The document outlines standards and objectives for effective classroom instruction and student learning. It provides descriptions for several key areas including: clearly communicating learning objectives aligned to standards, motivating students through meaningful content, using effective instructional strategies like modeling and examples, maintaining an organized lesson structure with brisk pacing, using engaging activities and materials to support objectives, employing high-quality questioning techniques, providing academically focused feedback, grouping students strategically, demonstrating teacher content and student knowledge, teaching different types of thinking, incorporating problem-solving activities, aligning measurable goals and assessments to standards, assigning student work that requires higher-order skills, and managing student behavior in a well-organized supportive classroom environment.

2. Sub-objectives are aligned and logically sequenced to the lesson’s major objective

3. Learning objectives are: consistently connected to what students have previously learned, know from life experiences, and integrated with other disciplines

4. Expectations for student performance are clear, demand and high

5. State standards are displayed and referenced throughout the lesson

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

9. Examples, illustrations, analogies, and labels for new concepts and ideas.

10. Modeling by the teacher to demonstrate his or her performance expectations.

11. Concise communication

12. Logical sequencing and segmenting.

13. All essential information.

15. The lesson’s structure is coherent, with a beginning, middle, end and time for reflection.

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

17. Routines for distributing materials are seamless.

19. Are challenging

20. Sustains students attention

21. Elicit a variety of thinking

22. Provide time for reflection

23. Are relevant to students lives

24. Provide opportunities for student to student interaction

25. Induce student curiosity and suspense

26. Provide students with choices

27. Incorporate multimedia and technology

28. Incorporate resources beyond the school curriculum texts,

30. Knowledge and comprehension

31. Application and analysis,

32. Creation and evaluation

33. Questions are consistently purposeful and coherent,

34. A high frequency of questions is asked

35. Questions are consistently sequenced with attention to the instructional goals.

36. Questions regularly require active responses,

37. Wait time, 3-5 seconds is consistently provided.

38. The teacher calls on volunteers and non-volunteers and a balance of students based on ability and sex.

40. Feedback is frequently given during guided practice and homework review.

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

42. Feedback from students from student is regularly used to monitor and adjust instruction.

44. All students in groups know their roles, responsibilities, and group work expectations.

45. All students participating in groups are held accountable for group work and individual work.

46. Instructional group composition is varied to best accomplish the goals of the lesson.

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

49. The teacher regularly highlights key concepts and ideas, and uses them as basis to connect other powerful ideas.

51. Teacher practices regularly incorporate student interests and cultural heritage.

53. Analytical thinking where students analyze, compare and contrast, and evaluate and explain information

54. Practical thinking where students use, apply and implement what they learn in real-life scenarios.

55. Creative thinking where students create, design, imagine and suppose.

56. Research based thinking where students explore and review a variety of ideas, models, and solutions to problems.

57. The teacher regularly provides opportunities where students

58. Generate a variety of ideas and alternatives.

59. Analyze problems from multiple perspectives and viewpoints

61. Abstraction

62. Categorization

63. Drawing Conclusion/justifying solutions

64. Predicting outcomes

65. Observing and experimenting

66. Improving solutions

67. Identifying relevant/irrelevant information

68. Generating ideas

70. Activities, materials, and assessments that;

71. Are aligned to state standards

72. Are sequenced from basic to complex

73. Build on prior student knowledge, are relevant to students lives, and integrate other disciplines

74. Provide appropriate time for student work, student reflection, and lesson and unit closure.

75. Evidence that plan is appropriate for the age, knowledge, and interests of all learners

77. Organize, interpret, analyze, synthesize, and evaluate information rather that reproduce it.

78. Draw conclusions, make generalizations, and produce arguments that are supported through extended writing.

80. Have clear measurement criteria

81. Measure student performance in more than three ways

82. Require extended written tasks

83. Are portfolio-based with clear illustrations of student progress toward state content standards.

85. Teacher encourages students to learn from mistakes

86. Teacher creates learning opportunities where all students can experiences success

87. Students take initiative and follow through with their own work.

89. Teacher and studetns establish clear rules for learning and behavior

90. Teacher uses several techniques such as social approval, contingent activities, and consequences to maintain appropriate student behavior

91. The teacher overlooks inconsequential behavior

92. The teacher deals with students who have caused disruptions rather than the entire class.

94. Welcomes all members and guests

95. Is organied and understandable to all students

96. Supplies, equipment, and resources are easily and readily accessible.

97. Displays students work that frequently changes.

98. Is arranged to promote individual and group learning.

99. The teacher-student interactions demonstrates caring and respect for one another.

100. Students exhibit caring and respect for one another.

101. Teacher seeks out, and is receptive to the interests and opinions of all students.

102. Positive relationships and interdependence characterize the classroom.