Los Misto
Páginas: 11 (2708 palabras)
Publicado: 9 de diciembre de 2012
Administrator
Formal Observation Form Descriptors of Practice, Element Level Teacher Name: Administrator: School: Location: Observation # _________ EIN:________ Date:
Domain 1: Planning and Preparation - Component 1c: Establishing Instructional Outcomes Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element
Unsatisfactory Outcomes representlow expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning. Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment. Outcomes reflect only one type of learning and only one discipline or strand. Outcomes are not suitable forthe class, or are not based on any assessment of student needs. Basic Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning. Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment. Outcomes reflectseveral types of learning but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning. Proficient Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning. Distinguished All outcomes represent highexpectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.
Value and Sequence
Clarity
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viablemethods of assessment.
Balance Suitability for Diverse learners
Outcomes reflect several different types of learning and opportunities for coordination. Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Where appropriate, outcomes reflect several differenttypes of learning and opportunities for both coordination and integration. Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.
Evidence: • Value, Sequence, and alignment
• •
Clarity Balance Suitability for diverse learners The Danielson Group
www.danielsongroup.org
•
Copyright 2006, CharlotteDanielson, All rights reserved.
Page 1 of 8
Formal Observation Form Descriptors of Practice, Element Level Teacher Name: Administrator: School: Location:
Administrator
Observation # _________ EIN:________ Date:
Domain 1: Planning and Preparation – Component 1e: Designing Coherent Instruction Elements: Learning activities, Instructional materials and resources, Instructional groups,Lesson and unit structure
Element Unsatisfactory
Learning activities are not suitable to students or to instructional purposes,
Basic
Only some of the learning activities are suitable to students or to the instructional outcomes. Some represent a moderate cognitive challenge, but with no differentiation for different students.
Proficient
All of the learning activities are suitable tostudents or to the instructional outcomes, and most represent significant cognitive challenge, and with some differentiation for different groups of students.
Distinguished
Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity, and are differentiated, as appropriate, for...
Formal Observation Form Descriptors of Practice, Element Level Teacher Name: Administrator: School: Location: Observation # _________ EIN:________ Date:
Domain 1: Planning and Preparation - Component 1c: Establishing Instructional Outcomes Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element
Unsatisfactory Outcomes representlow expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning. Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment. Outcomes reflect only one type of learning and only one discipline or strand. Outcomes are not suitable forthe class, or are not based on any assessment of student needs. Basic Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning. Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment. Outcomes reflectseveral types of learning but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning. Proficient Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning. Distinguished All outcomes represent highexpectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.
Value and Sequence
Clarity
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viablemethods of assessment.
Balance Suitability for Diverse learners
Outcomes reflect several different types of learning and opportunities for coordination. Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Where appropriate, outcomes reflect several differenttypes of learning and opportunities for both coordination and integration. Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.
Evidence: • Value, Sequence, and alignment
• •
Clarity Balance Suitability for diverse learners The Danielson Group
www.danielsongroup.org
•
Copyright 2006, CharlotteDanielson, All rights reserved.
Page 1 of 8
Formal Observation Form Descriptors of Practice, Element Level Teacher Name: Administrator: School: Location:
Administrator
Observation # _________ EIN:________ Date:
Domain 1: Planning and Preparation – Component 1e: Designing Coherent Instruction Elements: Learning activities, Instructional materials and resources, Instructional groups,Lesson and unit structure
Element Unsatisfactory
Learning activities are not suitable to students or to instructional purposes,
Basic
Only some of the learning activities are suitable to students or to the instructional outcomes. Some represent a moderate cognitive challenge, but with no differentiation for different students.
Proficient
All of the learning activities are suitable tostudents or to the instructional outcomes, and most represent significant cognitive challenge, and with some differentiation for different groups of students.
Distinguished
Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity, and are differentiated, as appropriate, for...
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