| Components of Standard III-A | DESCRIPTORS OF EACH PERFORMANCE LEVEL |
| Ineffective | Developing | Effective | Model |
| III-A-1: Expectations for Learning | Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort. Does not make specific academic expectations clear to students. Ignores or gives up on some students or communicates that some students cannot master challenging material. | Announces academic rules and expectations, but provides few exemplars or rubrics, limited guided practice, and/or few other supports to help students know what is expected. Tells students that the work is challenging and that they need to work hard, but does not counteract student misconceptions about innate ability. May establish inappropriately low expectations for quality and effort. | Clearly communicates and consistently enforces specific, high expectations for the quality, effort and outcomes produced by every student. Models and reinforces ways that students can master challenging material through effective effort and perseverance, rather than relying on innate ability. Routinely provides rubrics, exemplars, and guided practice. Communicates confidence in students’ ability to achieve learning expectations. | Clearly communicates and consistently enforces specific, high expectations for the quality, effort and outcomes produced by every student. Communicates confidence in every student’s ability to achieve learning expectations. Guides students to be able to describe the expectations for learning, to set high expectations for themselves and their peers, and to take ownership for meeting them. Models and reinforces ways that students can master challenging material through effective effort and perseverance, and successfully challenges students’ misconceptions about the supremacy of innate ability. |
| III-A-2: Directions and Procedures | Presents or explains directions and procedures in a way that is unclear or confusing. Does not clarify steps, materials or timelines specific to a task. | Usually presents or explains directions and procedures in a way that is clear. Clarifies steps, materials, or timelines only if students express confusion. | Consistently presents or explains directions and procedures in a way that is clear to students. Anticipates possible points of confusion and offers clarification before students begin a task. | Consistently presents or explains directions and procedures in a way that is clear to students. Involves students in re-stating the steps, materials, and timelines to ensure everyone understands. |
| III-A-3: Presentation of Content | Presents or explains subject matter in a way that is unclear or confusing. Does not define new terminology specific to the content. Does not explain the purpose of the lesson or unit.Does not have a clearly defined structure for the lesson. Establishes a pace for the lesson that is too slow or is rushed, or sometimes both. Rarely engages students in learning experiences that are focused on complex skills or knowledge within the subject matter. | Presents or explains subject matter in a way that is uneven, i.e., sometimes skillfully, but other times in a manner that is difficult to follow. Defines some new words in a lesson, but overlooks others. Is inconsistent in explaining the purpose of the lesson or unit.Designs each lesson with a recognizable structure, however does not maintain that structure throughout the lesson. Paces the presentation of content matter in a way that is inconsistent or that does not match the complexity of the material. Sometimes engages students in learning experiences that are focused on complex skills or knowledge within the subject matter. | Presents or explains subject matter in a way that connects with students’ existing knowledge and experience. Clarifies the purpose for the lesson or unit, including how it supports broader learning objectives. Structures the lesson to be coherent, and maintains that structure throughout the lesson. Paces the presentation of the lesson in a manner that is consistent with the complexity of the material and with the needs of most learners. Consistently engages students in learning experiences that enable them to acquire complex skills and knowledge in the subject. | Presents or explains subject matter in a way that is clear and imaginative and that connects with students’ existing knowledge and experience. Involves students in explaining concepts to their peers. Clarifies the purpose for the lesson or unit, including how it supports broader learning objectives, and links that purpose to student interests. Design the lesson’s structure to be highly coherent, allowing for reflection and closure. Paces the presentation of the lesson in a manner that is consistent with the complexity of the material and with the needs of most learners, and provides extra support where needed. Engages students in learning experiences that enable them to synthesize complex knowledge and skills in the subject and then apply that knowledge and skills to other subjects. |
| III-A-4: Use of Oral and Written Language | Exhibits frequent and substantive problems with spoken and/or written language, such as vague or inappropriate vocabulary, or errors in grammar, syntax, or punctuation. Often communicates in a way that confuses students. | Exhibits audible spoken language and legible written language, both of which conform to standard English usage and structure. Frequently uses vocabulary that is limited or unsuitable for students’ ages or backgrounds. | Exhibits audible spoken language and legible written language, both of which conform to standard English usage and structure. Communicates ideas clearly and correctly in conformance with standard English and using vocabulary appropriate to students’ ages and interests. | Exhibits spoken and written language that is clear, correct, and conforms to standard English. Uses expressive and well-chosen vocabulary that enriches the lesson. Frequently takes advantage of spontaneous opportunities to extend students’ vocabularies. |
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