Standard 3

The teacher implements instruction that strongly aligns with district curriculum map or pacing guides or with state curriculum guidelines throughout almost all of the learning experience.

In the classroom, this might look like:

• Teacher strongly aligns almost all learning experiences with learning standards
• Teacher discusses alignment of activities and standards with students
• Teacher is able to evaluate the appropriateness of a curriculum

In the teacher professional development plan, teacher PD explicitly focuses on and fully aligns with building or district goals/priorities.

In the unit of instruction, unit objectives are all clearly aligned with the BOE-approved content standards and curriculum. All instructional elements of the UOI directly link to the unit objectives and the number of elements is sufficient to fully determine linkage.

The teacher is able to appropriately meet the instructional objectives of a lesson through the selection and use of different instructional strategies in order to meet the needs of a variety of diverse learners. This indicator is not observable in the classroom visit.

In the teacher professional development plan, teacher explicitly, fully discusses methods to improve ability to use instructional practices to meet the varied needs of diverse learners.

In the unit of instruction, the teacher includes instructional strategies that are clear, thoughtful, and detailed for differentiated instruction appropriate for diverse learners present in the classroom.

• All students use the learning target and performance of understanding to re-adjust or set clear goals
• Teacher places a strong emphasis on students’ self-direction and ownership of learning
• Goals set by students are evident in materials or in the room (e.g., posted on the wall)
• Student goals refer to understanding rather than just grades or scores
• Teachers and students set goals that are both short- and long-term (e.g., unit, quarter, semester)
• Students engage in self-reflection regarding goal attainment
• Teacher may instruct students on successful goals setting (e.g., goals should be specific, challenging, but reasonable and further defined by sub-goals)

In the unit of instruction, there is a strong, clear process in which the teacher leads students in effective self-reflection about their personal goals regarding the unit objectives and evidence is provided.

The teacher is able to appropriately meet the instructional objectives of a lesson through the selection and use of different instructional strategies in order to meet the needs of a variety of diverse learners. This indicator is not observable in the classroom visit.