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Informal evaluation 10-26-12
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Informal evaluation 10-26-12

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  • 1. "Aleshire, James" <AleshJam@wcps.k12.md.us> October 26, 2012 10:44 AM To: Schawalder, Stephen <SchawSte@wcps.k12.md.us> Informal Eval Stop%by%to%see%me%to%discuss%if%you%have%any%questions. % Domain 3: Instruction Component Unsatisfactory Basic Proficient Distinguished The teacher’s attempt to explain the instructional purpose has only limited The teacher clearly communicates The teacher links the instructional purpose of success, and/or directions and The instructional purpose of the instructional purpose of the lesson, the lesson to student interests; the directions procedures must be clarified after lesson is unclear to students, and including where it is situated within broader and procedures are clear and anticipate initial student confusion. The the directions and procedures are learning, and explains procedures and possible student misunderstanding. The teacher’s explanation of the content confusing. The teacher’s directions clearly. Teacher’s explanation teacher’s explanation of content is thorough may contain minor errors; some3a: Communicating explanation of the content contains of content is well scaffolded, clear and and clear, developing conceptual portions are clear; other portions are major errors. The teacher’s spoken accurate, and connects with students’ understanding through artful scaffolding and with students or written language contains errors difficult to follow. The teacher’s knowledge and experience. During the connecting with students’ interests. Students explanation consists of a monologue, of grammar or syntax. The explanation of content, the teacher invites contribute to extending the content and help with no invitation to the students for teachers’ vocabulary is student intellectual engagement. explain concepts to their classmates. The intellectual engagement. Teacher’s inappropriate, vague, or used Teacher’s spoken and written language is teacher’s spoken and written language is spoken language is correct; however, incorrectly, leaving students clear and correct and uses vocabulary expressive, and the teacher finds his or her vocabulary is limited, or not confused. appropriate to the students’ ages and opportunities to extend students’ fully appropriate to the students’ ages interests. vocabularies. or backgrounds.Evidence CollectedJust remember that certain names of productsVamos-hand up-students looking at the teacher in the front of the classroom.What are you asked to do with this activity?-what do you like-use the commands in the box to begin your dialogueCiente is new vocabulary.What does osco actually mean? Grows %