The teacher demonstrates through classroom-based instruction that she/he understands the principles of designing units of instruction and individual lessons, all of which are standards-based, comprehensive, sequential, rigorous, and structured to produce measurable outcomes indicative of growth in knowledge and skills by diverse learners.
| Components of Standard I-B | DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| I-B-1: Lesson and Unit Structure |
Plans individual lessons rather than units of instruction. Designs lessons or units with no clearly defined structure, in which activities do not follow an organized progression and time allocations are unrealistic. | Designs some lessons and units of instruction that are structured and sequential, but does not do so consistently and in a manner that will deliver the anticipated course of instruction during the allotted time period. | Consistently develops well-structured lessons and units that present material in an organized progression and that enable students to experience the complete course of instruction within the allotted time period. | Consistently designs integrated units of instruction that present material in an organized progression and that enable students to experience a complete and coherent course of instruction within the allotted time period. Is able to model this component for other teachers. |
| I-B-2: Planning for Instruction | Never or infrequently develops lessons with appropriate student engagement strategies, activities, materials, resources, and/or grouping to achieve the intended measurable objective or to meet the needs of the students in the class. | Sometimes develops lessons with appropriate student engagement strategies, activities, materials, resources, and/or grouping to achieve the intended measurable objective or to meet the needs of the students in the class, and is aware of the steps to take to plan such lessons. | Frequently develops lessons with appropriate student engagement strategies, language development tools, activities, materials, resources, and/or grouping to achieve the intended measurable objective and/or to meet the needs of the students in the class. Routinely makes content available to English language learners and supports their development of English proficiency. | Consistently develops lessons with appropriate student engagement strategies, language development tools, activities, materials, resources, and/or grouping to achieve the intended measurable objective or to meet the needs of the students in the class. Consistently makes content available to English language learners and supports their development of English proficiency. Routinely seeks community involvement in support of English language learners. Is able to model this component for other teachers. |
| I-B-3: Content-Related Pedagogy and Learning Activities Suitable for Diverse Learners | Designs instructional activities that rely mostly on lower-level thinking skills, are not based on an assessment of student needs, and lack measurable outcomes related to the content matter. | Designs some instructional activities that rely on higher-level thinking skills, are based on an assessment of student needs, and/or are meant to attain measurable outcomes related to the content matter. Does not make accommodations to enable some diverse learners to master the content matter. | Designs most instructional activities to elicit higher-level thinking skills through challenging tasks, to reflect an assessment of student needs, and to attain measurable outcomes related to the content matter. Routinely makes accommodations to enable diverse learners to master the content matter. | Consistently designs instructional activities to elicit higher-level thinking skills, to reflect an assessment of student needs, and to attain measurable outcomes related to the content matter. Consistently makes accommodations or provides alternate pathways to enable all types of diverse learners to master the content matter. Is able to model this component for others teachers. |
| I-B-4: District, State, and National Standards | Never or infrequently designs lessons and activities that will enable students to develop the knowledge and skills defined in District, state, and/or national standards. Does not incorporate research-based instructional strategies. | Designs some lessons and activities that will enable students to develop the knowledge and skills defined in District, state and/or national standards. Sometimes incorporates research-based instructional strategies. | Regularly designs rigorous and challenging lessons, incorporating research-based strategies, that will enable students to develop the knowledge and skills defined in District, state and/or national standards. | Consistently and effectively designs rigorous and challenging lessons, incorporating research-based strategies, that will enable students to learn and apply the knowledge and skills defined in District, state and/or national standards. Is able to model this component for others teachers. |
