Narrative for MAT ESOL Online Instructional Practice

Cynthia Mallard

Georgia State University
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3a. Each daily lesson was crafted with the intention that the lesson be culturally and linguistically relevant for students learning.  The environment created for learning was surrounded by input from students, their families and teachers that reach my ELLs every day. Our students during this time in society were met with political adversity that I took the opportunity to address and make a lesson of.  For this  3(a) standard I wanted to be intentionally  be open about the topic of government  ICE raids that affected the majority of my students.  I used the lesson of Freedom in the content of social studies to discuss government and the idea of freedom. 
3b.  Student-centered lessons planned and used the best interactive approaches.  During this social studies lesson on Freedom I allowed students voice their feeling on what freedom means.  Each student was able to collaborate and ask each other what freedom meant to them.  Students  moved the lesson along themselves because they were engaged in how it seems their freedoms were in jeopardy. 

3c.  Instructional material about freedom was selected.  I use strategically planned hook or spark material that  drove home freedom and captivity in one of my videos.  One of my videos I selected to use was heart wrenching.  I made the  decision to change the spark material as I thought it may adversely affect students state of mind in the wake of ICE raids happening around my students neighborhoods every day.
3d. Our social studies lesson was based on my belief that in America we live for freedom.  Freedom is one of our truths along with English is this country. I consulted mentor teachers, university coaches  and social studies teachers who all believed that the subject would not only engage students, but cause them to take a deeper dive in all aspects of learning in their lives.

 
3e. My digital resources include chrome books and access to school technology application google classroom. Students were able to access google forms that allowed them access to materials to answer questions and view learning materials.  Learning materials ranged from social studies videos on symbols of freedom to narratives that followed characters searching for freedom. 

4a. In teacher effectiveness in using multiple representations  and explanations to capture key ideas, I was able to witness and apply several norm and criterion based assessments which included assisting with Access testing of our ELLS.  I was able to help students prepare for testing in creating lessons that focused them to speak for 30 seconds or more, to write a story from a picture narrative, to listen and be able to retell a story and to practice reading from repeated reading drills and read alouds. 

4b. Students wer administered formative and summative assessments.   I wanted students to understand this topic of freedom from a diverse perspective.  Formative assessments included students’ answers to questions about the freedoms they enjoy at home or on an everyday basis. Summative assessments in this lesson allowed students to complete an essay on freedom and what it means to them. 

4c. For state approved and standardized assessments I was able to provide accommodations appropriate for ELLs by providing headphones,  text to speech accommodations, extended time for students  and making sure the testing environment was appropriate for each ELL meaning assessing if an individual  or small group setting was appropriate. 

4d. English language proficiency assessments allowed me to assess where many of my ELLs were in their development in reading, writing, speaking and listening.  In my 8th grade ESOL class, I had 3 students who tested at 1 for entering. For them it was mandatory according to WIDA that I provide visual support.  Access testing allowed me to classify some as expanding at a 4, developing at a 3, or an emerging ELL at a proficiency level of 2. 

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6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

    In our freedom lessons students were assessed formatively by pointing to or identifying symbols of freedom they saw in the classroom.  Summatively students were able to use \their chrome books to research symbols of freedom and what they meant in the history of America. 

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
   Assessments for this lesson used learned vocabualary that had to be used in their narratives about freedom and their lives. 
   

6(c) The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
   My co-teacher on our freedom narratives monitored students’ writing and understanding to see if they used vocabulary correct in the lesson.   I also used peer review in assessments.  Students read their final summative assignments aloud and let their peers assess if vocabulary and context were correct. 

6(d) The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
TESOL see 6c.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
   Students in all lessons have equal access to learning the materials.  I provide different modalities in which students may acquire the knowledge and demonstrate their knowledge. They may write what they have learned, voice what they have learned, point out what they have learned, or act out what they have learned. 

6(f) The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
TESOL see 6c. 

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
   Students during a lesson always use differentiated methods of learning.  Some students may use learning materials on their digital devices. Other students may use printed handout assignment in English and their native tongue.  Some students are given on visual materials  printed and digital.  Some students may use captions on tech video. 

6(h) The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodation in assessments or testing conditions, especially for learners with disabilities and language learning needs.
TESOL see 4c.

6(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners.
TESOL see 6g.

6(j) The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.
TESOL see 4b. 

6(k) The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

   In my lessons I focused on reading, writing, speaking and listening.  For reading I used artificial intelligence read a longs to help in fluency.  In writing and speaking I used Quizziz application for building vocabulary.  For listening I used YouTube shorts of narratives. 

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6(l) The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.

   One lesson students were lost. I stopped the lesson to ask students did they understand the material.  At this moment I took the opportunity to reteach the lesson and implement a different formative assessment as we went along in the lesson. We were identifying what quilt symbols meant to Black people fleeing slavery.  For each symbol that was used I needed to stop and talk about them individually so students could grasp what the symbols indicated. 

6(m) The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.
TESOL see 6(n)

6(n) The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
   Positive feedback set my students on a path to success.  I chose direct and indirect feedback for most of our lessons.  I found repeating students’ errors and letting them self-monitor worked well. Positive feedback gave my students the confidence they needed. 

6(o) The teacher knows when and how to evaluate and report learner progress against standards.
   Each lesson when planning I write out my language objectives along with my content objectives.  My content objectives may be objectives in English language arts, social students, math or science.    I use the Georgia Department of standards along with my WIDA proficiency levels. 

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6(p) The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.

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7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards and are relevant to learners.
TESOL see 6o

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7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
TESOL see 4b and 4c.

7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
   Students have multiple ways of demonstrating knowledge and skills. Student can show skills in read alouds, varying task, students can write while other verbalized, some may do short answer while other may put together a project of visuals. 

7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique
learning needs.
   TESOL see 7m.

7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.
   TESOL see 7g. 

7(g) The teacher understands content and content standards and how these are organized in the curriculum.
   Curriculum is organized and followed in my school according to the Georgia Department of Education standards for K through 12. 

7(h) The teacher understands how integrating cross disciplinary skills in instruction engages learners purposefully in applying content knowledge.
   Students really benefit from integrating skills across content areas.  They are better prepared for the real world. They understand problem solving developing their critical thinking. They improve in communicating, research, collaboration, motivation and creation. 

7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how this impact ongoing planning.
   In my classroom I strictly adhere to our learning theories.  I am constantly thinking of our theories of behaviorism and cognitivism.  Learning to me is a collaborative process.  I’ve seen students reflect on their experiences and it unlocks the door to more learning.  Their uniqueness or cultural diversity drives my planning. 

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7(j) The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
   TESOL see 7k.

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7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.

   I use explicit instruction most times.   I involve modeling, some guided practice along with various feedback.  I have assessed students in the beginning of year to know their identity and their family matters to them in everything, even in classroom.   I am using formative and summative assessments to make sure I accurately place and grade students. In technology I adhere to the framework provided by the ISTE that guides teachers using technology.
   

7(l) The teacher knows when and how to adjust plans based on assessment information and learner responses.
   TESOL see 6o

7(m) The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
   Educating a student in my classroom is addressing the whole child. This means I consider everyone and everything that touches a child or that makes up his or her world.  I have a direct relationship with parents, community organizations, specialist and any other resources that is needed by student. 

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of
individuals and groups of learners.
TESOL see 8h.

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8(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
TESOL see 8h.

8(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.
TESOL see 3a. 

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
   My classroom is student centered. I allow students to give me their knowledge.  I might scaffold them, but I tend to let them create the knowledge from the materials they are using.  Sometimes I assume the role of student while they give their insights on a lesson. 

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8(e) The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.

   My students are very diverse in how they learn.  Students are allowed to verbalize answers to questions.  Students may act out answers. Students may write out their responses. Students are also allowed to convey what they are thinking through pictures. 

8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes.
TESOL see 

8(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
TESOL see 6g.

8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

   I employed several instruction strategies to support ELLs in their language domains.  I used pre-teaching. I allowed the wait time strategy.  I employed think-pair-share strategy that I came to really depend on.  Students’ output was so much more profound after they had consulted with peers.

8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

   Students prompted for background knowledge in each lesson. I ask students before introducing vocabulary or our hook for the day what they might know about a particular topic.  Pertaining to the subject of freedom, students’ knowledge was stimulated when asked what things they couldn’t do as it relates to freedom. 

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References
Alvermann, D. E., Phelps, S. F., & Ridgeway, V. G. (2007). Content reading and literacy: Succeeding in today’s diverse classrooms. Pearson/Allyn & Bacon, 72.
Leslie, L., & Caldwell, J. S. (2020). Qualitative Reading Inventory [rental Edition]. Pearson.
Proven tools and support to help educators and multilingual learners succeed. WIDA. (n.d.). https://wida.wisc.edu/
Muhammad, G. (2021). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
Young, C., Paige, D., & Rasinski, T. V. (2022). Artfully teaching the science of reading. Routledge.

Every website has a story, and your visitors want to hear yours. 

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Learning and Assessment Plan

Mode of Instruction: Face to Face 

Curriculum Standards

GSE (Georgia Standards of Excellence), County, or National Content Curriculum Standard(s)

ISTE for Students Technology Standard

 

1. Copy the curriculum standard’s ID number and description here.

 

ELAGSE8W3 Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-structured event sequences.

 

ELAGSE8RI10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and

proficiently.

 

 

1. Copy the technology standard’s ID number and description here.

 

1.2.b. Online Interaction: Demonstrate empathetic, inclusive interactions online and use technology to responsibly contribute to their communities.

Learning Objective/Goal(s)

Assessment & Feedback

Learning Objectives & Historically Responsive Education (CHRE Pursuits)

Formative and/or Summative Assessment & Student Feedback

1. Write your learning objective/goal here.

 

Students are continuing to learn about  Black Heritage during this month of Black History.  Students will appreciate Black history

 

Students will learn about storytelling. Students will learn the components of storytelling through  methods that slaves used to gain freedom and tell stories.

 

Skills: Students are acquiring the skills and content of ELA and social studies.  Students are identifying methods used by enslaved Africans to pass on their heritage and history. Students are learning writing skills and about narratives.

 

•Intellect: Students will become more knowledgeable about diversity and the struggles of Black people to survive in an unfamiliar land.  

 

•Identities: The lesson will help students learn how each family or people passed their stories on to future generations much like they do with their heritage.  

 

Criticality: Students will explore criticality by examining how these methods allowed current day African Americans survival. 

 

•Joy: The lesson will bring students joy in realizing how stories are told in different ways. They can be told through pictures, writing or speaking.

1. Write the lesson’s formative and/or summative assessment here.

• Formative:  Students will answer Google Form questions about storytelling through Slavery quilts

 

• Summative: Students will put together a paper quilt that demonstrates a story of a slave.

 

1. Write the lesson feedback students will receive.

 

• Students will show their quilts to class and retell the story.

 

Learning Activities

Introduction or Student Spark (10____Number of minutes)

Body (35____Number of minutes)

Closure (__10__Number of minutes)

1. What is the “hook” or engaging activity to activate student thinking?

2. Describe the plan to capture student interest and excitement for learning.

3. How will you and your students determine and leverage students’ prior knowledge?

 

Teachers will pose a series of questions about Storytelling to invoke prior knowledge.

 

Questions include:

 

What is a story?

Why do we tell stories?

What is included in a story?

Do people tell stories about themselves? About their lives? About their experiences.

What a story you have heard recently?

 

Students will respond with their prior knowledge

 

Instructor will preface hook video about storytelling in the African American community focusing on the storytelling of slaves through quilting.

 

https://youtu.be/0wZXttWkaZo?si=2lBHLTKRNOYlWlxy

 

 

1. Describe in detail the consecutive steps of the lesson that will enact the learning objective. What will students be doing and what will the teacher be doing?

2. Describe in detail the transition plan(s) between class activities.

 

The instructor will continue to introduce vocabulary and concept words:

 

Storytelling(narracion de cuentos):  the art or practice of Telling or writing about series of events.

 

Narrative(narativo): Spoken or written story

 

Fiction(ficcion)/ elements of fiction: Story that is not true. Did not happen or made up.

 

Non-Fiction( no ficcion/elements of nonfiction: writing about true or real events

 

 

Teachers will ask students after watching video material will contemplate the story of slaves and methods used to gain freedom from slavery.

 

• Teacher will pose questions to students in google forms

 

• Why is storytelling important according to our reference videos about Black people during slavery?

 

• What is fiction?

 

• What is non fiction

 

• Why were quilts important to Black people during times of slavery?

1. Explain how students will demonstrate knowledge or understanding of the learning objectives for this lesson.

 

• Students will write a quilt story

 

• Students will create their own story quilts using construction paper, glue, markers or pencils

• 1st square: Draw How many people in story and what it looks like at their current place.

 

• 2nd square: Draw something they see on way to freedom…church, house, store, cows,

 

• 3rd square: Draw What does the outside look like?  If inside what are they doing inside….eating at table, praying etc

 

• 4th square: Draw the destination. Draw a different place that shows where they went to freedom.

 

 

1. What are next steps for the students and the teacher to prepare for the next class session/learning objective?

 

• Students will present their quit stories orally to class in the next days classes.

Differentiation

1. Write the differentiation strategy for the introduction here.

• Students will read captions of quilt story

• Students will listen to quilt story

  1. Write the differentiation strategy for the body here.

• Students can write their answers on a piece of paper

• Students can use sentence frames to complete assignment

  1. Write the differentiation strategy for the conclusion here.

• Students can do a theatrical act loud their quilt story

• Students can choose just to orally talk about their quilt story

Modification & Accommodation

1. Write the modification/accommodation strategy for the introduction here.

2. Students can use headphones

3. Teacher Students multilingual captions on videos

   1. Write the modification/accommodation strategy for the body here.

4. Teacher and students can use sentence frames to scaffold students thinking depending on  the English proficiency.

5. vii.         Teacher will use handout or worksheet in multiple language as determined by student language needs.

6. viii.        Speech to text

   1. Write the modification/accommodation strategy for the closure here.

7. Students will be able to answer  in their native tongue for those entering

 

Facilitation & Safety

1. Write the following components of the classroom facilitation and operation here:

 

•             Classroom Norms: I like to begin my classes with a social emotional learning affirmation giving students a chance to weigh in on what it means.

 

•             Students follow a written contract of teacher and student rules that is signed by all parties. 

 

•             Agenda: Written on whiteboard every day. In class we are using Google classroom and Nearpod interchangeably

 

•             Transitions: I use tongue twisters that signal transition to the next task.

 

•             Additional Support: Students who are disengaged we involve our whole child support of extra targeted instruction, counselors, family etc.   Students that need more support are paired with other students, then one on one or small group.

 

•             Physical components: Desk are always facing each other either in a row or in a circle.  Desks turned toward each other foster collaboration

 

Classrooom rules remain on classroom wall.

 

 

References

Layered Texts and Other Learning Materials

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Video..Hook/spark: History news story of quilting in black community

 

https://youtu.be/0wZXttWkaZo?si=2lBHLTKRNOYlWlxy

 

Book-Hook/spark The Patchwork Path A Quilt Map to Freedom

https://www.youtube.com/watch?v=y4r-LEutmLk

 

Google form: Lesson on storytelling through the method of quilting.

https://docs.google.com/forms/d/10SfEX3FeAqV4d36ATvxaaeaCl-41m2hByiuafr79tOk/edit

 

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Research & Theory References

1. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.

2. Use APA formatting.

 

Georgia Department

https://www.georgiastandards.org/Georgia-Standards/Documents/ELA-Standards-Grades-6-8.pdf

 

 

ISTE Technology Standard

https://iste.org/standards/students

 

Muhammad, G (2020). Cultivating Genius: An Equity Framework for Culturally and Responsive Literacy

 

Muhammad, G.( 2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning

 

Wright, W. E. (2019) Foundations for Teaching English Language Learners

Research, Theory, Policy, and Practice(3rd ed.) Philadelphia Caslon Publishing

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Feedback/Performance Instrument

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Teacher Intern:  Cynthia Mallard                                     Observer:  Dr. Kimothy Jarrett                   Date:  2/26/2025

School:  Young Middle School           Subject/Lesson Topic:  ESOL/Access testing prep         Grade Level:  8th

Directions: This rubric is aligned to INTASC and TAPS Standards. The first page provides an opportunity for an overall summary of Observed Strengths/Improvement/Comments.  In the feedback section, please write specific evidence and/or comments observed for each indicator throughout the lesson.  The Rubric is included for reference. Mentor Teachers may use this rubric to observe and provide regular feedback; University Coaches use this rubric to observe, provide feedback, and enter observation scores on the electronic rubric via iCollege.  The Teacher Intern should scan the handwritten documents, or upload word-processed copies of each observation to iCollege along with the Pre/Post Observation Protocol.

 

 

Observed Strengths:  During the debrief, Ms. Mallard stated she believed the family story activity was important and the students seemed to relate to the focus on narratives.  The activity connected the school’s Black History focus to a standard they  need to be able to master.  The students were willing to share their family stories with their peers.  They were provided an opportunity to practice their English speaking skills as a part of the lesson.  Ms. Mallard has created a safe classroom environment for them to feel free to speak in front of the class.

 

Suggestions for Improvement:  Ms. Mallard notes she needed to be more intentional in teaching the background of the quilt codes to help the students understand their significance.  As she was monitoring their writing, she saw they were having trouble understanding the meaning of the quilt codes.  She stopped them and redirected them to the video and played it again with more explanation.  This allowed the students to answer the questions and understand the significance of the quilt.  She used evidence gained from her monitoring to make the change that aided student understanding.

 

A suggestion was shared to have students use a microphone when presenting to the class.  Presenters were speaking very low and classmates could not hear them to be able to ask questions or connect with their family story. 

 

Overall Comments:  Ms. Mallard shared the students will be making a paper quilt using their family story to share with the class.  This will connect the Black History quilt code to their own personal story.  She shared her personal family story to model for the students.

 

3/1/2025

Observer’s Signature

 

 

Cynthia Mallard 3-1-2025

                                                                                                                                                                                  

Teacher Intern Signature

 

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INDICATOR

Observation Notes

PROFESSIONAL KNOWLEDGE

1-PK: Knowledge of the Learner & Identity Development

-Black History focus – reviewing narrative writing

-PT reviewed academic vocabulary (also in Spanish); storytelling, narrative, fiction, non-fiction

(students repeated the words aloud)

-‘Why do we tell stories? To communicate’

-video on quilt codes – reviewed and recapped the video

-PT shared personal story

2-PK: Content Knowledge

3-PK: Academic Language

4-PK: Pedagogical Content Knowledge

5-PK: Community, Criticality, & Joy

Instructional Delivery

1-ID: Learner Engagement

-PT calling on students to respond to review questions

-video on quilts codes used to lead enslaved people to freedom

-vocab in Spanish

-students respond on a Google form and submit

-student choice on the family story and whether to share aloud

2-ID: Use of Technology

3-ID: Differentiation/Universal Design for Learning (UDL)

Assessment of AND for Learning

1-AL: Assessment for Learning

-PT monitoring students during work session; ‘I like what you said but…’; Absolutely’

-PT stopped student writing to clarify the significance of the codes on the quilt – student confusion and wrong answers on the questions; made connections to SS and Black History to help them understand

-Student volunteers to share their question responses and their family stories

2-AL: Provides / Models Feedback

Learning Environment

1-LE: Positive Learning Environment

-PT begins the class with affirmations ‘I have a special talent’; tongue twisters to practice enunciation in English

-class decorated with student pictures, flags, different areas for reading nooks

-PT participating in spirit week with dress of the decades

-shared personal family story as an example for the students

-students willing to share their stories

2-LE: Classroom Facilitation

3-LE: *Classroom Safety

STRENGTHS:

 

 

AREAS FOR IMPROVEMENT:

STRATEGY:

 

See Summary Page

 

INDICATOR

Advanced

Proficient

Developing

Insufficient

PROFESSIONAL KNOWLEDGE

1-PK

Knowledge of the Learner & Identity Development:

Builds upon learners’ existing academic, developmental, linguistic, personal, cultural/community strengths, needs, and experiences.

(Including, but not limited to, race, ethnicity, language, religion, socioeconomic status, gender, sexual orientation/expression, national origin, and/or exceptionality.)

Maximizes learner’s prior knowledge by integrating lesson objectives with learners’ academic, personal, developmental, linguistic, AND cultural/community strengths, needs, AND experiences.

Uses learner’s prior knowledge by integrating lesson objectives with learners’ academic, personal, developmental, AND linguistic, AND/OR cultural/community strengths, needs, AND/OR experiences.

Uses learner’s prior knowledge by integrating lesson objectives with learners’ academic, personal, developmental, OR linguistic, cultural/community strengths, needs, OR experiences.

Does not use learner’s prior knowledge by integrating lesson objectives with learners’ academic, personal, developmental, linguistic, OR cultural/community strengths, needs, OR experiences.

2-PK

Content Knowledge:

Demonstrates accurate and current content knowledge with a rationale for learning in the specified content area(s).

Demonstrates accurate AND current content knowledge with a rationale for learning in the specified content area(s).

Demonstrates accurate AND current content knowledge.

Demonstrates accurate content knowledge.

Demonstrates inaccurate OR outdated content knowledge.

3-PK

Academic Language:

Models and facilitates learners’ use of language supports to meet academic language demands to access content.

Models and facilitates the whole class/a small group AND individual learners in using language supports to meet academic language demands to access the content.

Models and facilitates the whole class/a small group of learners in using language supports to meet academic language demands to access the content.

Models by using language supports to present academic language demands to the whole class, to a small group, or to individuals.

Does not model using language supports to present academic language demands.

4-PK

Pedagogical Content Knowledge:

Develops learner conceptual understanding; anticipates and resolves learner misconceptions.

Develops learner acquisition of knowledge/skills AND conceptual understanding; AND anticipates AND resolves learner misconceptions.

Develops learner acquisition of knowledge/skills AND conceptual understanding; AND anticipates OR resolves learner misconceptions.

Develops learner acquisition of knowledge/skills.

Does not develop learner acquisition of knowledge/skills.

 

 

5-PK

Community, Criticality & Joy:

Provides students opportunities to explore local, national, or global cultures, communities, and/or real-world issues connected to criticality, identity, & joy.

Centers, throughout the lesson, local, national, global cultures, communities, and/or real-world issues connected to criticality, identity, and/or joy.

Centers, in parts of the lesson, local, national, global cultures, communities, and/or real-world issues connected to criticality, identity, and/or joy.

Mentions local, national, global cultures, communities, and/or real-world issues connected to criticality, identity, and/or joy.

Does not use local, national, global cultures, communities, and/or real-world issues connected to criticality, identity, and/or joy.

 

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INDICATOR

Advanced

Proficient

Developing

Insufficient

Instructional Delivery

1-ID

Learner Engagement:

Engages learners in active learning by developing higher order, critical/creative thinking through inquiry-based learning promoting diverse perspectives/experiences.

Engages learners in active learning by developing higher order, critical/creative thinking through inquiry-based student-centered learning AND promotes diverse perspectives/experiences.

Engages learners in active learning by developing higher order, critical/creative thinking through teacher-facilitated learning AND promotes diverse perspectives/experiences.

Directs learners to acquire knowledge AND skills through teacher-directed learning.

Directs learners to acquire knowledge OR skills through teacher-directed learning.

2-ID

Use of Technology:

Integrates technology to facilitate learning; involves learners in use of technology; provides rationale if technology is not used.

Uses appropriate technology to facilitate learning AND involves learners in innovative use of technology.

Use appropriate technology to facilitate learning AND involves learner in using technology.

Uses appropriate technology to support instruction (e.g., lesson plans, instructional materials, assessments).

Does not use technology to support instruction.

3-ID

Differentiation:

Provides appropriate accommodations and/or modifications for individual learners with various levels of language development, IEP, EIP, ELD, 504 plans; employs principles of Universal Design for Learning (UDL)/whole group differentiation and those who require remediation/extension of learning.

Provides appropriate accommodations and/or modifications for individual learners in the class with various levels of language development, IEP, EIP, 504, ELD plans; AND employs principles of UDL including students who require remediation/extension of learning.

Provides appropriate accommodations and/or modifications for individual learners in the class with various levels of language development, IEP, EIP, 504, ELD plans; AND employs principles of UDL.

Provides appropriate accommodations and/or modifications for individual learners in the class with various levels of language development, IEP, EIP, 504, ELD plans; does not employ principles of UDL.

Does not provide appropriate accommodations and/or modifications for individual learners in the class with various levels of language development, IEP, EIP, 504, ELD plans; does not employ principles of UDL.

 

 

Assessment of AND for Learning

1-AL

Assessment for Learning:

Uses assessment tools for both formative and summative purposes to facilitate learning and to adjust instruction.

Uses appropriate formative/summative assessment tools to document learners’ prior knowledge AND new learning to facilitate learning. Adjusts instruction for the whole class, groups of learners, and/or individuals.

Uses appropriate formative/summative assessment tools to document learners’ prior knowledge OR new learning to facilitate learning. Adjusts instruction for the whole class, groups of learners, and/or individuals.

Uses appropriate formative/summative assessment tools to document learners’ prior knowledge OR new learning to facilitate learning.

Uses inappropriate formative/summative assessment tools OR does not document learners’ prior knowledge or new learning to facilitate learning.

2-AL

Provides/Models Feedback:

Provides targeted feedback to learners; models use of feedback to address strengths, needs, and strategies for improvement/extension of learning.

Provides targeted feedback to learners AND models use of feedback to address strengths, needs, AND strategies for improvement / extension of learning.

Provides targeted feedback to learners AND models use of feedback to address strengths, needs, OR strategies for improvement / extension of learning.

Provides feedback to learners OR models use of feedback to address strengths, needs, OR strategies for improvement / extension of learning.

Provides superficial / insufficient feedback to learners AND does not model use of feedback to address strengths, needs, OR strategies for improvement / extension of learning.

 

 

INDICATOR

Advanced

Proficient

Developing

Insufficient

Learning Environment

1-LE

Positive Learning Environment: Promotes a positive and safe learning community.

Promotes a positive (trusting, caring, and respectful) and safe learning community: facilitates learners in self-regulation, positive student-student and teacher-student interactions; communicates and maintains high expectations; and establishes a physically safe space.

Promotes a positive (trusting, caring, and respectful) and safe learning community: facilitates learners in self-regulation and positive teacher-student interactions; communicates and maintains high expectations; and establishes a physically safe space.

Promotes a positive (trusting, caring, and respectful) and safe learning environment: facilitates positive teacher-student interactions; communicates and maintains high expectations; and establishes a physically safe space.

Promotes a learning environment that does not facilitate learners in self-regulation, or positive student-student or teacher-student interactions, does not communicate and maintain high expectations, AND/OR does not establish a physically safe space.

2-LE

Classroom Facilitation:

Maximizes learning by organizing classroom community expectations, time, space, and materials; by supporting student success with clear and accessible directions; and by responding to disruptions in an equitable, timely manner using appropriate verbal/non-verbal communication.

 

 

Maximizes learning by organizing classroom community expectations, time, space, AND materials; supports student success with clear and accessible directions; AND responds to disruptions in an equitable, timely manner using appropriate verbal/non-verbal communication.

Maximizes learning by organizing classroom community expectations, time, space, AND/OR materials; supports student success with clear and accessible directions; AND responds to disruptions in an equitable, timely manner using appropriate verbal/non-verbal communication.

Directs learning by organizing classroom community expectations, time, space, AND/OR materials; AND/OR supports student success with clear and accessible directions; AND/OR responds to disruptions using appropriate verbal/non-verbal communication.

Does not organize classroom community expectations, time, space, OR materials; AND does not support student success with clear and accessible directions; AND does not respond to disruptions using appropriate verbal/non-verbal communication.

3-LE

Classroom Safety:

Establishes and maintains a safe classroom environment

*(Science labs).

Enforces classroom, school AND community safety rules AND policies relevant to the content with written, visual, AND oral procedures.

Specific to science classrooms:  enforces required OSHA safety standards.

Enforces classroom, school AND/OR community safety rules AND/OR policies relevant to the content with written, visual, AND/OR oral procedures. Specific to science classrooms:  enforces required OSHA safety standards.

Enforces classroom, school OR community safety rules OR policies relevant to the content with written, visual, OR oral procedures. Specific to science classrooms:  enforces required OSHA safety standards.

Does not enforce, OR ineffectively enforces, classroom, school OR community safety rules OR policies relevant to the content with written, visual, OR oral procedures.  Specific to science classrooms:  enforces required OSHA safety standards.

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