Louisiana Educator Rubric & Evaluation Handbook

The teacher posted the learning objective on a white board that all students can see. She referenced the learning objective at the beginning of the lesson and provided students two options for personal goals related to the learning objective: a proficient goal which meets the lesson objective, and an exemplary goal which extends learning beyond the objective. Students chose and recorded a daily personal goal for learning, which they returned to at the end of the lesson to reflect on their progress.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

At the beginning of the lesson, the teacher asked the students to read the lesson objective and create an essential question that would be answered as a result of the lesson objective. I can answer text-dependent questions and justify my answers by providing text evidence, After students worked on their essential question aligned to the lesson objective, the teacher asked the students to turn to their shoulder partner to share and compare their essential questions. The teacher continued by directing the students to explain what they thought the lesson expectations would be in order to ensure mastery of the lesson.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

A teacher presented a lesson on immigration during the 1860s. She brought in current newspaper articles on immigrants and refugees moving to the United States. Students also interviewed individuals who immigrated to the United States. These activities made the content studied personally meaningful and relevant to the students’ lives.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

As students completed the assigned student work on the historical implications of the 1860s, the teacher provided students with an extended learning opportunity from the high-quality curriculum, where students dig deeper into how to support local efforts for new immigrants in the community. A group of students discussed how creating a local Instagram campaign to highlight the benefits of welcoming, educating, and supporting immigrants was parallel to the rich historical contributions of immigrant communities. The teacher commended the group and asked the students how she can support them in their efforts.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

The classroom walls displayed various anchor charts that included cues to support student recall and reading comprehension strategies. One example of a reading comprehension anchor chart was titled "Self-Questioning." The chart included a hand-drawn visual of two students reading a book with thought bubbles above their heads.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

One learning objective for the math choice board read: Students will represent and solve multiplication and division problems by using two different representations of the problem. The process success criteria written on the choice board read: 1. Solve the problem. 2.Explain what each number in the problem means. 3.Explain what you chose to multiply or divide. 4.Explain your representations and how they show multiplication or division.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

The elements of this lesson are structured to be completed during a 75-minute ELA block. The teacher planned an anticipated timeframe for each segment to ensure efficient use of each minute. She determined that the bulk of the time will be spent on students writing their paragraphs and has planned all other lesson parts around that segment.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

The teacher planned for students’ individual needs by intentionally organizing the groups. By doing this, she knew which groups might need additional supports to complete the goal of the group assignment. In addition to this, she differentiated the letter templates for students she knew might need assistance by starting their thoughts for the writing assignment. Students who typically finish at a faster rate were given a piece of paper with a prompt to resume reading the text where they had left off.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

The lesson included a prepared interactive Google Classroom landing page that students could refer to during and after the lesson. The landing page included links to additional content support and extension activities that students could choose to complete when finished with the assigned student work.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials

A teacher assessed students and realized that the students were experiencing difficulty in making inferences. He established the learning objective: Students will be able to identify details in text and use their own experiences to develop an appropriate inference. ● Students were to work in pairs to identify details from the text that connected to the inference question asked. ● Students would think of an experience they had that connected to the text and then share this with a partner. ● Each student would complete a graphic organizer with this information. ● Each student would write the inference and include a reflection on how the process had been supportive in making an appropriate inference.

This is EVIDENCE of which indicator?

• Standards & Objectives

• Motivating Students

• Presenting Instructional Content

• Lesson Structure and Pacing

• Activities and Materials