Components of Domain 3 :: Instructional Effectiveness for Student Learning
A. Engaging Students in Learning - Content is appropriate, clear, and linked to student knowledge and experience. Content is aligned with the district curricula and the Montana Content and Common Core Standards. Activities and assignments engage all students. Instructional materials are suitable to the instructional goals. The instruction is coherent and paced appropriately for all students.
B. Demonstrating Flexibility and Responsiveness - The teacher has a repertoire of instructional strategies and makes use of them to make modifications to lessons as needed. The teacher differentiates instruction based on learner characteristics and achievement data.
C. Communicating Clearly and Accurately - Verbal and written communication is clear and appropriate to students’ ages, background, and level of understanding.
D. Using Questioning and Discussion Techniques - Questions are appropriate to the content and level of students’ understanding. Teacher encourages students to pose his or her own questions and is responsive to student questions. The teacher facilitates student-led discussions.
E. Using Assessment in Instruction - The teacher demonstrates understanding of assessment for, and of, learning and how each plays a valuable part in teaching and learning. The teacher can analyze data presented in reports and determine how to plan instruction for the students in the classroom. The teacher uses formative assessments like observations, homework, and conferences to track and understand student progress.
B. Demonstrating Flexibility and Responsiveness - The teacher has a repertoire of instructional strategies and makes use of them to make modifications to lessons as needed. The teacher differentiates instruction based on learner characteristics and achievement data.
C. Communicating Clearly and Accurately - Verbal and written communication is clear and appropriate to students’ ages, background, and level of understanding.
D. Using Questioning and Discussion Techniques - Questions are appropriate to the content and level of students’ understanding. Teacher encourages students to pose his or her own questions and is responsive to student questions. The teacher facilitates student-led discussions.
E. Using Assessment in Instruction - The teacher demonstrates understanding of assessment for, and of, learning and how each plays a valuable part in teaching and learning. The teacher can analyze data presented in reports and determine how to plan instruction for the students in the classroom. The teacher uses formative assessments like observations, homework, and conferences to track and understand student progress.
The Importance of Domain Three
This domain depends on Domains One and Two for success. Without a structure for instruction and a productive learning environment, content delivery will be affected and student learning will be diminished.
Domain Three is observable in the classroom, unlike Domain One. As teachers deliver content, he or she engages students in the process of learning, involving the students in decisions when possible. Teachers not only instruct content, he or she helps students see its value by making connections to other disciplines.
Domain Three is observable in the classroom, unlike Domain One. As teachers deliver content, he or she engages students in the process of learning, involving the students in decisions when possible. Teachers not only instruct content, he or she helps students see its value by making connections to other disciplines.
Teaching Methods
No single style of teaching is advocated. Sometimes teachers use direct instruction of the content or facilitate learning in student groups and through collaboration. Teachers motivate students through the implementation of his or her planned activities. Students receive feedback on his or her progress from teachers and peers. There is an excitement about learning crafted through the design and delivery of instruction. The materials provided pose deep questions and require students to use critical thinking skills. Teachers use a variety of questioning techniques that move students from simple to complex answers. Students are encouraged to assume responsibility for his or her own learning, while supported by the teacher’s guidance. Teachers employ technology skillfully when appropriate to the lesson.
Examples of Evidence for Domain Three
- Materials used during instruction
- Student work (i.e., Web based, virtual, hard copy)
- Written feedback provided to students during instruction
- Copies of assessments used during the instructional period
- Scoring guides used to assess student work
- Video and audio of student performances
- Photographs of student-generated work
- Samples of student work (projects, homework, labs, independent readings, essays, etc.)
- Assessment tools (quizzes, exams, reading activities)
- Field trip/guest speaker records
- Records of contests entered and/or won by students
- Interdisciplinary instruction
- Samples of homework assignments
- Samples of differentiated instruction
- Artifacts of motivational activities
- Examples of independent study activities
- Examples of group work activities