Jan 20, 2016 - Teacher's explanation of content is imaginative and uses graphic organizers to organize learning. Students contribute to explaining concepts to their peers.

Jan 20, 2016 - Teacher's purpose for the lesson or unit is clear, including where it is situated within broader learning by connecting it to vocabulary from earlier grades.

Jan 20, 2016 - Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, by linking that purpose to the prior knowledge of the students.

Jan 20, 2016 - Teacher models a clear procedure for the students, and asks students to complete the procedure.

Jan 20, 2016 - Teacher's directions have been clearly demonstrated to the students using visuals. A procedure is in place for returning to seats.

Jan 20, 2016 - Teacher's procedure for checking for student understanding is clear to students.

Jan 20, 2016 - Teacher's directions and procedures are clear to students, as evidenced by their immediate and focused work.

Jan 20, 2016 - Teacher's method is imaginative and connects with students' knowledge and experience. Students contribute to explaining concepts to their peers.

Jan 20, 2016 - Teacher's guided explanation of content is appropriate and connects with students' knowledge.

Jan 20, 2016 - Teacher guides student explanation of the learned material. Students contribute to explaining concepts to their peers.

Jan 20, 2016 - Most of the teacher's questions are of high quality, allowing time for the students to process and answer the questions. The teacher provides the minimal support needed in the form of additional...