Teacher delivers content at a level of rigor that challenges students, cognitively engages them,

Teaching intentionally uses all time for learning, and personalizes instruction.

Indicators Ineffective Developing Effective Exemplary

Instructional Rigor:
Teacher communicates
measurable learning goals and
delivers content that is challenging
to each student and gives them
opportunities to engage in higher
order thinking processes, so that
they may interact with the content
in a deep and meaningful way.
A) Teacher does not
communicate the lesson
objective for the students.
B) Teacher questioning and
assignments reflect a lack of
rigor (i.e., basic recall of
knowledge, single word
responses, etc.).
C) Teacher incorporates the use
of academic vocabulary.
D) Teacher clearly
communicates (verbally or in
writing) lesson objectives for
students.
E) Teacher questioning and
assignments reflect an attempt at
rigor; however, opportunities for
students to engage with content
using higher order thinking
processes are missed.
F) Students are able to articulate I) Teacher requires students to
the learning objective and how engage in elaborated
activities align. communication (written or verbal)
and/or to process new
G) Teacher identifies for students
information and draw inferences
critical information in the lesson
from the new content.
and links it to previously learned
content. J) Students connect lessons,
content, and content application
H) Teacher scaffolds content in
with other disciplines, real-world
the right amount and complexity
experiences and/or abstract
for student processing.
concepts.

Evidence Look-fors: ‘I can’ statements incorporated throughout instruction, objectives stated and written, use of engagement strategies (T/P/S, cooperative learning
techniques, etc.), use of graphic organizers, relevant/ real-world application, use of higher order thinking questions, use of accountable talk, math talk incorporated, DEICER used,
student-centered instruction, hands-on activities, meaningful writing (writing to learn), connection to state accountability (PARCC like questions, constructed responses, etc.),
students can articulate learning objective/ ‘I can’, students self-monitor progress, high engagement, excitement for learning, appropriate instructional level, scaffold learning,
provides correctives/extensions/differentiation, etc., opportunities for students to problem solve, persevere, and reason, opportunities for productive struggle, opportunities to
explain strategies and thinking

Red Flags: no connection to objective or ‘I can’ statement, teacher answering own questions, teacher does all of the thinking work, teaching above or below student level,
inappropriate pacing, one style of teaching, heavy emphasis on basic recall questions, no lesson plans, etc.

Cognitive Engagement:
Teacher uses effective instructional
strategies to cognitively engage
students; creating student
ownership for their learning.
A) Teacher does not effectively B) Teacher provides complex, C) Teacher assures students D) Students self-regulate their
use instructional strategies to cognitive learning opportunities give continuous, engaged learning and remain engaged
cognitively engage students. in an attempt to engage all attention to complex, cognitive and focused on the learning
students. learning opportunities. tasks.

Evidence Look-fors: 100% participation, use of hook, whole-brain teaching used (gestures, movement, response cards, 4 corners, singing, etc.), use of manipulatives,
workshop/ centers, sets a schedule, meets student learning styles and needs, cooperative learning strategies, accountable talk, SLANT/ CHAMPs utilized, rubric used to guide
student work, use of work samples, stretching student thinking, open-ended questioning to provide an entry point for all learners, project-based learning, use of visual
representations, etc.

Red Flags: teacher answering own questions, teacher does all of the thinking work, students are passive learners, one style of teaching, heavy emphasis on basic recall
questions, students are allowed to “opt out” of instruction, etc.
A) Teacher does not pace B) Teacher uses time adequately C) Teacher intentionally uses all D) Students demonstrate an
Use of Time: activities or lessons in a way to deliver lesson content, time for learning through an urgency and sustained energy
Teacher demonstrates urgency for that maximizes learning. however, students lack the effective balance of content for learning throughout the
learning by pacing lesson delivery appropriate amount of time to delivery and activities such that lesson.
and activities in a way that process their learning and do not students are able to process
maximizes the use of time and remain engaged. their learning through
creates a balance between opportunities to think, speak, and
instruction and opportunities for write for the entire lesson.
student processing.

Evidence Look-fors: starts/ ends lessons on time, smooth and efficient transitions, teacher prepared for instruction (plans, materials, transitions, pacing, etc.), all students
engaged, teacher and students think, talk and write throughout lesson, no lost instructional time (bell-to-bell teaching), effective use of instructional strategies (T/P/S, vote with
feet, hand signals, response cards, summary frames, etc.), use of gradual release (ELA), modeling with think-aloud, provides appropriate wait time, utilizes cold call effectively,
students self-monitor engagement, use of timing aids, students actively involved in lesson, use of student jobs/ leaders, real-world application, etc., student talk is greater than
teacher talk, collaborative problem-solving, posing meaningful problems

Red Flags: no processing time, students lack energy to sustain learning, students not allowed to talk with peers, students are allowed to “opt out” of instruction, students not
writing to learn, teacher owns learning, etc.
Personalized Instruction: A) Teacher does not preplan or B) Teacher provides supporting C) Teacher assures that all D) Teacher
provides for each
provide opportunities for activities to accommodate preplanned extensions or student’s needs as instruction Teacher uses preplanned corrections and
extensions. student needs for corrections correction opportunities include flows between whole group,
corrections and extensions in a and extensions. explicit instruction, the small group, and individual whole group, small group and appropriate level of
challenge, support. individualized setting, to address active engagement, and
deficit, grade level or advanced feedback. E) Teacher makes adjustments
learning needs. to instruction during the lesson
to meet the needs of
students.
Evidence Look-fors: formative assessments drive instruction, immediate feedback with action steps between teacher and student, uses manipulatives, extensions and
corrections utilized, re-teaching when needed, plans include what students know/ don’t know and adjustments, clear directions, scaffolding instruction based on need,
differentiation on a variety of levels using learning styles and needs, teachable moments capitalized, systematic progress monitoring, pre-assessments utilized to drive instruction,
technology driven, interventionists utilized appropriately, plans for interventionists meet student needs, use of videos or kid talk, O3 with students, incorporates individual student
plans (IEP, ELL, 504, etc.), students monitor and track own growth, etc.

Red Flags: one-size fits all approach, lack of data use/ tracking, no corrections or extensions, fixed grouping, unaware of student individual needs, neglecting individual student
plans (IEP, ELL, 504, etc.), excessive use of worksheets, excessive use of whole-group instruction, avoidance of written and/or verbal feedback, etc.