TN TEAM Rubric Review: Instruction & Planning Flashcard

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Which of the following best describes the purpose of the TN TEAM Rubric Review: Instruction & Planning session? Options: To build consensus on key instructional elements and clarify rating distinctions, To design a new curriculum for all grade levels, To remove rubrics from teacher evaluations, To address only classroom management techniques

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To build consensus on key instructional elements and clarify rating distinctions

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Which of the following best describes "Significantly Below Expectations (1)" for Standards and Objectives? Options: Objectives are vague, rarely communicated, and inconsistently connected to standards or prior learning, Objectives are always clear and connected to real-life experiences, Objectives are sometimes communicated and connected to standards, Objectives are high and demanding, with evidence of significant student progress

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Objectives are vague, rarely communicated, and inconsistently connected to standards or prior learning

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What characterizes "At Expectations (3)" for Motivating Students?

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Content is sometimes meaningful, and learning experiences sometimes encourage inquiry. Effort is sometimes reinforced.

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Which statement best describes "Significantly Above Expectations (5)" for Standards and Objectives? Options: All objectives are explicitly clear, deeply connected to standards, prior learning, and real-life experiences, and are consistently referenced; Objectives are vague and rarely communicated; Objectives are sometimes communicated and connected to standards; Objectives are only focused on test preparation.

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All objectives are explicitly clear, deeply connected to standards, prior learning, and real-life experiences, and are consistently referenced

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According to the rubric, what is a characteristic of "Significantly Below Expectations (1)" in Presenting Instructional Content?

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Visuals are rarely used, examples are scarce, and communication is often unclear or illogical

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Which of the following best describes lessons that are "Significantly Below Expectations" in terms of structure and pacing?

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Lessons may not start promptly, lack a clear structure, and pacing is often inappropriate for most students.

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What characterizes activities and materials that are "Significantly Above Expectations"?

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They consistently support objectives, are highly challenging, deeply engaging, elicit varied and complex thinking, and provide reflection time.

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Which of the following is true for questioning that is "At Expectations"? Options: Questions are varied in quality, usually purposeful, and sometimes sequenced. Frequency is moderate, and wait time is sometimes provided.; Questions are few, inconsistent in quality, and lack coherence.; Questions are consistently varied, purposeful, and sequenced.; Questions are always highly innovative and complex.

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Questions are varied in quality, usually purposeful, and sometimes sequenced. Frequency is moderate, and wait time is sometimes provided.

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What is a key feature of lessons that are "Significantly Above Expectations" in structure and pacing?

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Lessons start promptly with a coherent structure that includes time for reflection, and transitions are seamless.

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How are activities and materials described when they are "At Expectations"?

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They mostly support objectives, are appropriately challenging, and engage students. Texts and tasks are generally appropriately complex.