| Indicator |
Beginning (1) |
Progressing (2) |
Proficient (3) |
Advanced (4) |
| Objectives are clear to all students |
Lesson objectives are not communicated to students |
Communicates objectives to all students |
Students are able to identify the objective of the lesson |
Evidence that students give input into the creation of learning objectives |
| Adjusts pace by monitoring student understanding |
No attempts or awareness of the need to adjusts pacing |
Occasionally adapts pace of instruction based on student performance |
Consistently monitors student performance and adjusts pacing accordingly |
Anticipates and plans for the variety of pacing that may occur |
| Understands how to ask questions to stimulate thinking and discussion |
Lower level or no questioning with little time for student response |
Uses a limited variety of questioning techniques to stimulate thinking and discussion. Inconsistent in providing adequate response time |
Uses a variety of questioning techniques to stimulate thinking and discussion. Students given adequate time to respond |
Uses questioning techniques to stimulate higher level thinking skills that promote meaningful interactions. |
| Engages students in meaningful activities |
Activities fail to cognitively engage students |
Some students are cognitively engaged in relevant learning activities |
Most students are cognitively engaged in relevant learning activities |
All students are cognitively engaged in relevant learning activities |
| Shows energy and enthusiasm for teaching and subject matter |
Shows little or no energy or enthusiasm toward teaching and subject matter |
Energy and enthusiasm for teaching and subject matter are inconsistent |
Demonstrates sincere energy and enthusiasm for teaching and subject matter |
Evidence that energy and enthusiasm for subject matter inspires students |
| Writes and speaks clearly and correctly |
Frequent errors in written and oral communication |
Occasional errors in written and oral communication |
Written/oral communication is always informative; expressed in standard English |
Written and oral communication is exemplary |
| Monitors and adjusts teaching strategies to meet the needs of students |
No evidence of monitoring or adjusting teaching strategies |
Occasionally monitors and adjusts teaching strategies |
Consistently monitors student behavior and learning to adjust teaching strategies |
Makes individual adjustments in teaching strategies based on individual student behavior and learning |
| Uses appropriate closure activity |
No closure activities |
Closure activities limited to review without connections to past and future learning |
Teacher-led closure activities help students make connections to past and future learning |
Students can express what they have learned during the lesson and make connections to past and future learning |