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Common Core: Standard
Common Core: ELA
Common Core: Math
Topic: Teacher/Leader Effectiveness
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 The teacher's procedures for calling the students to attention and transitioning occur smoothly, with little loss of instructional time.

 Teacher's procedure for shared ideas between students occurs smoothly, with little loss of instructional time. Students assume some responsibility for finding partners under teacher direction.

 Teacher's transition occurs smoothly, with little loss of instructional time due to clear directions.

 The teacher responds to students' questions and comments in a manner that challenges their thinking while still providing support.

 The teacher successfully accommodates students' questions, and uses those questions to guide their exploration of a topic.

 Teacher's feedback to student is timely and of high quality, helping her organize her thinking.

 Teacher's feedback to students about where they are in meeting the learning targets is timely and specific.

 Teacher's feedback to students is timely and of consistently high quality.

 Teacher's feedback to students is timely and of high quality, pointing out well done work to guide the class in their task.

 The teacher listens carefully to student answer and comments on her thoughts immediately.

 Teacher's feedback to the student is specific, timely and requires the student to explain his thinking.

 The teacher's feedback to students is timely and focused to guide the discussion.

 The teacher's feedback to students is timely and uses highquality questions to guide student thinking; he then asks students to use that learning to develop alternate solutions to the problem.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Teacher's explanation of content is appropriate and connects with students' knowledge of key vocabulary and specific artists.

 Teacher's guided explanation of content is appropriate and connects with the prior knowledge the students have gained in the class.

 Teacher creates an activity that requires genuine discussion among students, stepping aside when appropriate to allow them to share their thoughts.

 Students assume considerable responsibility for the success of the text discussion, initiating topics and building on each other's ideas.

 Teacher builds on prior student text exploration and leads a whole class discussion among students.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Teacher's purpose for the lesson or unit is clear, including where it is situated within broader learning. (This is day 2 of a process that describes, analyzes, interprets, and evaluates the art...

 Teacher's purpose for the lesson or unit is clear, including how the learning will be achieved.