Engaging

Students

Teacher-centered

Student-centered

Adapting
Instructional
Content

The teacher rarely

adapts instructional
content so that it is
personally meaningful +
relevant to students.

The teacher often adapts

instructional content so
that it is personally
meaningful and relevant to
students

The teacher consistently

adapts instructional content
thats personally meaningful
& relevant to students.

Learning
Experiences

The teacher rarely

develops learning
experiences where
inquiry, curiosity, +
exploration are valued.

The teacher often

develops learning
experiences where
inquiry, curiosity, and
exploration are valued.

The teacher consistently

develops learning
experiences where inquiry,
curiosity & exploration are
valued.

Reinforces &
Rewards
Effort

The teacher rarely

reinforces and rewards
effort.

The teacher often

reinforces and rewards
effort.

The teacher consistently

reinforces and
rewards effort.

Academic
Feedback

Teacher-centered

Student-centered

Quality

The quality and timeliness of

feedback is inconsistent.

Feedback is frequent, mostly

academically focused, and
mostly high quality.

Feedback is frequent,
consistently academically
focused, and high quality.

Guided
Practice

The teacher rarely gives

feedback during guided
practice.

The teacher sometimes gives

feedback during guided
practice.

The teacher frequently gives

feedback during guided practice.

Teacher
Monitoring

During instructional activities,

the teacher monitors mostly
behavior.

The teacher monitors during

instructional activities to
support engagement and
monitor student work.

The teacher monitors (i.e.

efficiently moves between
breakout rooms) to prompt
student thinking, assess each
students progress, and
provide instructional feedback.

Differentiated
Instruction

The teacher rarely uses

feedback from students to
differentiate instruction.

The teacher sometimes uses

feedback from students to
differentiate instruction.

The teacher consistently uses

feedback from students to
differentiate instruction.

Student Peer
Feedback

The teacher rarely offers

opportunities for students to
provide specific and high-quality
feedback to one another.

The teacher sometimes offers

opportunities for students to
provide specific and highquality feedback to one
another.

The teacher consistently offers

opportunities for students to
provide specific and highquality feedback to one
another.

Assessment

Teacher-centered

Student-centered

State Content
Standards

Assessment plans are rarely

aligned with state content
standards.

Assessment plans are aligned with

state content standards.

Assessment plans are consistently

aligned with standards and mapped to
curriculum objectives.

Student
Current
Progress

Assessment plans are not aligned Assessment plans are aligned with
with each individuals current
each individuals current progress
progress in the course.
in the course.

Assessment plans are accurately and

completely aligned with each
individuals current progress in the
course.

Additional
Attempts

Assessment plans include no

criteria for allowing additional
attempts.

Assessment plans often include

criteria before allowing additional
attempts.

Assessment plans include criteria

before allowing additional attempts.

Measurement
Criteria

Assessment plans have no

measured criteria.

Assessment Plans have

measurement criteria.

Assessment Plans have clear

measurement criteria.

Multiple
Performance
Measures

Assessment Plans do not

measure student performance in
multiple ways (e.g., in the form of a
project, essay, short answer, or
multiple choice test).

Assessment Plans measure

student performance in multiple
ways (e.g., in the form of a project,
essay, short answer, or multiple
choice test).

Assessment Plans consistently

measure student performance in
multiple ways (e.g., in the form of a
project, essay, short answer, or
multiple choice test).

Academic
Technological
Providers

Assessment plans do not use

academic technological providers
of standards-based assessment.

Assessment plans use academic

technological providers of
standards-based assessment.

Assessment plans consistently use

academic technological providers of
standards-based assessment.

Assessment
continued

Teacher-centered

Student-centered

Written Tasks

Assessment plans do not

include written tasks.

Assessment plans require

written tasks.

Assessment plans require

appropriate and thoughtfully
designed written tasks.

Performance
Checks

Assessment plans do not include

performance checks, or, if
performance checks are used, the
purpose of these checks is not
clear.

Assessment plans include

performance tasks/checks
throughout the school year.

Assessment plans appropriately use

performance tasks/checks with clear
illustrations of student progress
toward standards, and include
descriptions of how assessment
results will be used to guide future
instruction, remediate, or adjust the
students learning path.

Standards and
Objectives

Teacher-centered

Student-centered

Learning
Objectives &
Standards

Few learning objectives and Learning objectives &

state content standards are standards are clearly
communicated.
communicated/explained in
student terms.

Learning objectives & standards

are clearly communicated &
explained in student terms &
referenced in the lesson.

Sub-objectives

Sub-objectives are
inconsistently aligned to
the major objective.

Sub-objectives are mostly

Sub-objectives are aligned and
aligned to the lessons major logically sequenced to the
objective.
lessons major objectives.

Students
Previous
Knowledge

Learning objectives are

rarely connected to what
students have previously
learned.

Learning objectives are

connected to what students
have previously learned.

Learning objectives are

consistently connected to
previous knowledge, life
experiences, and other
disciplines.

Expectations

Expectations for student

performance are vague.

Expectations for student

performance are clear.

Expectations for student

performance are clear,
demanding & high.

Evidence of
Mastery

There is evidence (e.g. exit

tickets, mastery tests,
passing rates, etc.) that few
students demonstrate
mastery of the objective.

There is evidence that most

students demonstrate
mastery of the objective.

There is evidence that all

students demonstrate mastery
of the objective.

Presenting
Instructional
Content

Teacher-centered

Student-centered

Modeling
Performance
Expectations

Content presentation rarely

includes teacher modeling to
demonstrate his or her
performance expectations.

Content presentation often

includes modeling by the teacher
to demonstrate his or her
performance expectations.

Content presentation consistently

includes modeling by the teacher to
demonstrate his or her performance
expectations.

Visuals

Content presentation rarely

includes visuals that establish the
purpose of the lesson, preview
the organization of the lesson,
and include internal summaries.

Content presentation often

includes visuals that establish the
purpose of he lesson, preview the
organization of the lesson, &
include internal summaries.

Content presentation consistently

includes visuals that establish the
purpose of the lesson, preview the
organization of the lesson & include
internal summaries

Modeling
Performance
Expectations

Content presentation rarely

includes modeling by the teacher
to demonstrate his or her
performance expectations.

Content presentation often

includes modeling by the teacher
to demonstrate his or her
performance expectations.

Content presentation consistently

includes modeling by the teacher to
demonstrate his or her performance
expectations.

Concise
Communication

Content presentation rarely

includes concise communication.

Content presentation often

includes concise communication.

Content presentationn consistently

includes concise communication.

Logical
Sequencing &
Segmenting

Content presentation rarely

includes logical sequencing and
segmenting.

Content presentation often

includes logical sequencing and
segmenting.

Content presentation consistently

includes logical sequencing and
segmenting.

Essential
Information

Content presentation rarely

includes all essential information
and no irrelevant, confusing, or
non-essential information.

Content presentation often

includes all essential information
and no irrelevant, confusing, or
non-essential information.

Content presentation consistently

includes all essential information
and no irrelevant, confusing, or nonessential information.

Expectations

Teacher-centered

1
High
Expectations

Teacher expectations are not

sufficiently high for every
student.

Student-centered

Teacher sets high &

demanding academic
expectations for most
students.

Teacher sets high & demanding

academic expectations for every
student.

The teacher sometimes

encourages students to learn
from mistakes.

The teacher consistently

encourages students to learn
from mistakes, and the teacher
creates learning opportunities in
which most students can
experience success.

Mistakes

The teacher creates an

environment in which
mistakes and failure are not
viewed as learning
experiences.

Student
Initiative

Students demonstrate little

or no pride in their work
quality.

Students complete their work

according to teacher
expectations.

Students take initiative &

follow through with their work.

Instructional
Time

The teacher creates minimal

learning opportunities where
most students can
experience success.

The teacher creates some

learning opportunities where
most students can
experience success.

Instructional time is optimized

material is taught beyond
required minimum, &
encourages high performance
from every student.

Lesson
Structure and
Pacing
Start
Time

Teacher-centered

The lesson does not start

promptly.

Student-centered

The lesson starts promptly.

The lesson starts promptly and

efficiently.

The lessons structure is

aligned with a beginning,
middle, and end.

The lessons structure is aligned

with a beginning, middle, and
end, and time for reflection.

Lesson
Structure

The lesson has a structure, but

may be missing introductory
elements or closure.

Pacing

Pacing is appropriate for less

than half of the students and
rarely provides opportunities
for students who progress at
different learning rates, including
new students.

Pacing is appropriate and

sometimes provides
opportunities for students
who progress at different
learning rates, including
those who are new.

Pacing is appropriate and

provides many opportunities
for individual students who
progress at different learning
rates, including new students.

Routines

Routines for sharing materials are

inefficient (e.g. posting
documents, advancing slides,
switching between screens)

Routines for sharing

materials are efficient (e.g.
posting documents,
advancing slides, switching
between screens)

Routines for sharing materials

are seamless (e.g. posting
documents, advancing slides,
switching between screens)

Transition

Considerable instructional time

is lost due to transitions.

Little instructional time is

lost due to transitions.

No instructional time is lost

due to transitions.

Teacher Content
Knowledge

Teacher-centered

Student-centered

Content
Knowledge

Teacher displays underdeveloped content

knowledge in the subject
being taught.

Teacher displays accurate

content knowledge in the
subject being taught.

Teacher displays extensive

content knowledge of the
subject being taught.

Subject
Specific
Instructional
Strategies

Teacher rarely implements

subject-specific instructional
strategies to enhance
student content knowledge.

Teacher sometimes
implements subject-specific
instructional strategies to
enhance student content
knowledge.

Teacher consistently
implements a variety of
subject-specific instructional
strategies to enhance student
content knowledge.

Key
Concepts
and Ideas

Teacher does not

understand key concepts
and ideas in the discipline
and therefore presents
content in an unconnected
way.

Teacher highlights key

concepts and ideas in the
discipline and uses them as
bases to connect other
powerful ideas.

The teacher highlights key

concepts and ideas and
consistently connects them
to other powerful ideas.

Content
Depth

Limited content is taught in

sufficient depth to allow for
the development of
understanding.

Most content is taught in

sufficient depth to allow for
the development of
understanding.

Content is consistently
taught in sufficient depth to
allow for the development of
understanding.