TN TEAM Rubric Review: Instruction & Planning Quiz

Which of the following best describes the purpose of the TN TEAM Rubric Review: Instruction & Planning session?

• To build consensus on key instructional elements and clarify rating distinctions

• To design a new curriculum for all grade levels

• To remove rubrics from teacher evaluations

• To address only classroom management techniques

Which of the following best describes "Significantly Below Expectations (1)" for Standards and Objectives?

• Objectives are vague, rarely communicated, and inconsistently connected to standards or prior learning

• Objectives are always clear and connected to real-life experiences

• Objectives are sometimes communicated and connected to standards

• Objectives are high and demanding, with evidence of significant student progress

What characterizes "At Expectations (3)" for Motivating Students?

• Content is sometimes meaningful, and learning experiences sometimes encourage inquiry. Effort is sometimes reinforced.

• Content is consistently organized to be personally meaningful and regularly cultivates deep inquiry

• Content rarely feels personally relevant and effort is rarely reinforced

• Content is always irrelevant and never encourages inquiry

Which statement best describes "Significantly Above Expectations (5)" for Standards and Objectives?

• All objectives are explicitly clear, deeply connected to standards, prior learning, and real-life experiences, and are consistently referenced

• Objectives are vague and rarely communicated

• Objectives are sometimes communicated and connected to standards

• Objectives are only focused on test preparation

According to the rubric, what is a characteristic of "Significantly Below Expectations (1)" in Presenting Instructional Content?

• Visuals are rarely used, examples are scarce, and communication is often unclear or illogical

• Visuals are always used and communication is clear

• Content is consistently organized and meaningful

• Effort is consistently reinforced and rewarded

Which of the following best describes lessons that are "Significantly Below Expectations" in terms of structure and pacing?

• Lessons may not start promptly, lack a clear structure, and pacing is often inappropriate for most students.

• Lessons start promptly with a coherent structure and time for reflection.

• Lessons generally start promptly with a coherent structure.

• Lessons are always highly engaging and innovative.

What characterizes activities and materials that are "Significantly Above Expectations"?

• They consistently support objectives, are highly challenging, deeply engaging, elicit varied and complex thinking, and provide reflection time.

• They are mostly included and generally support objectives.

• They rarely support objectives and are unchallenging.

• They are simple and require little student engagement.

Which of the following is true for questioning that is "At Expectations"?

• Questions are varied in quality, usually purposeful, and sometimes sequenced. Frequency is moderate, and wait time is sometimes provided.

• Questions are few, inconsistent in quality, and lack coherence.

• Questions are consistently varied, purposeful, and sequenced.

• Questions are always highly innovative and complex.

What is a key feature of lessons that are "Significantly Above Expectations" in structure and pacing?

• Lessons start promptly with a coherent structure that includes time for reflection, and transitions are seamless.

• Lessons may not start promptly and lack clear structure.

• Lessons generally start promptly with a coherent structure.

• Lessons are unstructured and transitions are inefficient.

How are activities and materials described when they are "At Expectations"?

• They mostly support objectives, are appropriately challenging, and engage students. Texts and tasks are generally appropriately complex.

• They rarely support objectives and are unchallenging.

• They are always highly innovative and complex.

• They are simple and require little student engagement.