CULTURALLY RESPONSIVE TEACHING (Level 0 Data)

When planning for a lesson, I....

• A. Begin w/ the content & activities that we will be covering & occasionally prepare specific teaching strategies.

• B. Utilize recent student assessment data to determine what I'm going to teach & how I'm going to teach it.

• C. Spend most of my time deciding which instructional methods I'll use to meet the specific needs of my students, replying on unit plans to determine the content.

• D. Consult the teacher's edition of the textbook & follow the lessons provided.

When considering how often I reflect on my teaching, I…

• A. Routinely reflect after teaching a lesson and/or analyzing an assessment.

• B. Reflect after grading student work or when prompted by an administrator, coach, or colleague.

• C. Occasionally reflect after grading assignments or quizzes.

• D. Continuously reflect, including during the lesson itself.

When planning to address student misconceptions, I…

• A. Address them when they occur, because it is difficult to tell where students will struggle.

• B. Follow the established plan for the lesson from beginning to end.

• C. Analyze student work to determine what struggles students are having & then plan to address them.

• D. Plan for check-ins throughout the lesson, so I can provide support as necessary.

When I encounter students who struggle in a lesson, I…

• A. Analyze each student's specific struggle to determine a course of action designed to address them.

• B. Can't always tell why they struggle, because there are many variables.

• C. Realize I have little control over how some students perform, so I continue to encourage them.

• D. Look at my teaching strategies to see if changing them might have a better effect.

When attempting to reengage students who are off-task, I…

• A. Stop the lesson, regroup students, and resume the lesson when I'm ready.

• B. Address the situation with a variety of preplanned engagement strategies.

• C. Employ a strategy that I am most comfortable with and have used before with success.

• D. Use ideas from the lesson plan I'm following and/or power through in hopes that students will reengage.

When I ask questions in class, I…

• A. Ask questions that I have prepared in advance.

• B. Ask questions from a collection I have prepared, varying my asking/answering strategies.

• C. Ask questions that come to me while I'm teaching and that will continue to move the lesson forward.

• D. Ask questions that are included (as written) in the lesson plan.

When describing the students I teach each day, I…

• A. Can identify those who are most/least successful, who struggle with assignments, and who are the first to finish.

• B. Can identify individual academic profiles and can cite the latest assessment data.

• C. Tend to focus on their personalities, behavioral patterns, and overarching descriptive traits.

• D. Can explain the latest assessment data, including anecdotal information, and can describe how they are grouped from instruction.

When students are struggling in a lesson, I…

• A. Stick with the lesson plan to make sure we cover the required materials.

• B. Attempt to address the learning gaps by modifying/differentiating the following day's lesson.

• C. Adjust my instructional approaches immediately.

• D. Go back and reteach the problems they got wrong.

When determining the level of success in a particular unit, I…

• A. Monitor the progress of individual students through continuous formative & summative assessment strategies.

• B. Monitor class performance on lesson assignments and/or quizzes to see if students are "getting it."

• C. Monitor performance by administering an end-of-unit test and noting student scores.

• D. Monitor class progress through formative and summative assessment strategies.

When reflecting on my students' assessment performance levels, I…

• A. Check the grade book to see how the students fared.

• B. Can describe individual students and the specific concepts they have mastered.

• C. Explain with detail how groups of students performed.

• D. Provide information about how the class did as a whole.