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