5/6 Administrator DII Walk-through Survey

"Look fors"

Name


  1. Administrator
    Schwartz
    Benschoter


  1. Measurable objectives are posted and referenced throughout the lesson
    1: not posted
    2: posted
    3: posted and referenced occasionally during the lesson
    4: posted and referenced through the lesson (specifically introduced, de-constructed frequently and used to focus the lesson, referred to, repeated , and used to close the lesson)


  1. Students can restate and explain how they will demonstrate their learning
    1: Demonstration of the learning may or may not be articulated and few or no students can explain how they will demonstrate their learning
    2: Demonstration of the learning is minimally-articulated and few students can explain how they will demonstrate their learning
    3: Demonstration of the learning is articulated and some students can explain how they will demonstrate their learning
    4: Demonstration of the learning is well-articulated and most students can explain how they will demonstrate their learning


  1. Student work is posted and reflects standards, difficulty and complexity
    1: Student work is not posted
    2: Few or non-current samples of student work are posted
    3: Some current student work is posted and it reflects standards, difficulty and complexity
    4: A range of current student work is posted and the work is aligned to the dfficulty and complexity of the standards


  1. Core curriculum is used appropriately
    1: Core curriculum is not used or is not used appropriately
    2: Core curriculum is somewhat used and some students can demonstrate mastery of the content
    3: Core curriculum is mostly used appropriately
    4: Core curriculum is used appropriately


  1. Lesson is "chunked"-"chunks" are meaningful, aligned to the standard and lesson objective and appropriately paced for the level of difficulty and complexity
    1: Lesson is not "chunked" appropriately or is not aligned to the standards or objectives
    2: Lesson has some evidence of "chunking" with some evidence of the "chunks" alignment to the standard and lesson objective, and is not appropriately paced for the level of difficulty and complexity
    3: Lesson is "chunked"-"chunks" are aligned to the standard and lesson objective but may not be appropriately paced for the level of difficulty and complexity
    4: Lesson is "chunked"-"chunks" are meaningful, aligned to the standard and lesson objective and appropriately paced for the level of difficulty and complexity


  1. Lesson proceeds sequentially from activation of relevant prior knowledge, input-model/structured practice/guided practice/independent practice
    1: Lesson sequence and/or lesson elements are not evident
    2: Lesson proceeds minimal sequencing and with one or more lesson elements in the lesson missing
    3: Lesson mostly proceeds sequentially with some appropriate lesson elements from activation of relevant prior knowledge, input-model/structured practice/guided practice/independent practice
    4: Lesson proceeds sequentially from activation of relevant prior knowledge, input-model/structured practice/guided practice/independent practice


  1. Students demonstrate their learning at the end of the lesson (Exit Ticket)
    1: Students can not demonstrate their learning at the end of the lesson
    2: Few students can demonstrate their learning at the end of the lesson
    3: Some students can demonstrate their learning at the end of the lesson
    4: Most students can demonstrate their learning at the end of the lesson
    not available to observe


  1. Continuous, multi-level interaction between the teacher and students
    1: Little or no interaction between the teacher and students
    2: Infrequent, or one-dimensional interaction between the teacher and few students
    3: Frequent, multi-level interaction between the teacher and some students
    4: Continuous, multi-level interaction between the teacher and students (T-C, T-G, T-S, S-S, S-G, S-C)


  1. Pre-corrections are utilized and correctives are quick, explicit and relevant to the task
    1: Pre-corrections and correctives are not used or are inappropriate
    2: Pre-corrections and correctives are infrequently used and or are minimally appropriate
    3: Pre-corrections are sometimes utilized and correctives are mostly explicit and mostly relevant to the task
    4: Pre-corrections are utilized and correctives are quick, explicit and relevant to the task (teacher correctly identifies potential errors in advance for pre-corrections and teacher appropriately applies correctives to student errors)


  1. A range and variety of interaction strategies are used and are appropriate to the lesson objective
    1: Interaction strategies are not used
    2: Few interaction strategies are used and are mostly appropriate to the lesson objective
    3: Some interaction strategies are used and are mostly appropriate to the lesson objective
    4: A range and variety of interaction strategies are used and are appropriate to the lesson objective


  1. Leveled questions are employed to advance the lesson and differentiate for individual students
    1: Leveled questions are not employed
    2: Leveled questions are attempted but may not appropriately differentiate for individual students
    3: Leveled questions are employed to differentiate for individual students
    4: Leveled questions are employed to advance the lesson and differentiate for individual students


  1. All students are continuously and intentionally engaged
    1: Few students are engaged
    2: Some students are intentionally engaged
    3: Most students are frequently and intentionally engaged
    4: All students are continuously and intentionally engaged (strategies are purposefully and intentionally used to engage all students)


  1. Minimal "stop-start" smooth transitions
    1: Continuous "stop-start" very rough transitions
    2: Frequent "stop-start" somewhat rough transitions
    3: Some "stop-start" mostly smooth transitions
    4: Minimal "stop-start" smooth transitions (transitions from one lesson element to another is smooth, behavior management "stop-starts" are minimal


  1. Frequent lesson orientation and alerts to next steps
    1: Little or no lesson orientation and alerts to next steps
    2: Infrequent lesson orientation and alerts to next steps
    3: Mostly frequent lesson orientation and alerts to next steps
    4: Frequent lesson orientation and alerts to next steps


  1. Low profile controls, re-direct includes quick return to positive, neutral
    1: High profile controls
    2: Somewhat low profile controls, re-direct includes slow or no return to positive, neutral
    3: Mostly low profile controls, re-direct includes quick return to positive, neutral
    4: Low profile controls, re-direct includes quick return to positive, neutral


  1. "Praise, prompt, leave" during seat work (GP and IP)
    1: "Praise, prompt, leave" during seat work not employed
    2: "Praise, prompt, leave" during seat work infrequently employed
    3: "Praise, prompt, leave" during seat work sometimes employed
    4: "Praise, prompt, leave" during seat work frequently employed


  1. Frequent physical proximity and eye contact maintained with all students.
    1: Little or no physical proximity or eye contact maintained with all students.
    2: Infrequent physical proximity and some eye contact maintained with all students.
    3: Mostly frequent physical proximity and eye contact maintained with all students.
    4: Frequent physical proximity and eye contact maintained with all students.


  1. Walls reflect current instruction and are used by teachers and students as an instructional tool.
    1: Walls do not reflect current instruction and are not used by teachers and students as an instructional tool.
    2: Walls reflect some current instruction and may or may not be used by teachers and students as an instructional tool.
    3: Walls reflect mostly current instruction and are sometimes used by teachers and students as an instructional tool.
    4: Walls reflect current instruction and are used by teachers and students as an instructional tool.


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