson incorporated a variety of technologies and mediums for a variety of
student engagement. That being said, there is a greater opportunity for increased knowledge of
students and differentiation in assessment and activities. In the future, additional considerations
for varying forms of assessment and scaffolding for student learning could be implemented.
In terms of classroom environment, a positive environment of respect is promoted and
maintained. Additionally, the classroom is organized in a way that is accessible to all students.
The classroom is also set up so that it is conducive for the type of group work that is being
implemented during this lesson. High expectations are maintained for all students, but only a
portion of students demonstrate a commitment to learning and pride in their work. Various
adjustments could be made in instruction to ensure that all students are engaged in learning.
This lesson does encourage groups to engage in higher order thinking by asking them to
identify and analyze the themes that are present in the reading that they have been assigned. The
lesson certainly allows for ample time for group discussion and questioning between student and
teacher. Additionally, the assignment involves the production of a summary and analysis through
the use of technology and with a brief presentation. While the questioning in this activity was
strong, it failed to engage all students in learning at the same time. The group work tended to
allow some students to take on the majority of the work for the group, while the others fell short
of remaining on task and engaging in higher order thinking. This occasionally led into issues
within the domain of classroom management, such as loss of instructional time during
transitions. There appears to be some inconsistencies with the implementation of expectations for
student behavior.
In terms of professional responsibilities, the largest area for improvement would be the
engagement with families. Reflection is ongoing and efforts to improve are continuous. Ongoing
involvement in the school community and an attempt to improve are being made. Throughout the
entire lesson, the greatest areas for improvement are certainly within classroom management and
instructional delivery. The two areas that could be immediately addressed would be establishing
clear expectations and consequences for student behavior and ensuring that all students are
engaging with high order thinking tasks simultaneously. An assessment of the effectiveness of
the class groupings could address these areas. Future lessons could incorporate room for more
self-directed and individual learning, small group learning, or activities that use a mixture of
both.