Benchmark and Final Evaluation Guide
(INTASC principles listed in parentheses)
[ACEI Standards listed in brackets]
Planning
- Utilizes daily, weekly, and long-term planning. (7)
1)There is clear evidence that short and long term planning has taken place.
2)All three types of planning are used consistently.
Examples:
a)Plans record not only subjects to be taught but also main concepts and teaching methods that will be used.
b)The weekly classroom note and/or other communication with the university supervisormakes clear that planning has been taking place. (i.e. outside resources brought to the classroom, centers etc.)
c)Lesson plans are well thought out and well designed andclearly show time and effort spent in planning.
d)Units are well thought out and well designed.
- Utilizes assessment data and knowledge of students’ learning needs to plan
1)Candidate incorporates differentiated instructional strategies in plans to reach students at their level of understanding.
2)Teacher candidate is able to accurately refer to assessment data during planning sessions.
3)Assessment data is cited in planning documents such as the plan book, lesson plans, and unit plans.
- Sets appropriate goals and objectives – specific, measurable, and aligned to standards (2,7) [1, 3.3, 3.2]
1)The goals and objectives clearly show that the teacher candidate understood the developmental levels of the students. That is, goals and objectives showed knowledge of the typical mental, physical, social, and emotional characteristics of the designated age group.
2)The goals and objectives correspond with the state standards.
3)The goals and objectives focus on what the students would learn, know, or be able to do at the end of the lesson.
- Selects teaching methods that are appropriate for the developmental level of the students. (2) [1,3.1,3.2]
1)The teacher candidate is aware of expected developmental progressions within the designated age group, can identify levels of readiness, and takes these into consideration when choosing teaching strategies in order to foster success.
Examples:
a)In kindergarten students might be required to work independently in a small group for 10 minutes while in fifth grade small group, independent work might last for an hour or more.
b) In kindergarten the experiment is set up by the teacher and explored by the students with the teacher’s guidance whereas in fifth grade the students set up the experiment and explore it using a written guideline.
2)The teacher candidate understands how development in any one domain (physical, social, emotional, moral, and cognitive) may affect performance in others and selects teaching methods that maximize learning and student success.
Example:
The teacher candidate pairs one child who is excessively social with another child who is shy but very studious and assigns them to work on an oral presentation together. The studious student keeps the social student on task while the social student helps the shy student be able to present the required information effectively.
- Plans lessons and assignments to meet the needs of a range of students with varying abilities. (2,3) [1, 3.1, 3.2]
The teacher candidate purposefully plans differentiation of lessons and assignments to meet the individual needs of students with different abilities, strengths, and weaknesses.
Examples:
a)In math, students at different ability levels do different types of problems although they all must work the same number of problems.
b) Different types of journal writing are accepted depending on the writer’s ability level. This could range from accepting lists of words or having a student dictate a journal entry to expecting students to write complex paragraphs on integrated, researched topics.
c) Students are placed in cooperative learning groups rather than ability groups so that roles and responsibilities can be designated according to a variety of student strengths and weaknesses.
6. Plans follow a logical order and sequence during lessons. (1, 7) [1, 2.1, 2.2, 2.3, 2.4]
1)Lessons progress in a sensible manner towards achieving the objectives. For example, students are explicitly told at the end of a discovery lesson what they have learned and why it is important rather than at the beginning of the lesson.
2)Necessary steps of “Good Instructional Design” are included in lessons in an order that optimizes learning. (See “Good Instructional Design” in The Art of Teaching.)
3)Unnecessary steps of “Good Instructional Design” are excluded. For example, no direct teaching or assistance takes place during a final assessment.
7. Considers students’ social, emotional, and physical needs during planning(2) [1, 3.1, 3.2]
1)Plans show that the teacher candidate understands that there is a maturation process that naturally occurs with age and may vary within a classroom.
2)Plans show knowledge of the typical mental, physical, social, and emotional characteristics of the designated age group.
3)Plans show that the teacher candidate understands that students’ social, emotional, moral, and cognitive development influences behavior and learning and considers these factors when making instructional, management, and other classroom decisions.
Examples:
- Chooses appropriate time periods for activities
- Movement is incorporated when needed
- Grouping considers developmental and social needs of students
Teaching
Student Mastery of Learning Objectives
- Purpose/Objective of the lesson was made clear to students in an understandable way
1)At the most appropriate time in the lesson, students were explicitly told why the lesson was taking place and what they would learn or become better at doing because of it.
2)A brief overview of the lesson was presented.
- Ties new material to previous learning. (1) [1, 2.1, 2.2, 2.3, 2.4, 3.1]
1)Enables students to see the interconnectedness of their lessons.
Communicate Content Knowledge
- Skills/concepts of lessons are demonstrated and explained clearly and accurately
1)The teacher candidate clearly introduced and explained the skill concepts that were necessary for the students to successfully master the learning.
2)The teacher candidate used direct teaching strategies to teach new information. For example, the teacher candidate defined, modeled, thought out loud, demonstrated, showed step-by-step, and utilized examples and non examples [i.e. hot is the opposite of cold] to teach the concepts.
3)Clear examples and language were used. (2,4,6) [3.5, 4]
- The examples that the teacher candidate used were easy for the students to understand.
- Examples were unambiguous.
- The teacher candidate’s vocabulary was on a level that the students could understand.
- The teacher candidate used examples that the students could relate to
- Communicates clearly with students (with observed student understanding). (1, 6) [3.5, 4]
1)Clear examples and language are used.
2)Examples and language are easy for the students to understand.
3)Examples are unambiguous.
4)The teacher candidate uses vocabulary that is on the students’ level.
5)The teacher candidate uses examples that the students can relate to.
6)The teacher candidate uses effective verbal, nonverbal, and media communication techniques.
- Displays a strong knowledge base of the subject matter. (1,7) [2.1, 2.2, 2.3, 2.4]
1)Clearly identifies and understands the main/central concepts and supporting details of the various content areas and makes these the focus of lessons and learning activities.
2)Can lead an accurate discussion full of knowledgeable details.
3)Is aware of the state standards and covers them thoroughly.
4)Understands that the state standards are frequently a starting point for instruction but not all that can, or should, be developed in most areas.
5)Can answer questions about topics correctly.
6)Avoids misconceptions and stereotypes.
7)Is able to model how and where to discover information when necessary.
- Repetition of key concepts occurs throughout lessons and units (2,4) [1, 3.1, 3.2]
1)The teacher candidate repeated the important information enough times during the lesson that it was easy for the students to state the main ideas in the lesson at the end of the lesson during closure.
2)The teacher candidate used a variety of ways to repeat the main concepts of the lesson throughout the lesson.
3)The teacher candidate repeated correct answers given by students to ensure that they were heard by all and especially by the students who really only listen to the teacher.
Engage Students
- Motivates students to want to learn. (5, 7) [1, 3.1, 3.4]
1)Designs lessons that include a variety of motivational strategies.
2)Understands that not all students are motivated by the same things.
3)Considers students’ interests when adapting and designing curriculum.
4)Uses a balance of extrinsic and intrinsic motivational strategies.
5)Understands that there are more ways to motivate than by using punishments and material rewards and utilizes these other ways whenever possible. (see “Motivation” in The Art of Teaching.)
- Stimulates students’ natural curiosity. (2, 5) [2.2, 3.1, 3.3, 3.4]
1)Structures lessons so that students want to know more, to discover answers.
2)Frequently uses an inquiry approach that is focused on the learning.
3)Brings in materials that are different from the usual, interesting, and that create questions.
- Develops creative and stimulating lessons. (2,3,4,5) [1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3]
1)The teacher candidate takes the initiative to locate teaching information beyond the traditional text.
2)The teacher candidate tries new ideas.
3)The teacher candidate tries new approaches to learning.
4)Students’ interests are used when developing lessons.
5)The teacher candidate changes instructional methods frequently.
6)The teacher candidate brings in interesting materials, resource people etc.
- Engages students in active learning experiences. (3.4) [1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5]
1)Learning experiences (lessons, units, themes, and content areas) are designed to foster student participation and involvement.
2)Classrooms are set up to encourage student involvement and participation. For example, learning centers, interactive bulletin boards, self-paced learning assignments, discovery learning experiments etc. are used.
- Engages students with active learning-listening strategies to maintain attention during instruction. (2, 6) [1, 2.1, 3.1, 3.2, 3.4, 3.5]
1)During direct instruction, all of the students are required to actively respond or do something periodically as they listen to information being presented.
2)Students are required to think and then respond all at the same time as information is presented during direct instruction or other parts of lessons.
3)“One-person-at a-time-gets-a-turn” responses that go on and on are avoided.
Example: Rather than watching the teacher fill out a concept map on the board as a new topic is explored, all of the students fill out the same concept map at their seats and write the information on their maps as the teacher candidate writes the information on the board.
(For more examples of active learning-listening strategies see The Art of Teaching.)
- Uses a variety of teaching methods/strategies to reach different types of learners. (3) [1, 3.1, 3.2]
1)The teacher candidate understands the cognitive processes associated with various kinds of learning and uses different approaches to learning and performance to enable different types of learners with different learning styles and performance modes to use their strengths as the basis for growth.
- Different cognitive processes associated with different kinds of learning:
a)critical and creative thinking
b)invention
c)memorization
d)problem structuring and problem solving
e)recall
- Teaching Methods/Strategies:
a)centers
b)direct instruction
c)discovery learning
d)dramatizations
e)experiments
f)games
g)“hands-on” materials
h)independent study
i)individualized learning
j)interdisciplinary instruction
k)learning packets
l)paired students
m)presentations
n)problem solving strategies
o)providing guiding and support structures such as graphic organizers (see Art of Teaching)
p)readers’ theatre
q)reports
r)role playing
s)small ability groups
t)small cooperative learning groups
u)students are the teachers
v) peer teaching
w)teaching younger students
x)utilizing technology
y)whole group discussion
- Different types of learners:
a)The three basic types: auditory, visual, kinesthetic.
b)The Three Domains of Learning: seeing, hearing, and doing.
c)Gardner’s Intelligences: linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, natural existential, interpersonal, intrapersonal (See “Seven Types of Intelligence,” TheArt of Teaching)
- Incorporates a variety of instructional materials including instructional technology into the curriculum. (2, 3) [2.1, 2.2, 2.3, 2.4, 3.3, 3.4, 3.5]
1)Many different types of learning materials and resources are used to stimulate interest and participation.
Examples include:“hands-on” materials, technology (computers, printers, the internet, cameras, digital cameras, overhead projectors, video cameras, VCRs, etc.), different kinds of media (texts, reference books, literature, magazines, newspapers, videos, movies, film strips, CDs, etc.), differentgenres (fairy tales, fables, historical fiction, biographies, nonfiction, etc.), human resources (local experts, local talents etc.), primary documents andartifacts, and learning kits and packets.
- Adapts instruction for special needs students during learning activities. (2,3,4) [3.2]
1)Accommodations are made for:
a)Students identified and labeled as having specific learning problems.
b)Labeled students with IEPs.
c)Students who aren’t labeled but who have obvious physical challenges, for example, students with really thick glasses or students who are so obese that they can’t skip and jump.
2)Makes sure inclusion students (special needs students who only spend short periods of time in the classroom) are included in all possible activities and structures these for success.
3)Makes necessary instructional adjustments based on students’ ability and skill levels.
a)Modifies seatwork. For example, slower students only have to do every other math problem so that they will be able to finish at the same time as the other students.
b)Modifies assignments.
Examples:
- The length of an assignment is altered or the delivery mode changed such as when a student with poor motor skills dictates his story to an adult or older student.
- The content of the assignment is changed such as individualized spelling lists.
c)Roles and responsibilities are assigned with special needs in mind.
Modify Instruction
- Takes advantage of teachable moments. (1,5,7) [1]
1)Lessons take an unexpected direction based on students’ interests, comments, and/or questions.
2)Switches suddenly from the main topic of the lesson to another that is related and highly relevant at that point in time.
3)Recognizes small, as well as large, opportunities for meaningful learning.
- Student comprehension/performance is responded to with appropriate instructional adjustments (7,8) [4]
1)When students didn’t understand, rather than continuing on with the lesson, the teacher candidate returned and spent more time on the part of the lesson that needed to be explained further.
2)When a necessary step was left out of the original lesson plan, the teacher candidate realized the need for the step and included it while presenting the lesson.
3)When the lesson was too easy for the students, the teacher candidate did not spend unnecessary time on material that the students had already mastered and did not need to review.
4)When a student had difficulty formulating an answer, the teacher candidate helped the student to arrive at the correct response rather than asking another student in the class to “help” the student and thereby possibly hurting the student’s positive self-concept and/or enabling the less motivated student to never really try to think of an answer.
- Demonstrates flexibility when teaching. (4,7) [1, 2.1, 2.2, 2.4, 3.1, 3.2]
1)Analyzes classroom moods and situations and changes plans to accommodate them. For example, when it’s the first snowfall of the season and the students are too excited to focus on the test, the test is temporarily postponed.
2)Responds to unexpected events by changing plans quickly and without becoming upset.
3)Maintains a smooth flow in instruction when plans have been unexpectedly changed. For example, when the guest speaker doesn’t show up. the class is still engaged in productive learning during the speaker’s scheduled time.
4)Analyzes student comprehension throughout the lesson and changes instruction to adapt to student responses, ideas, and needs.
Higher Level Understanding
- Encourages students to understand, question, and interpret ideas from diverse perspectives. (4) [2.1, 2.2, 2.3, 2.4, 3.4, 3.5]
1)Frequently uses open-ended questions that do not lead to right or wrong answers.
2)Presents multiple and/or diverse perspectives to encourage critical thinking.
3)Explores different viewpoints. For example, children take different sides of a debate, of a battle, or story viewpoints.
4)Introduces resources and experiences that challenge the learners’ beliefs and assumptions about common understandings, thus creating a learning environment where critical thinking is encouraged.
- Requires students to use higher order thinking skills such as application, analysis and synthesis through questioning and tasks(4) [2.1, 2.2, 2.3, 2.4, 3.4, 3.5]
1)Higher order thinking skills that correspond to Bloom’s Taxonomy were utilized. These required students to comprehend, apply, analyze, synthesize, and evaluate ideas. (See “Thinking at Its Best” in The Art of Teaching.)
2)Discovery learning and problem solving strategies were utilized.
- Demonstrates the ability to integrate subject matter. (1,7) [1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2]
1)Uses a variety of subject areas in one lesson.
2)The interrelatedness of learning is emphasized by using skills and/or knowledge from many subject areas in lessons whenever possible.
3)Learning is made more meaningful by including related subject areas in lessons.
4)Is aware of interdisciplinary approaches to teaching and learning and frequently incorporates strategies that accomplish this into lessons and learning activities.
Maximize Instructional Time
- Does not allow classroom management issues to interfere with instructional time. (5)
Distractions are not allowed to interrupt instruction needlessly
Examples:
- Children are not allowed to argue with the teacher candidate
- The tardy child does not stop instruction while s/he enters the classroom and becomes seated
- Rather than verbally interrupting a lesson to admonish a child, the teacher candidate moves to stand near the child and/or puts a hand on the child’s shoulder, or uses some other nonverbal signal
- Pencils are not sharpened during instruction, notes are not passed
- A group of children are not allowed to talk causing other to not be able to hear
- Plans for and executes smooth transitions. (5)
The teacher candidate purposefully focuses on how to change subjects and activities in the least disruptive and most productive manner possible.