3C COMMUNICATING CLEARLY AND ACCURATELY
Verbal and written communication is clear and appropriate to students’ ages, backgrounds, and levels of understanding.
ELEMENTS AND INDICATORS OF PERFORMANCE
Expectations for Learning
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
ELEMENTS AND INDICATORS OF PERFORMANCE
Expectations for Learning
- Students understand how the current lesson fits into the broader sequence of learning.
- The teacher communicates the purpose of the lesson or unit (sequence of learning) clearly.
- The teacher links the purpose of the learning to the interests of students.
- The teacher helps students make connections between lesson content and the “real world.”
- Directions are presented to students in clear and “student friendly” terms.
- Classroom procedures are clear and understood by the students.
- The teacher helps students work through misconceptions.
- The teacher intervenes and assists students when appropriate.
- Students accurately explain lesson concepts to his or her peers.
- The teacher’s explanation of content is accurate and appropriate.
- The teacher helps students connect previous experience to current learning.
INFORMATION
ARTIFACTS
- Plans with Outcomes Provided
- Projects with Outcomes Provided
- Lesson Reflection Logs
- A sampling of assignments that clearly show what the teacher expects from the students is clearly evident; communication is clear and effective
- Electronic communications with students
- Class websites are updated regularly
- Gradebooks are updated regularly
- Collegial discussions
- PLC
- Peer observations
OBSERVABLE EVIDENCE
- Teachings facilitate strong classroom discussion
- Students take initiative in classroom discussion
- Teacher explains to students the purpose of particular assignment/activity/learning
EXAMPLE GOALS (S.M.A.R.T.)
- All students will demonstrate their understanding of academic and procedural expectations by engaging appropriately in lesson activities. I will communicate procedural and academic expectations to students in a variety of formats. I will document engagement using a checklist.
- I will create and regularly update a classroom website that will communicate procedural and academic expectations with parents and all students.
- At the end of each period, students will be given the opportunity to discuss and review the lesson concepts with their peers.
GUIDING QUESTIONS
- What are your expectations for students as they enter your room? How are these expectations communicated and reinforced?
- What are your expectations for students as they exit your classroom? How do you know if the student has mastered what you want them to gain from the lesson?
- How do students determine/figure out what you would like them to learn from a given lesson? How can you assist your students in this process?
- What are your expectations for student learning? How is this conveyed to students?
- What is the purpose of content specific vocabulary in your classroom? How do you interject content specific vocabulary into your lessons? How can analogies and metaphors be used in this process?
RESOURCES
- Best Practices Framework