3A: Communicating with students.

• The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students’ interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary.

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3B: Using questioning and discussion techniques.

• The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

  • "Would You Rather?" AP US History Style: A colleague and I created a list of "Would You Rather"

             questions to get my AP US history students deep in thought-provoking discussions as a review strategy.

             We used the website Blooket as a platform. ​

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3C: Engaging students in learning.

• Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding.

  • Notes from Formal Observation (2/1/2021): Distinguished: "It was evident that students were highly engaged in preparing and delivering their own presentations but also on the other end with listening and asking questions of other groups.  The use of Jamboard, and other supplemental tech sites/resources you utilize increase accountability and engagement while encouraging students to write their response in addition to think about it."​

  • Notes from Formal Observation (5/21/2021): Distinguished: "The Oregon Trail experience enabled students to work collaboratively in groups, make decisions based on provided information, discuss and debate the potential outcome based on their choice and keep score in a competitive group challenge.  I overheard many good academic conversations which showed the students were on task and engaged in the lesson content."

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3D: Using assessment in instruction.

• Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback, from both teacher and peers, is accurate and specific and advances learning. Students self-assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students’ misunderstandings.

  • Reformers Speed Dating Activity - In AP US history, we completed a “Reformers of the Early Nineteenth Century Speed Dating Activity”. Students became pros on one reformer by researching them and creating a biography sheet and name tag to use during the speed dates. After, students taught each other about their reformer. As students went on their speed dates, they had to record key facts about each reformer that they met. I was able to meet with each reformer and provide feedback as well. Students created a short 2 truths and 1 lie activity to assess their classmates on their figure. Afterwards, an assessment (quiz) was created from student research/ material and given to the class.​

    • Student Example: Name Tag

    • Student Example: Biography 

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3E: Demonstrating flexibility and responsiveness.

• The teacher seizes an opportunity to enhance learning, building on a spontaneous event or students’ interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community, the teacher persists in seeking effective approaches for students who need help.

  • During our Covid-19 School Shut Down (March-June of 2020), I polled student interests and invited guest speakers into our weekly Google Meet sessions to speak with my Geography students. I received amazing feedback on this activity. My guest speakers shared their experiences all over the world and addressed many topics that we had covered in class throughout the year. My students had a Q & A session with the speaker after their presentation. It was a great cross-curricular pairing of real life with classroom content. ​

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