Summative+Assessment+II+C

Summative Assessment II C Roma Soni

Teacher Lesson Reflection    Teacher Lesson Reflection— //Continued //  |||| **Unsatisfactory **  |||| **Basic **  |||| **Proficient **  |||| **Distinguished **  ||  ||  |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. ||  || Date: 2/22/09 – ARTIFACT - The teacher discusses and shows the work of two famous 'still life' artists, to show students different styles of 'still life' painting. Date: 2/23/09 – ARTIFACT – The teacher shows examples of the use of value, balance, contrast and other principles of art on the smart board for students to understand clearly. Date: 2/24/09 – OBSERVATION- The teacher modifies the lesson to suit the needs of the students by relating it more with their lives than with other artists so they would be able to plan more easily. ||  || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> ||  || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. ||  || Date: 2/22/09 –OBSERVATION- The lesson plan involves researching objects that relate with the students values and culture. Date: 2/23/09 –ARTIFACT – The teacher showed examples of artifacts brought in by students that related to their culture. Date: 2/23/09 – OBSERVATION – The teacher tries to help a student research, when he does show confidence in being able to relate with his culture. ||  || |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. ||  || Date: 2/22/09 –ARTIFACT - The teacher has the goals and objectives stated on the white board for the students to look at, as a reminder, while they are working on their project. Date: 2/23/09 – OBSERVATION - Teacher helps students understand how they can analyze the different art forms that are important by themselves and combine to create an interdisciplinary work (e.g., drama sets, endangered species posters, environmental or globally friendly art from trash). Students thus understand the similarities, distinctions, and connections in and among the arts. Date: 2/24/09 – OBSERVATION – Teacher helps students plan their artwork with objects that related to their life, when she realizes that they were finding it difficult to plan otherwise. ||  || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek such knowledge. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek to extend such knowledge. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them. || Date: 2/23/09 - ARTIFACT: Students research, using a range of safe and specific websites prescribed by the teacher, (which are related to the project) along with other resources they have access to, with the teacher's permission. Date: 2/23/09 - ARTIFACT: Teacher uses websites like ‘Incredible @rt department’, CARE and 'Teacher tube' to assist students with learning. Date: 2/24/09 – ARTIFACT: The teacher provides a student with a basic 'how to draw' book which has basic steps to drawing, to let him explore with the task, instead of doing it for him. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The series of learning experiences demonstrates partial alignment with instructional outcomes, and some of the experiences are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable for all students, and likely to engage them in significant learning. The lesson or unit structure is clear and allows for different pathways according to student needs. || Date: 2/23/09 – ARTIFACT - Learning activities include constructivist projects with a variety of materials involved, two dimensional compositions or three dimensional art creations. Date: 2/24/09 – ARTIFACT - All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. Date: 2/24/09 - OBSERVATION - In spite of the explanation provided by the teacher, one student repeatedly asks for help, he needs further simplification of the tasks to be worked on. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contributions to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students.
 * Name: ** Roma Soni  **  School ** : American International School-Riyadh   ** Date ** : 3/01/09
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> Yes, I think the lesson was successful. The students were supposed to brainstorm and create a web to plan a still life artwork with objects that related with their own lives (likes, dislikes, hobbies, interests, culture, values and personal lineage). They were also supposed to include a research on still life artists, art styles and art history. The students created a plan in their journal using all of the above steps.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2. If you have samples of student work, what do they reveal about the students’ levels of engagement and understanding? Do they suggest modifications in how you might teach this lesson in the future **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">? The samples of student work show that most students are highly engaged and understand the lesson well. They have expressed their individuality, skill and talent. Some of the students have not put in their very best effort in their project. In the future I will need to differentiate further for those that need even more attention and assistance.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning **<span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">? <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> These factors play a pivotal role in student learning in the art room. In my art room, classroom procedures ensure smoothness in transitions from one activity to another or from one work center to the next and even from one class to the next. This in turn results in appropriate creation of process and product. Proper student conduct in my art room guarantees that students are participating in their own learning and creating an environment for other students to learn. Good use of physical space, when not more than 6 students are seated at one large table, leads towards efficiency in student work which in turn moves them towards learning. Once in a while, there would be a student or two who would try to move around the class to socialize with another student with the excuse of 'trying to get supplies for the artwork' There would sometimes be a student who, instead of raising his/her hands and waiting for me to get to him/her would walk across the room for help. Such incidences could cause distraction in the class room.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">4. Did you depart from your plan? If so, how and why? **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Yes, I did depart from my plan. Our plan was to create a 'Still Life' with articles from our own home country, after researching and looking at artists from our culture. I changed the plan to make it more meaningful to the students. The artwork would 'NOW', relate with their likes, dislikes, hobbies, interests, values and culture. I think the change helped.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what extent were they effective? **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The activities I plan seem to be well effective, they are meaningful to the students, challenging and involving. Materials are usually not an issue in our school. I have mixed classes of students, with a wide range of abilities. Practically speaking, art needs an immense amount of differentiation. With a very wide range of abilities and sometimes culturally, art not being as important a subject as the core subjects, for students and families, instruction can become a challenge.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">? I would not begin with examples from other artists, but with ‘connections’ or by keeping in mind that ‘content is king’. In other words, keep them in the centre and create a web of connections, to create the ‘still life’. Making it really meaningful to them would help them create better and behavior management would become much easier.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">7. Consider different aspects of your planning and execution of the lesson in light of the domains and components on the following pages. Determine evidence, if any, for each of the components, and what that evidence demonstrates about your level of performance. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Domain 1: Planning and Preparation **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1a **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Knowledge of Content and Pedagogy **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1b **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Knowledge of Students **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||  ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1c **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Setting Instructional Outcomes ** |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1d **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Knowledge of Resources **
 * |||||||||||||||||||| <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1e **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Designing Coherent Instruction **
 * |||||||||||||||||||| <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1f **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Designing Student Assessments **

|| Date: 2/23/09 – ARTIFACT – The assessment rubric along with the standards to be met is pasted on a wall for the students to refer to when the need arises. Date: 2/24/09 – OBSERVATION – The teacher asks the student to plan the next project, 'self portrait' as a step forward from the current project. The student should keep in mind that it is meaningful to the student as is the current project of 'still life', to the student. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students’ cultural backgrounds and are characterized by sarcasm, put-downs, or conflict. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions between the teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class. || Date: 2/22/09 – OBSERVATION - Students treated each other and the teacher with respect as they shared their supplies and tools while working on their project. Date: 2/23/09- OBSERVATION - The teacher speaks in a calm and respectful manner with the students. Date: 2/24/09 – OBSERVATION – The teacher explains to a student the need to be patient and to wait for her to finish helping another student. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both teacher and students appear to be only “going through the motions.” || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">High levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance—for example, by initiating improvements to their work. || Date: 2/22/09 – OBSERVATION - The students activate prior knowledge and use higher level thinking skills to develop open-ended questions and compare sample answers after reading several art history selections. Date: 2/24/09 – OBSERVATION - Students were eager to have the observer look and comment on their art journals. Date: 2/24/09 – OBSERVATION – The teacher pays special attention to a student who does not think his work can be improved upon.
 * |||||||||||||||||||| <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence:
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Domain 2: The Classroom Environment **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2a **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Creating an Environment of Respect and Rapport **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2b **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Establishing a Culture for Learning **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence

|| <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || Date: 2/23/09 – OBSERVATION - Students collect their supplies and immediately begin working on their art projects. Date: 2/24/09 – OBSERVATION - Students are reminded to move from the researching, planning, to the completion of the project, and then to reflecting on their work, as a habit, without wasting any change over time. Date: 2/24/09 – OBSERVATION – The teacher reminds a student that he needs to work on his reflection as he turns in his project. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">It appears that the teacher has made an effort to establish standards of conduct for students. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Standards of conduct are clear, with evidence of student participation in setting them. The teacher’s monitoring of student behavior is subtle and preventive, and the teacher’s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. || Date: 2/22/09 - OBSERVATION – When a student interrupted, the teacher demonstrated to him to put his hand up. Date: 2/23/09 - OBSERVATION - Student got back on task after the teacher moved over and stood next to the student. Date: 2/23/09 - ARTIFACT: A set of 'classroom conventions' is posted in large font, close to the door so students and teacher can both refer to it when necessary. Date: 2/24/09 - OBSERVATION - Student inappropriate behavior was ignored while teacher was setting task. Teacher later discussed the behavior individually with the student. Date: 2/24/09 - OBSERVATION: Students are on task, they ask permission from the teacher for any interruption they need to make during the process of completion of their work. || <span style="font-size: 12pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Gill Sans Std'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> <span style="color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">Teacher Lesson Reflection— //<span style="color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">Continued // <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The physical environment is unsafe, or some students don’t have access to learning. Alignment between the physical arrangement and the lesson activities is poor. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom is safe, and essential learning is accessible to most students; the teacher’s use of physical resources, including computer technology, is moderately effective. The teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson. || Date: 2/2209 – OBSERVATION - Students are able to easily move about in the room between the large art tables Date: 2/24/09 – OBSERVATION - Students run an internet research when they need to find out additional information using computers available in classroom. Date: 2/24/09 – OBSERVATION – Students write their paragraphs to use audacity to create their podcasts on their artwork. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the teacher’s use of language is correct but may not be completely appropriate for students’ cultures or levels of development. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students’ cultures and levels of development. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are clear to students. The teacher’s oral and written communication is clear and expressive, appropriate for students’ cultures and levels of development, and anticipates possible student misconceptions. || Date: 2/22/09 - ARTIFACT: After looking at and discussing several pieces of artwork created by famous artists as a class, groups of students will develop a comparison worksheet for an art project. Date: 2/23/09 - ARTIFACT: The basic vocabulary for the elements and principles of art is posted on the walls for students and teacher to refer to whenever necessary. Date: 2/22/09 - OBSERVATION - Clear instructions are given for each task and progress is constantly monitored Date: 2/23/09 - OBSERVATION - Low ability student is given separate instructions and demonstration. Date: 2/24/09 - OBSERVATION - ESL student was shown the task by teacher using concrete objects. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Some of the teacher’s questions elicit a thoughtful response, but most are low-level, posed in rapid succession. The teacher’s attempts to engage all students in the discussion are only partially successful. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard. || Date: 2/22/09 – OBSERVATION - Teacher gives frequent feedback and asks open ended questions to ensure student understanding. Date: 2/24/09 – OBSERVATION - Students eagerly participated in question/answer session when teacher asked questions. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. || 22/09 – OBSERVATION - Students are on task and able to work at their own pace throughout the lesson. Date: 2/23/09 – OBSERVATION - Students quietly discuss which artist's work they prefer while working on their project (O’Keefe or Moore). Date: 2/24/09 – OBSERVATION - Students have to be reminded a few times to put their work away because they are very deeply absorbed in their tasks. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students. Students are unaware of the assessment criteria used to evaluate their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is occasionally used in instruction, through some monitoring of progress of learning by the teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is regularly used in instruction, through self-assessment by students, monitoring of progress of learning by the teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self-assessment by students, monitoring of progress by both students and teachers, and high-quality feedback to students from a variety of sources. || Date: 2/22/09 – ARTIFACT - Students begin with their project after studying the rubric for assessment provided by the teacher, on Skyward, intensively. They regularly refer to it, along the process. Date: 2/23/09 – ARTIFACT - Students use the 'steps to the process' chart and the 'self evaluation rubric' to constantly assess themselves through the process of creation of the artwork. Date: 2/24/09 – ARTIFACT – The teacher shows the students posters with various art styles to help them compare their own with them. <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher adheres to the instruction plan, even when a change would improve the lesson or address students’ lack of interest. The teacher brushes aside student questions; when students experience difficulty, the teacher blames the students or their home environment. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher attempts to modify the lesson when needed and to respond to student questions, with moderate success. The teacher accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of all students, using an extensive repertoire of instructional strategies. || Date: 2/22/09 – ARTIFACT - Teacher repeated instructions to ESL student. Date: 2/23/09 – OBSERVATION - Teacher constantly moves about the room answering student questions and monitoring student work progress. Date: 2/24/09 – OBSERVATION – The teacher demonstrates to a student, how to wash a paint brush, when the student does not do it properly <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">. // ||
 * **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2c **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Managing Classroom Procedures ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Some instructional time is lost because classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties are only partially effective. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. ||
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2d **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Managing Student Behavior **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2e **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Organizing Physical Space **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Domain 3: Instruction **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3a **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Communicating with Students ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. The teacher’s use of language contains errors or is inappropriate for students’ cultures or levels of development.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3b **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Using Questioning and Discussion Techniques ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s questions are low-level or inappropriate, eliciting limited student participation and recitation rather than discussion.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3c **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Engaging Students in Learning ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3d **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Using Assessment in Instruction **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3e **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Flexibility and Responsiveness **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence