The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued.

Effective modeling of thinking process by the teacher and/ or students guided by the teacher to demonstrate performance expectations.

Pacing is brisk and provides many opportunities for individuals students who progress at different learning rates.

The preponderance of activities demand complex thinking and analysis.

Students generate questions that lead to further inquiry and self-directed learning.

The teacher circulates to prompt student thinking, assess each student's progress, and provide individual feedback.

The teacher provides opportunities where students generate a variety of ideas and alternatives.

The teacher implements activities that teach and reinforce three or more of the following: abstraction, categorization, predicting outcomes, etc.

Evidence that the plan provides regular opportunities to accommodate individual student needs.

Teacher practices display understanding of each student's anticipated learning difficulties.

Teacher regular implements a variety of subject-specific instructional strategies to enhance student content knowledge.

All students participating in groups know their roles, responsibilites, and group work expectations.

Assignments require students to: draw conclusions, make generalizations, and produce arguments that are supported through extended writing.

Plans measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test).

Teacher optimizes instructional time, teachers more material, and demands better performance from every student.

Teacher and students establish clear rules for learning and behavior.

The classroom is arranged to promote individual and group learning.

Positive relationships and interdependence characterize the classroom.

Determine the Level: most learning objectives are communicated, connected to state standards and referenced throughout lesson

Determine the Level: the teacher rarely organizes the content so that it is personally meaningful and relevant to students.

Determine the Level: effective modeling of thinking process by the teacher and/or students guided by the teacher to demonstrate performance expectations

Determine the Level: routines for distributing materials are inefficient.

Determine the Level: the preponderance of activities demand complex thinking and analysis

Determine the Level: a low frequency of questions is asked.

Determine the Level: wait time is sometimes provided.

Determine the Level: teacher engages students in giving specific and high-quality feedback to one another.

Determine the Level: few students in groups know their roles, responsibilities, and group work expectations.

Determine the Level: the teacher sometimes implements subject-specific instructional strategies to enhance student content knowledge.

Determine the Level: teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.

Determine the Level: the teacher implements no learning experiences that thoroughly teach any type of thinking.

Determine the Level: the teacher implements activities that teach and reinforce three or more of the following problem solving types.

Determine the Level: evidence that the plan provides some opportunities to accommodate individual student needs.

Determine the Level: assignments require students to rarely draw conclusions and support them through writing

Determine the Level: assessment plans measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test)

Determine the Level: teacher expectations are not sufficiently high for every student.

Determine the Level: students are consistently well-behaved and on task

Determine the Level: the classroom is somewhat cold and uninviting

Determine the Level: positive relationships and interdependence characterize the classroom.

Which of the following is NOT one of the domains of the General Educator Rubric?