1. ___________________________
Esperanza Charter Date
___________________________
Elementary School Teacher
Ross F. Williams Jr., MSA, DBA ___________________________
Division Head Subject Period
Classroom Instruction - Quality Criteria School
“Rigor, Relevance and Relationships”
Target Goals Observation Data Evaluation
/ImplementedNot Observed
Basic implementation
ImplementationExemplary, Consistent
Effective Implementation
Novice Implementation
Whiteboard Configuration/Agenda Evidence Observed During Visit
•
•
•
Classroom Management Strategies
•
•
•
1 2 3 4 5
Clear Expectations
1. Content Standard(s), clear objectives, lesson agenda and learning
activities are clearly visible (i.e. on whiteboard, overhead, chart) for
students.
2. Students know what they are learning, know the criteria for proficient
work from criteria charts/rubrics, and are involved in assessing their own
learning.
3. Student work (standards-based) is displayed in a meaningful way with
feedback on attractive bulletin boards.
4. Classroom instruction and classroom assessments are aligned to the
content and level of cognition embedded in the standards.
Rigor
5. Students are engaged in rigorous learning that requires them to think
critically, reason, synthesize, make judgments, and solve problems.
Relevance
6. Instructional strategies are effective and differentiated to maintain student
focus, to engage diverse learning styles and to make learning relevant.
7. Assignments include extended projects where students construct
explanations and justify arguments.
Relationships
8. Teacher checks for understanding and demonstrates positive relations
with students in a positive learning environment.
Engagement

2. 9. Students are on task, actively engaged and participating in the lesson
(asking questions, answering questions, discussing lesson, working in
groups, focused upon learning).
10. Students are taking notes (i.e. Cornell notes) on discussion, reading or
instruction.