Fine & Performing Arts Academy of MACH

Standards of Focus Teaching & Learning Framework

2013-2014 Standard 1: Planning and Preparation Component Component 1e: Designing Student Assessment
Teachers plan and design lessons that reflect an understanding of their disciplines, including an understanding of instructional standards, concepts, and principles. Teachers value each discipline and the relationships between disciplines and design on-going formative assessments that measure student progress. Teachers use multiple measures to demonstrate student growth over time. Teachers should engage in collaborate design and analysis of assessments to strengthen assessment systems and to ensure equitable assessments for students. Ineffective Developing Effective Highly Effective All formal and informal assessments 1e1. Aligns with Instructional All the instructional outcomes are are purposefully selected and tightly Outcomes Some of the instructional outcomes aligned with purposefully selected Formal and informal assessments aligned with the instructional Assessments are purposefully and are aligned with the formal and formal and informal assessments; are not aligned with instructional outcomes, in both content and tightly aligned to the learning informal assessments, but many are assessment methodologies may outcomes. process. Assessment methodologies outcomes. not. have been adapted for student may have been adapted for PC A subgroups. individual students. 1e2. Planning Assessment Criteria Criteria for the assessments are clear and reflect outcomes being taught. PC, A 1e3. Design of Formative Assessments Formative assessments are purposefully designed to determine student strengths and gaps in content knowledge. PC, A Teacher has not developed criteria by which student learning will be assessed. Teacher has developed criteria by which student learning will be assessed. Teacher has developed criteria by which levels of student learning will be assessed. Teacher has planned how criteria will be communicated and how students will demonstrate their understanding of the criteria. Criteria may include student contributions. Formative assessments are purposefully designed to determine student strengths and gaps in content knowledge, skills and mastery of standards, and includes student as well as teacher use of the assessment information.

Teacher has developed criteria by which levels of student learning will be assessed. Teacher has planned how criteria will be communicated to students.

Teacher has no plan to incorporate formative assessment in the lesson or unit.

Formative assessments are designed to highlight student strengths and gaps related to some content, skills or standards.

Formative assessments are purposefully designed to determine student strengths and gaps in content knowledge, skills, and/or mastery of standards.

Standard 3: Delivery of Instruction Component 3a: Communicating With Students

The presentation of a lesson impacts its outcome. In order to successfully engage students in the lesson, teachers need to clearly frame the purpose of the lesson including presenting the context. Teachers must communicate reasonable and appropriate expectations for learning, provide directions and describe procedures with clarity, model and expect the use of academic language, and use multiple strategies to explain content to meet diverse student learning needs. Ineffective 3a1. Communicating the Purpose of the Lesson The purpose of the lesson is communicated clearly to all students. CO Teacher does not explain the purpose of the lesson or the purpose is communicated as only a series of activities/directions. Developing Teachers explanation of the instructional purpose is not clear or connected to big ideas and essential understandings. Most students are unable to communicate the purpose of the learning. Effective Teachers explanation of the instructional purpose is clear to students, including connections to big ideas and essential understandings. Most students are able to communicate the purpose of the lesson to their peers and others. Teacher directions and procedures are clear to students. Teacher checks for student understanding of directions and attends to possible student misunderstandings. Most students can articulate, paraphrase, and/or demonstrate directions. Teacher adapts directions to meet the needs of all students and utilizes realia and visuals as needed. Teachers delivery of content is clear, accurate, appropriate, and connects with students prior knowledge, experience and 21st Century skills. Teacher attempts a gradual transition from teacherdirected to student-directed learning. Teacher adapts content explanations to meet the needs of all students. Teacher models the correct use of academic language. Teacher scaffolds student learning by providing structured opportunities for subgroups of students to comprehend and incorporate academic language in listening, speaking, reading and writing. Highly Effective Teachers explanation of the instructional purpose is clear to students. Students articulate connections to big ideas, essential understandings and/or real-world application. Students are able to communicate the purpose of the lesson to their peers and others. Teacher directions and procedures are clear, complete, and anticipate possible student misunderstanding or misconceptions. Teacher has multiple ways to check for student understanding of directions. Students can articulate, paraphrase, and/or demonstrate directions. Teacher and students adapt directions to meet the needs of all students, by utilizing realia, visuals, technology, and peer support as needed. Teachers delivery of content is clear, accurate, innovative, and connects with students prior knowledge, experience and 21st Century skills. Students contribute to explaining concepts to their peers. Teacher uses a variety of strategies to adapt content explanations to meet the needs of all students. Teacher correctly and consistently uses academic language. Teacher scaffolds student learning, only as needed, by providing structured opportunities to ensure that all students comprehend and incorporate academic language in listening, speaking, reading and writing.

3a2. Directions and Procedures All directions and procedures are clearly communicated to students. CO

Teacher directions and procedures are confusing to students. Teacher does not adapt directions appropriately to meet the needs of all students.

The clarity of teacher directions and procedures is inconsistent. Teacher clarifies directions when prompted by student questions or confusion. Teacher sometimes adapts directions to meet the needs of all students.

3a3. Delivery of Content The content is delivered in ways that can be understood by all students. CO

Teachers delivery of the content is unclear, inaccurate, or confusing, or uses inappropriate language. Teacher does not adapt content explanations to meet the needs of all students.

Teachers delivery of the content is uneven: some is done skillfully; other portions are difficult to follow at times. Few connections are made to 21st Century skills. Teacher sometimes adapts content explanations to meet the needs of all students. Teacher inconsistently uses academic language. Teacher provides limited opportunities for students to comprehend and incorporate academic language in listening, speaking, reading and writing.

3a4. Use of Academic Language Academic language is used to communicate and deepen understanding of the content. CO Teacher and students rarely or incorrectly use academic language.

Standard 3: Delivery of Instruction Component 3b: Using Questioning and Discussion Techniques
Effective teachers design questions that provide cognitive challenge and engineer discussions among students to ensure all students participate. The highly effective teacher designs instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to- student discussions. Ineffective Developing Effective Highly Effective Teachers questions require rigorous Teachers questions are a 3b1. Quality and Purpose of Teachers questions require rigorous student thinking and invite students combination of both high and low Questions Teachers questions do not invite a student thinking. Most questions to demonstrate understanding quality, or delivered in rapid thoughtful response or are not invite and reveal student through reasoning. Students succession. Only some questions Questions are designed to challenge relevant. Questions do not reveal understanding about the themselves formulate questions to invite a thoughtful response that students and elicit high-level thinking student understanding about the content/concept or text under advance their understanding about reveals student understanding about content/concept or text under discussion. Teacher differentiates the content/concept or text under the content/concept or text under discussion, or are not questions to make learning discussion. Teacher differentiates discussion. Teacher differentiates CO comprehensible to most students. comprehensible for student questions to make learning questions to make them subgroups. comprehensible for all students in comprehensible for some students. the class. 3b2. Discussion Techniques and Teacher uses intentional, Teacher uses intentional, Teacher makes some attempt to use Student Participation Teacher makes no attempt to differentiated strategies to engage all differentiated strategies to engage all differentiated strategies to engage all differentiate discussion. Interactions students in discussion, attempting students in intellectually challenging students in discussion with uneven Techniques are used to ensure that between the teacher and the gradual release from teacherstudent-to-student discussions. results. Only some students all students share their thinking students are characterized by the directed to student- initiated Teacher creates conditions for participate in the discussion and/or around challenging questions. teacher generating the majority of conversation. Students participate in students to assume considerable the discussion is not intellectually questions and most answers. intellectually challenging responsibility for the success of the challenging. CO discussions. discussions.

Standard 3: Delivery of Instruction Component 3c: Structures to Engage Students in Learning

Teachers engage students in active construction of understanding by creating intellectual challenges that result in new knowledge and skills. The ownership of learning transfers from the teacher to the students. Teachers effective use of activities and assignments, grouping of students, available instructional materials, technologies and resources, and structure and pacing, all contribute to a classroom where students are deeply engaged in learning and mastery of grade level content standards. Ineffective Developing Effective Highly Effective Instructional projects, activities and assignments are aligned to the instructional standards, require Instructional projects, activities and higher levels of thinking, are 3c1. Standards-Based Projects, assignments are aligned to the culturally relevant, and may include Activities and Assignments Some projects, activities and instructional standards, require real-world application. Students are assignments are aligned to the higher levels of thinking, are Projects, activities and assignments cognitively engaged, constructing Standards-aligned learning activities instructional standards and may culturally relevant, and may include do not require higher levels of their own understanding and cognitively engage students in the require higher levels of thinking. real-world application. Most students thinking or are not aligned to the exploring content. Teacher creates lesson. Some students are cognitively are cognitively engaged, instructional standards. Few or no an environment that supports engaged. The learning activities are constructing their own understanding students are cognitively engaged. students in initiating or adapting CO differentiated, as necessary, to meet and exploring content. The learning activities and projects to enhance the needs of some students. activities are differentiated, as their understanding. The learning necessary, to meet the learning activities are differentiated, as needs of student subgroups. necessary, to meet all student learning needs. Instructional group structures support Instructional group structures 3c2. Purposeful and Productive Instructional group structures all students in achieving the support most students in achieving Instructional Groups support some students in achieving instructional outcomes of the lesson. the instructional outcomes of the the instructional outcomes of the Students are cognitively engaged Instructional group structures do not lesson. Students are cognitively Students are grouped in order to lesson. Some students are and work purposefully and support student learning towards the engaged and work purposefully and promote productive cognitive cognitively engaged and work productively, sharing responsibility instructional outcomes of the lesson. productively. Group structures, tasks engagement in the lesson. purposefully and productively. Group for achieving the outcomes of the or products may be differentiated structures, tasks or products are not lesson. Group structures, tasks, or according to the needs of student CO differentiated when needed. products may be differentiated to subgroups. meet the needs of all students. 3c3. Use of Available Instructional The use of available instructional The use of available instructional Materials, Technology and materials, technology and resources The use of available instructional materials, technology, and resources Resources Instructional materials, technology, provides multiple strategies to meet materials, technology, and resources is appropriate to meet the and resources are inappropriate for the instructional outcome, is partially appropriate to meet the instructional outcome, meet student The materials and resources for the the instructional outcome, incorrectly differentiating for student needs and instructional outcome, meet student needs, and to cognitively engage lesson promote cognitive used or do not cognitively engage to cognitively engage students. needs or cognitively engage some students. The teacher provides some engagement of all students. students. Students initiate the choice, use, or students. choice in using or creating materials creation of materials to enhance their to enhance their learning. CO learning. 3c4. Structure and Pacing The project or lesson has a The project or lesson has a clearly The projects or lessons structure is The project or lesson has no clearly recognizable structure, although it is defined structure around which the highly coherent, allowing for onThe lesson is logically structured and defined structure, or the pace of the not uniformly maintained throughout activities are organized. Pacing of going student reflection and closure. allows students the time needed to instruction is too slow, rushed, or the activities. Pacing of the the instruction is intentional, Pacing of the instruction is learn cognitively challenging work. both. instruction meets the needs of some generally appropriate and meets the intentional, varied, and appropriate CO students. needs of most students. for each student.