L E V E L    O  F       P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Directions and Procedures

Teacher directions and

procedures are confusing to students

Teacher directions and procedures are clarified after initial student confusion or are excessively detailed.

Teacher directions and

procedures are clear to students and contain an appropriate level of detail.

Teacher directions and

procedures are clear to students and anticipate possible student misunderstanding.

Oral and Written
Language

Teacher’s spoken language is inaudible, or written language is illegible.  Spoken or written language may contain many grammar and syntax errors.  Vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused.

Teacher's spoken language is audible, and written language is legible.  Both are used correctly.  Vocabulary is correct but limited or is not appropriate to students' ages or backgrounds.

Teacher's spoken and written language is clear and correct.  Vocabulary is appropriate to students' age and interests.

Teacher's spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson.

L E V E L      0 F   P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Quality of Questions

Teacher's questions are virtually all of poor quality.

Teacher’s questions are a combination of low and high quality.  Only some invite a response.

Most of teacher’s questions are of high quality. Adequate time is available for students to respond.

Teacher’s questions are of uniformly high quality with. adequate time for students to respond.  Students formulate many questions/

Discussion Techniques

Interaction between teacher and students is predominantly recitation style, with teacher mediating all questions and answers.

Teacher makes some attempt tot engage students in a true discussion, with uneven results.

Classroom interaction represents true discussion, with teacher stepping, when appropriate, to side.

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

Student Participation

Only a few students participate in the discussion.

Teacher attempts to engage all students in the discussion, but only with limited success.

Teacher successfully engages all students in the discussion.

Students themselves ensure that all voices are heard in the discussion.

L E V E L      0 F   P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Instructional Materials and Resources

  Instructional materials and resources are unsuitable to the instructional goals or do not engages students mentally.

  Instructional materials and resources are partially suitable to the instructional goals or students’ level of mental engagement is moderate

Instructional materials and resources are suitable to the instructional goals and  engage students mentally.

Instructional materials and resources are instructional goals or students’ level of mental engagement is

Structure and Pacing

The lesson has no clearly defined structure or the pacing of the lesson is too slow or rushed, or both.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson.  Pacing of the lesson is inconsistent.

The lesson has a clearly defined structure around which the activities  are organized. Pacing of the lesson is consistent.

The lesson  structure  is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for all students.

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