Knowledge of Students

Performance Levels

All lessons that connect to students' prior knowledge, experiences, interests and future learning expectations across content areas.

Guidance for students to apply their strengths, background knowledge, life experiences and skills to enhance each other's learning.

Opportunities for students to utilize their individual learning patterns, habits and needs to achieve high levels of academic and social-emotional success.

All lessons that connect to students' prior knowledge, experiences and future learning expectations.

Guidance for students to apply their strengths, background knowledge, life experiences and skills to enhance their own learning.

Opportunities for students to utilize their individual learning patterns, habits and needs.

All lessons that connect to students' prior knowledge and experiences

Adjustments to address strengths and gaps in background knowledge, life experiences and skills of all students.

Most lessons that connect to students' prior knowledge and experiences.

Adjustments to address strengths and gaps in background knowledge, life experiences and skills of most students.

Few lessons that connect to students' prior knowledge and experiences.

Adjustments to address strengths and gaps in background knowledge, life experiences and skills of few students.

Student Centered Teacher Centered

Evidence

  • Conferences and Conversations with the Teacher
  • Formal Observations/Walkthroughs
  • Classroom Artifacts
  • Student Growth Processes
  • Analysis of Student Data

Reflective Questions

These reflective questions are designed to support reflection on classroom practices, gather relevant data, and make necessary adjustments to increase lesson effectiveness. Base the responses to these questions on high-quality evidence.

  • How were social and emotional needs addressed and what was the impact on learning?
  • What impact did choice in learning have on outcomes to the level of the standard?
  • How did students demonstrate responsibility and initiative?
  • What was the impact of intentional grouping?
  • What opportunities existed for students to generate their own questions to promote further exploration and what was the impact on learning?
  • How was the effort of students reinforced?
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