| Indicator |
Beginning (1) |
Progressing (2) |
Proficient (3) |
Advanced (4) |
| Unit/lesson plans are prepared in advance and linked to student outcomes |
Little or no advance planning |
Unit/lessons are prepared in advance, but not linked to student outcomes |
Unit/lesson plans are prepared in advance and define student outcomes that are aligned with curriculum |
Unit/lesson plans are prepared in advance and define student outcomes that are aligned with curriculum. Plans suggest interdisciplinary links |
| Instructional activities/strategies take into account the needs of diverse learners |
No adaptation of learning activities |
Occasional adaptations made for diverse learners |
Instructional activities/strategies are adapted for diverse learners |
Actively seeks opportunities for adaptations and utilizes student input in planning |
| Links new concepts to previous knowledge |
No evidence of attempts to link new concepts to previous knowledge |
Inconsistent linking of new concepts to previous knowledge |
Intentional use of students' prior knowledge to design learning activities |
Uses strategies that are most effective for students to link previous knowledge to new learning |
| Seeks out multiple resources for teaching to meet the range of individual needs |
Extensive or inappropriate reliance upon one resource for class instruction |
Limited use of available resources in meeting the needs of all students |
Uses multiple resources in meeting the needs of all students |
Uses multiple resources and seeks out other school professionals in meeting the needs of all students |
| Plans a variety of effective teaching strategies |
Reliance upon a single teaching strategy |
Occasional use of different teaching strategies |
Intentionally uses a variety of effective teaching strategies to reach all students |
Develops varied teaching strategies based on the needs of all students |
| Considers students' cultural background(s) and interests when planning |
No evidence of working to develop activities that reflect students' cultural background(s) |
Working to develop activities that reflect students' cultural background(s) and interests |
Intentionally plans activities that reflect students' cultural background(s) and interests |
Intentionally plans activities that reflect individual students' cultural background(s) and interests |
| Infuses appropriate technology and media into instruction |
Little or inappropriate infusion of technology and media into instruction |
Attempting to use available technology/multimedia but has no significant impact on teaching and learning |
Regularly uses available and appropriate technology/multimedia to enhance teaching and learning |
Seeks out or develops technology applications to enhance teaching and learning |