CTESS ebook

IPOP INSTRUCTIONAL QUALITY RUBRIC ITEMS

Curriculum Alignment A1. Utah grade-level standards are clearly evident in the lesson .

Determine the degree to which the observed lesson is purposefully directed towards assisting student mastery of Utah grade-level content standards. In addition to content that is found in CSD curriculum maps, the following could also be counted as being purposefully directed toward assisting student mastery of content standards: a) ​ Extending or applying knowledge or skills found in the content standards, providing that prerequisite skills have already been taught. b) ​ Providing background knowledge for content standards that build prerequisite skills so students will be successful at meeting the standards. Highly Evident ●​ The entire lesson was devoted to teaching Utah standards. If the teacher has brief breaks or transitions during which standards are not being taught that does NOT preclude marking “Highly Evident.” “Highly Evident” means that throughout the observed period, instruction was purposefully directed toward developing student mastery of content standards. Evident ●​ A majority of the observed lesson was purposely focused on and directed toward teaching content standards. Partially Evident ●​ A portion of the observed lesson (but less than half of it) was purposefully directed toward teaching content standards. Not Evident ●​ None of the observed lesson was purposefully directed toward teaching content standards. A2. Lesson follows CSD’s curriculum scope and sequence time frame . Indicate whether the content of the lesson was on track with the timing of CSD curriculum maps. Refer to curriculum maps, approved Scope and Sequence documents, Year-at-a-Glance, PLC notes, etc. or ask the teacher where he/she is in the curriculum. If no pacing guides have been developed for the observed content area (e.g., Yoga, Psychology, Astronomy), rate “Within a 10-school day timeframe.” If content standards were not taught during the observed lesson or only taught during a portion of the observed lesson, rate “Not within a 10-school day time frame.” Within a 10-school day timeframe ●​ The content of the lesson is within 10 school days (+/-) of the suggested timeframe found in the relevant curriculum map. Not within a 10-school day timeframe ●​ The content of the lesson was more than 10 school days off sequence. A3 . Teacher makes the explicit learning intention and success criteria evident to the students (e.g., posted/written, stated/referred to by the teacher, students can state when asked). Instruction is more effective when students know what they are supposed to be learning (learning intention), why they are learning it (relevance), and how they will show proficiency (success criteria). This is best accomplished when learning intentions and success criteria are specific and clearly stated in student-friendly language. Learning intentions are more specific and clearer to students than Standards. Students in a classroom should be able to explain what they are learning (learning intention), why they are learning it (relevance), and how they will know when they are successful (success criteria). This may follow the structure: I am learning __(LI)__, so that I will be able to __(relevance)__. I will know I am successful when __(SC)__. *If learning intentions and success criteria are not clear to the observer, the observer should ask at least three students: 1) ​ what they are learning today (learning intentions), 2) ​ why they are learning it (relevance), and 3) ​ how they will know that they learned it (success criteria).

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