CW Magazine-Winter Edition November 2014

Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching is recommended.) Far from Proficient (Follow-up professional development and coaching is critical.) The teacher is working to support intraclass relationships (teacherstudent, student-student) based on of these indicators respect, trust, shared responsibility. Little or no including classroom discussion protocols and/or activities are evident in daily lesson or unit planning. <80% of these practices are sometimes observed and evident in the classroom: Formative assessment continuums for both individual students and groups. Individual student and group self-assessment instruments Opportunities for whole group, small group, and individual student reflection. Little or no including classroom discussion protocols and/or activities are evident in daily lesson or unit planning. The teacher frequently ensures student understanding of the context for the discussion including < 80% of these practices: clear expectations and outcomes, alignment with academic standards, connections to previous learning, appropriate background for the discussion topic, and question profiles for the focus of the discussion. Little or no including classroom discussion protocols and/or activities are evident in daily lesson or unit planning. The teacher sometimes models and demonstrates effective discussion facilitation behaviors and processes. Language for classroom collaboration includes attention to activity protocols. The teacher utilizes no more than 2 group structure and collaborative student configurations based on either content complexity, student needs, or student interests. The teacher rarely models and demonstrates effective discussion facilitation behaviors and processes. The teacher utilizes no more than 1 group structure and collaborative student configurations based on content complexity, student needs, and student interests. The teacher sometimes observes and monitors student participation and thinking throughout the discussion, offering limited guidance and clarification intermittently for the purpose of clarifying student understanding of the process. The teacher sometimes assesses group and/or student functioning based upon a standards for participation. The teacher has yet to begin a plan for student and/ or group evaluation that includes formative assessment continuums for individual students and/or groups. The teacher sometimes includes limited opportunities for either whole group, small group, and/or individual student reflection as part of the learning activity. The teacher sometimes provides limited opportunities for group or individual self-assessment following the activity on <80% of these times: 4-point rubric on group functioning 4-point rubric on individual participation in the group process Follow-up whole class discussion Follow-up group conferencing Follow-up individual conferencing when Little or no guidance is offered during classroom discussion activities. The teacher does not actively engage with students during the learning activity. No opportunities or plans for formative assessment, self - assessment, or self- reflection are planned for or implemented. No opportunities or plans for independent task and self -assessment are planned for or implemented. 33

CW Magazine-Winter Edition November 2014 | Page 33