Capitol Collegiate Academy

5. 
   Executing Lessons Effectively
   

	Not Observed	Developing Proficiency	Proficient	Excellent	Exemplary
5.1 Communicates high expectations for behavior and achievement	Teacher Actions: Does not attempt to respond to student misbehavior Teacher does not emphasize completion of work and does not encourage students to extend their best effort Teacher permits off-topic discussions or does not look for or command student responses Interactions with students are negative, demeaning, and/or inappropriate Student Actions Students are not aware or do not care about classroom rules or expectations In Reflection: Does not explain key strategies for communicating instructions and directions May not feel that a behavior management plan is necessary	Teacher Actions: Attempts to communicate instructions and directions, but may not do so clearly or efficiently Uses the same few techniques to respond to misbehavior, regardless of the offense Reacts to student misbehavior in the moment and may do so unjustly Teacher emphasizes the completion of enough work to pass and does not encourage students to extend their best effort Teacher frames content-related discussion that is limited to question-and-answer Interactions with students are appropriate Student Actions Some students can repeat classroom expectations In Reflection: Attempts to explains key strategies for communicating instructions and directions, but may not have a clear plan or outline to efficiently do so	Teacher Actions: Communicates expectations clearly and assertively, sometimes avoiding difficult conversations Chooses from a specific set of techniques to respond to comparable student misbehavior Often reacts to student misbehavior in the moment Teacher emphasizes completion of work, but does not encourage students to extend their best effort Teacher initiates and leads discourse at the highest levels of thinking to explore and extend knowledge Interactions with students demonstrate respect and are inclusive and appropriate Student Actions Students can repeat classroom expectations In Reflection: Explains key strategies for communicating instructions and directions	Teacher Actions: Communicates expectations and often the purpose behind them clearly, assertively, and confidently Effectively chooses from a range of techniques to respond fairly to student misbehavior Reacts to misbehavior immediately and assertively in the moment and resolves misbehaviors using a behavior management plan Teacher emphasizes completion of work and encourages students to extend their best effort Teacher leads discourse at the highest levels of thinking to explore and extend knowledge and set high expectations for comprehension Interactions with students demonstrate a positive rapport Student Actions: Students have memorized and can repeat classroom expectations In Reflection: Explains key strategies for communicating instructions and directions and explains the importance of each in the classroom management plan	Teacher Actions: Communicates expectations and the purpose behind them clearly, assertively, and compellingly Effectively, efficiently, and appropriately addresses individual student misbehavior Effectively considers individual students when reacting to behavior infractions and resolves or prevents misbehavior by creating individual solutions Teacher emphasizes completion of work and consistently encourages students to extend their best effort Structures and facilitates discourse at the highest levels of thinking to explore and extend knowledge and set high expectations for comprehension Interactions with students demonstrate a positive rapport of mutual respect Student Actions: Students have internalized and can repeat classroom expectations In Reflection: Explains key strategies for communicating instructions and directions and explains the importance of each in the classroom management plan
5.2 Utilizes time-saving practices and procedures to maximize learning time and work with a sense of urgency	Teacher Actions: Activities and pacing is often too rushed or too long Does not explain procedures Does not reinforce procedures or may not have any Does not establish procedures for most transitions and considerable instructional time is lost Fails to monitor or adjust instruction, activities, and pacing to respond to different student needs Student Actions: Students do not know or follow procedures In Reflection: Does not think that procedures and/or time management are important components of the classroom day	Teacher Actions: Pacing is structured so that most students can complete the activity, though some cannot Attempts to explain procedures, but typically does so superficially Reinforces procedures when they break down, which happens frequently Most procedures require teacher facilitation Attempts to establish procedures for transitions, but may not do so effectively, losing instructional time Has difficulty monitoring or adjusting instruction, activities, and pacing to respond to student needs Student Actions: Some students know and follow established procedures In Reflection: Reflects on how to better establish procedures, but may not know how to implement changes effectively	Teacher Actions: Pacing is appropriate and enables many students to engage in the lesson (70%) Explains procedures clearly when needed, but sometimes superficially so because of general student knowledge Reinforces procedures when they break down Most procedures run smoothly when teacher facilitates Establishes procedures for transitions that maintains flow of the lesson, but may lose instructional time Monitors instruction, activities, and pacing to address class needs Student Actions: Most students know and follow established procedures (70%) In Reflection: Reflects on how to better establish procedures effectively in the classroom	Teacher Actions: Pacing is appropriate and is guided by the activity conducted in the lesson Explains procedures clearly as needed and often ties them to the rationale behind them and student achievement outcomes Reinforces procedure when they break down, but prevents this from happening most of the time through proactively reviewing them All procedures run smoothly and urgently Establishes and directs procedures for transitions so no instructional time is lost Monitors and adjusts instruction, activities, and pacing to address student needs Student Actions: Students know and follow established procedures In Reflection: Reflects on how to better establish procedures to maximize learning in class, citing individual cases for improvement	Teacher Actions: Pacing is adjusted as needed to ensure that all students are engaged Communicates procedures when necessary (and the purpose behind them) in a way that outlines key steps and relates directly to student achievement, almost never reviewing them because all students know and follow the established procedures thoroughly and accurately All procedures run smoothly and urgently Manages seamless transitions incorporating student responsibility so no instructional time is lost Invites input from students in order to monitor and adjust instruction, activities, and pacing and to address specific student needs Student Actions: Students know and follow established procedures and can link them to student achievement In Reflection: Reflects on how to better establish procedures to maximize learning in class, citing individual cases for improvement
5.3 Presents course content so that students comprehend and master key information and ideas	Teacher Actions: Presents curriculum without identifying or integrating key concepts and does not use this to extend learning Does not explain concepts clearly or cohesively Does not have a clear or adequate presence in the classroom and does not carry an adequate volume pace, or stature Does not attempt to follow the lesson plan or make adjustments to improve student achievement Does not use standards-based activities and/or uses inappropriate activities Student Actions: Students say they do not understand the material or they do not know where to go for clarification In Reflection: Does not considers ways to target individual student needs in regards to comprehension of key concepts or may not think that it is necessary	Teacher Actions: Identifies some key concepts and information within the curriculum and attempts to use this to extend learning Attempts to explain concepts clearly, but may be unorganized or contain inaccuracies Attempts to have a clear presence in the classroom, but may not be able to capture the interest of students Attempts to follow the lesson plan faithfully, but may become side tracked for reasons that are not strategically linked to student achievement Attempts to use standards-based activities that would not logically promote conceptual understanding Student Actions: Some students say they understand the material or they know where to go for clarification In Reflection: Considers ways to target some student needs in regards to comprehension of key concepts, but may not know how	Teacher Actions: Identifies and integrates key concepts and information within the curriculum for students and uses this to extend learning Explanations are coherent, cohesive, and correct Carries an adequate volume, pace, stature, and professionalism that captures the interest of at least half of the students Follows the content and pacing of the lesson faithfully and does not alter the plan Uses standards-based activities at the appropriate cognitive level Student Actions: Students say they understand the material or they know where to go for clarification In Reflection: Considers ways to generally target student needs in regards to comprehension of key concepts	Teacher Actions: Facilitates and sometimes guides students as they integrate different concepts and information within the curriculum and uses this to extend learning Explanations are coherent, cohesive, and correct with a clear focus on key ideas Carries an effective volume, pace, stature, and language that captures the interest of almost all students Follows lesson plans faithfully, but provides for some flexibility to make adjustments as necessary in-the-moment Uses challenging, standards-based activities at the appropriate cognitive level that promote conceptual understanding Student Actions: Students say they understand the material or they know where to go for clarification In Reflection: Considers ways to target small sub-groups of student needs in regards to comprehension of key concepts	Teacher Actions: Facilitates students as they identify and integrate multiple concepts and information within and across curriculum and uses this to extend learning Explanations are coherent, cohesive, and correct and keep students focused in a way that illuminates new and key ideas Carries a compelling and persuasive volume, pace, stature, and language that captivates students and reflects professionalism Takes advantage of opportunities to advance the lesson to move students closer to the goal Uses challenging, standards-based activities at the appropriate cognitive level that promote conceptual understanding and meets individual needs Student Actions: Students say they understand the material or they know where to go for clarification In Reflection: Considers ways to target individual student needs in regards to comprehension of key concepts
5.4 Facilitate and coordinate student activities and practice so students can work towards mastering the objective and checks for understanding through questioning, listening, and responding in order to check for and ensure student learning	Teacher Actions: Does not attempt to communicate instructions or expectations of student performance Does not attempt to check for understanding Does not ask questions to focus students on key concepts Does not tell students whether or not they met the standard Asks questions that are inappropriate to lesson objectives and does not ask follow-up questions Does not provide the appropriate wait time Does not correct student content errors or fails to address concept misunderstandings Student Actions: Students are lost and do not know the objective of the assignment and/or the content needed to complete it In Reflection: Teacher reflects on the understanding of individual students and looks for ways to maximize that learning	Teacher Actions: Attempts to communicate instructions and expectations, but may be interrupted or unclear Attempts to check for understanding, but may be too general to inform instruction Attempts to ask question about key concepts, but may not focus content Attempts to tell students whether or not they met the standard, but may do so generally as a class Asks questions that are relevant to objectives and asks follow-up questions Provides inconsistent wait time for student responses Corrects the student content error, but does not offer clarification of the concept Student Actions: Students may be unclear as to what they should be able to accomplish in the assignment In Reflection: Teacher superficially reflects on the understanding the class, but may not know what to do with that information	Teacher Actions: Communicates instructions and expectations Monitors student performance to ensure on-task work Checks the understanding of a random variety of students and discerns classroom understanding generally Asks questions about key concepts occasionally Tells students whether or not they have met the standard Asks questions that are relevant to the objectives and engages students to think more Provides somewhat consistent wait time for student responses Corrects student content errors to the individual, group, and/or whole class to clarify the concept Student Actions: Students are working purposefully to complete their work In Reflection: Teacher generally reflects on the understanding of the class and looks for ways to maximize that learning	Teacher Actions: Instructions are presented clearly to emphasize key points and expectations Monitors student performance and engagement to extend learning Purposefully checks the understanding of small sub-groups of students and discerns student understanding through scaffolding Asks questions about key concepts to gauge understanding Explains to students why they have or have not met the standard Asks thought-provoking questions at high cognitive levels and seeks clarification through follow-up questions Teacher provides the appropriate wait time for student responses Corrects student content errors to individuals, groups, and/or the whole class in a way that clarifies the concept Student Actions: Students are working purposefully to complete and understand key concepts in their work In Reflection: Teacher reflects on the understanding of sub-groups of students and looks for ways to maximize that learning	Teacher Actions: Instructions presented clearly to provide context for key points and rationale Facilitation encourages students to self-monitor, cooperate, and support one another Efficiently checks every student’s understanding to discern the root of any misunderstandings Asks questions about key concepts throughout lesson to gauge understanding Teaches students how to evaluate and articulate their own work Routinely asks thought-provoking questions at high cognitive levels and seeks clarification and elaboration from student responses Teacher provides the appropriate wait time for student responses Corrects student content errors to individuals, groups and/or whole class in a way that clarifies the concept and validates learner Follows-up to ensure comprehension Student Actions: Students are working purposefully to produce their best work in order to obtain mastery In Reflection: Teacher reflects on understanding of individual students and looks for ways to maximize that learning
5.5 Use resources and materials in a thoughtful way to promote student learning	Teacher Actions: Instructional materials, resources, and technologies are not used or are used inappropriately Materials do not accurately reflect diverse perspectives Student Actions: Students are not able to identify or apply any new skills or materials In Reflection: Teacher may not think that multiple or varied resources are necessary	Teacher Actions: Uses instructional materials, resources, and technologies that infrequently conveys key content or does not support student understanding Materials may reflect limited perspectives Student Actions: Students attempt to learn different skills, but are not able to use them In Reflection: Teacher brainstorms ideas for where to find and how to implement prescribed resources	Teacher Actions: Uses instructional materials, resources, and technologies to support student understanding, but the teacher may not invest students further into the curriculum Materials reflect some diverse perspectives Student Actions: Students actively learn different skills and are able to apply them with guidance In Reflection: Teacher brainstorms ideas for where to find and how to implement identified resources	Teacher Actions: Uses instructional materials, resources, and technologies to promote student understanding Materials reflect diverse perspective and skills Student Actions: Students actively learn different skills and are able to apply them in class In Reflection: Teacher brainstorms ideas for where to find and how to implement a variety of resources	Teacher Actions: Uses a variety of instructional materials, resources, and technologies to extend student understanding Materials reflect different perspectives and skills Student Actions: Students actively learn different skills and are able to apply those in a variety of ways to concepts independently In Reflection: Teacher brainstorms ideas for where to find and how to implement a variety of resources