Contextual Factors

Learning Goals / Justification
The teacher sets significant, challenging, varied and appropriate learning goals.

Assessment Plan / Analysis of Pre-assessment Data
The teacher candidate will recognize that there are multiple assessment approaches that must be aligned with learning goals to assess student learning before, during and after instruction. An attempt is made by the teacher candidate to design student assessments.

Motivation for Learning / Activities:
The teacher candidate designs instruction for specific learning goals, individual student characteristics, and learning contexts

	1 Indicator Not Met	2 Indicator Partially Met	3 Indicator Met	4 Indicator Exceeded
Has the author described what they would do to motivate student learning? Has the relevance of the learning goals to the everyday lives of students been established? Have the learning goals been connected to the sequence of the curriculum? Have all the relevant materials or technology been listed?	Few activities are explicitly linked to learning goals; content is inaccurate, illogical sequence, used one instructional strategy. Example	Most activities are explicitly linked to learning goals. Most content is accurate. Lesson has logical sequence, but contains over-reliance on one instructional strategy Example	All activities are explicitly linked to learning goals. All content is accurate. Lesson has logical sequence, and contains a variety of instructional strategies. Example	Activities and content of the lesson demonstrate unusual creativity, flexible use of many instructional strategies, and a rare understanding of how authentic tasks support student learning.

Instructional Decision Making:
The teacher analyzes student learning to make instructional decisions

	1 Indicator Not Met	2 Indicator Partially Met	3 Indicator Met	4 Indicator Exceeded
Has the author described student responses thoroughly and in sufficient detail? Has the author utilized specific examples to describe student responses? Has the author described how they will adjust their second lesson? Are the adjustments based on the description of student responses?	Little description and no specific examples of student responses.  Adjustments to the lesson are inappropriate, unconnected to student responses or are not likely to lead to student learning. Example	Some description of student responses but few or no specific examples are given.   Adjustments to the lesson are either not based on student responses or are not likely to lead to student learning. Example	Well-developed description of student responses with multiple examples given.  Instructional decisions are based on student responses, are appropriate, and are likely to lead to student learning. Example	Unusual insight accompanies a rich description of student responses with multiple examples given.  Instructional decisions are based on student responses, are likely to lead to student learning, and demonstrate advanced understanding.

Analysis of Student Learning:
The teacher candidate uses assessment data to profile student learning and communicate information about student progress and achievement.

	1 Indicator Not Met	2 Indicator Partially Met	3 Indicator Met	4 Indicator Exceeded
Was the assessment plan carried out as described, i.e. has data been reported for all assessments listed n the assessment plan?  Have all claims about student learning been supported with observable data (e.g. student writing, test results, specific student comments, or observed student performance) in the form of specific examples?  Has the author discussed whether or not the learning goals have been met? Has the author explained why the learning goals have or have not been met? Has achievement data been reported for the individual students?	Little or no specific data or examples of student learning are reported.  There is little follow through on the assessment plan. The discussion is too brief, draws questionable conclusions without presenting evidence, and does not address the learning goals. Example	Little specific data or examples of student learning are reported.  There is partial follow through on the assessment plan. The discussion draws conclusions without presenting evidence or by relying on limited evidence, and does not address the learning goals. Example	Well-developed presentation of specific data and/or multiple examples of student learning are reported. The entire assessment plan is carried out and reported. The discussion draws appropriate conclusions based on multiple sources of evidence. Example	Unusual insight accompanies a rich presentation of specific data and/or multiple examples of student learning. The discussion draws conclusions of uncommon insight based on multiple sources of evidence.

Reflection and Self Evaluation:
The teacher candidate analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

	1 Indicator Not Met	2 Indicator Partially Met	3 Indicator Met	4 Indicator Exceeded
Has the author identified the strategies that s/he believes contributed most to student learning? Has the author described whether or the adjustments described in Instructional Decision-Making were successful or not? Has the author discussed what s/he could do differently or better in the future to improve their students' performance? Has the author described two areas of professional growth? Has the author identified two professional growth activities?	Does not to link student learning to teacher behaviors.  Does not provide a rationale for the success or failure of lesson adjustments.  Few or no ideas for future improvements, professional growth, or professional growth activities.  Example	Identifies successful and unsuccessful activities and makes some connections between student learning and teacher behaviors.  Offers a brief rationale for lesson adjustments.  Has a few ideas for improvement or professional growth but these are not connected to this teaching experience and thus do not appear to be a consequence of reflective practice. Example	Identifies successful and unsuccessful activities and makes strong connections between student learning and teacher behaviors.  Offers an in depth and thoughtful rationale for lesson adjustments based on best practice.  The ideas for improvement or professional growth are clearly connected to this teaching experience and are likely to have an impact on student achievement. Example	Identifies successful and unsuccessful activities and makes strong connections between student learning and teacher behaviors.  Offers an uncommonly thoughtful rationale for lesson adjustments based on best practice and learning theory. The ideas for improvement or professional growth are clearly connected to this teaching experience, are highly appropriate, and are likely to have an impact on student achievement.