Demonstrating Flexibility and Responsiveness. Unsatisfactory Basic Proficient Distinguished Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student questions; when students experience diffi culty, the teacher blames the students or their home environment. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have diffi culty learning. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and diff erentiates instruction to address individual student misunderstandings. Teacher persists in seeking eff ective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community. Xxxxxxxxx Framework for Teaching Rubrics by Washington State Criteria Student Growth Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs. Student Growth 3.1: Establish Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Does not establish student growth goal(s) or establishes inappropriate goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full potential in collaboration with students, parents, and other school staff . Goal(s) identify multiple, high- quality sources of data to monitor, adjust, and eva...
Demonstrating Flexibility and Responsiveness. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher adheres to the instruc- tion plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student ques- tions; when students experi- ence difficulty, the teacher blames the students or their home environment. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. Teacher promotes the success- ful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad reper- toire of strategies, the teacher persists in seeking ap- proaches for students who have difficulty learning. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or success- fully adjusts and xxxx xxxxxx- ates instruction to address in- dividual student misunder- standings. Teacher persists in seeking eff ective approaches for stu- dents who need help, using an extensive repertoire of in- structional strategies and so- liciting additional resources from the school or commu- nity.
Demonstrating Flexibility and Responsiveness. Response to students Teacher ignores or brushes aside students' questions or interests. Teacher attempts to accommodate students' questions or interests, although the pacing of the lesson is disrupted. Teacher successfully accommodates students' questions or interests. Teacher seizes a major opportunity to enhance learning, building on student interests or a spontaneous event. Demonstrating Flexibility and Responsiveness; Persistence When a student has difficulty learning, the teacher either gives up or blames the student or the student's home environment. Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to draw on. Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school. PROFESSIONAL RESPONSIBILITIES
Demonstrating Flexibility and Responsiveness. Basic Proficient Distinguished Adjusts the lesson according to student need, environment. Makes fluid/smooth adjustments. Plans for possible adjustments to seize on spontaneous teaching moments.
