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Common Core: Standard
Common Core: ELA
Common Core: Math
Topic: Teacher/Leader Effectiveness
58 Results

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

 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.

 The teacher's procedures for calling the students to attention and transitioning occur smoothly, with little loss of instructional time.

 Teacher's grouping results in small group work being well organized.

 Teacherstudent interactions are friendly and demonstrate general caring and respect. Teacher patiently helps out with technical issues and students wait quietly for his assistance where necessary.

 Transitions occur smoothly, with little loss of instructional time, as students connect with each other without having to be put into groups.

 Transitions occur smoothly, with little loss of instructional time due to clear directions.

 The transition occurs smoothly, with little loss of instructional time.

 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.

 Teacher's purpose for the lesson or unit is clear, including a discussion of how the learning will take place.

 Teacher provides clear directions for the writing and gives students time to respond.

 Teacher's directions are clear to students and connect to prior work.

 Teacher's directions are clearly stated and the question in posted.

 Teacher's procedures are clearly posted for the students.

 Teacher directions and procedures are clear to students. Teacher adjusts explanations to meet student needs.

 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.

 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.