The Framework for Teaching Evaluation Instrument 2011 Edition - - PowerPoint PPT Presentation
The Framework for Teaching Evaluation Instrument 2011 Edition Wisdom of Practice If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in
that would cause you to think that you were in the presence of an expert? What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”
1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments
4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism
2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space
3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment During Instruction 3e: Demonstrating Flexibility and Responsiveness
A Framework for T eaching: Components of Professional Practice
Domain 4: Professional Responsibilities
Domain 3: Instruction
Techniques
Responsiveness
Domain 1: Planning and Preparation
and Pedagogy
Domain 2: The Classroom Environment
and Rapport
Component Unsatisfactory / Failing (PDE) Basic / Needs Improvement (PDE) Proficient Distinguished
1e: Designing coherent instruction The series of learning experiences are poorly aligned with the instructional outcomes and do not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time
groups do not support the instructional outcomes and offer no variety. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable. Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional
groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure, with appropriate and varied use
Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs.
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