Planning: Dimension 2.5

Dimension 2.5 Monitor and Adjust:

The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.


Clarifying Statement:

This dimension focuses on how teachers use formal and informal measures to collect, analyze and apply student progress data to make necessary adjustments to lessons and informed instructional decisions.


Standards Basis:

Standards Basis: 1D, 1F, 2B, 2C, 3B, 4D, 5C, 5D

Possible Sources of Evidence:

  • Conferences and Conversations with the Teacher
  • Formal Observations/ Walkthroughs
  • Classroom Artifacts
  • Student Growth Processes
  • Analysis of Student Data

  • T-TESS Alignment to Practice

  • Key Questions

Distinguished

The Teacher
  • Systematically gathers input from students in order to monitor and adjust instruction, activities or pacing to respond to differences in student needs.
  • Adjusts instruction and activities to maintain student engagement.
  • Uses discreet and explicit checks for understanding through questioning and academic feedback.

Accomplished

The Teacher
  • Utilizes input from students in order to monitor and adjust instruction, activities and pacing to respond to differences in student needs.
  • Adjusts instruction and activities to maintain student engagement.
  • Continually checks for understanding through purposeful questioning and academic feedback.

Developing

The Teacher
  • Sometimes utilizes input from students in order to monitor and adjust instruction and activities.
  • Adjusts some instruction within a limited range.
  • Sees student behavior but misses some signs of disengagement.
  • Is aware of most student responses but misses some clues of misunderstanding.

Improvement Needed

The Teacher
  • Rarely utilizes input from students in order to monitor and adjust instruction and activities.
  • Persists with instruction or activities that do not engage students.
  • Generally does not link student behavior and responses with student engagement and understanding.
  • Makes no attempts to engage students who appear disengaged or disinterested.
Student-Centered Actions
Teacher-Center Actions