Delivers Effective Instruction
Delivering effective instruction is the teaching standard that is most dependent on the other facets of a teacher's responsibilities. It is impossible for a teacher to effectively deliver instruction if they are not first, and foremost, in control of their classroom (Classroom Climate and Operation). In addition, unless the teacher is properly prepared to deliver the instruction (Plans Curriculum and Instruction), then they are doomed to failure. In order to ensure that their instruction reaches all members of the class, their lessons must be developed with the needs of each student in mind (Promotes Equity).
As I consider the effectiveness of my own instruction, my immediate frame of reference focuses on the results of the instruction. In order for me to judge that my instruction has been effective, the students must attain the intended learning outcome of the lesson/activity. If I determine that my instruction falls short then I consider possible adjustments or replacements for the lesson/activity. I feel that the instruction that I deliver to my students routinely satisfies this criteria.
The key ingredient to a student's ability to achieve the Intended Learning Outcomes of a lesson is that they be aware of what those outcomes are. This requires that the objectives be clearly stated and repeated throughout the learning activity. In order to facilitate this within my classroom/lab, I have a computer connected to a 32" television where I run PowerPoint slides that contain the agenda and learning objectives. This is a new approach that I recently implemented. In the past, I had posted the information on my class pages within the X2 system which required students to visit the page in order to get the information making it less effective. The new method keeps the agenda and learning objectives in front of the students throughout the day.
While in process, effective instruction maintains a high level of student involvement. This, again, is a standard that I routinely fulfill. Anyone entering my computer lab will find one of two situations. They will either observe students listening attentively and participating by answering Socratic questions or they will find students hard at work on some activity intended to develop their skills and evaluate how well they have acquired the requisite knowledge and developed the ability to apply it. As students work on the assigned activities, I circulate throughout the room providing assistance, as necessary and also track their understanding through direct observation and by asking probing questions.
Another important aspect of effective instruction is that students feel challenged by the work. If a student's talents are consistently underutilized then they will cease to develop and may actually begin to weaken. Like a muscle, skills and abilities but be exercised in order to continue developing. For students who complete the regularly assigned work, I often provide extensions to those activities. I also allow students to work on "projects" of their own choosing in order to advance their skills in areas of particular interest to them. The requirement that I impose on these personal projects is that they be relevant (either to the current topic or to the Programming and Web Development technical area in general) and challenging.
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Standard B - Delivers Effective Instruction |
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Indicators |
Evidence |
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1. Communicates high standards and
expectations when beginning the lesson. a)
Makes learning objectives clear to students. b)
Communicates clearly in writing and speaking. c)
Uses engaging ways to begin a new unit of study or lesson. d)
Builds on students' prior knowledge and experience. 2. Communicates high
standards and expectations when carrying out the lesson. a)
Uses a balanced approach to teaching skills and concepts of
elementary reading and writing. b) Employs a variety of
content-based and content-oriented teaching techniques from more
teacher-directed strategies such as direct instruction, practice, and
Socratic dialogue, to less teacher-directed approaches such as discussion,
problem solving, cooperative learning, and research projects (among others). c)
Demonstrates an adequate
knowledge of and approach to the academic content of lessons. d) Employs a variety of
reading and writing strategies for addressing learning objectives. e)
Uses questioning to stimulate thinking and encourages all students to
respond. f)
Uses instructional technology appropriately. g)
Employs appropriate sheltered English or subject matter strategies
for English learners. 3. Communicates high standards and
expectations when extending and completing the lesson. a)
Assigns homework or practice that furthers student learning and
checks it. b) Provides regular and
frequent feedback to students on their progress. c)
Provides many and varied opportunities for students to achieve
competence. 4. Communicates high standards and
expectations when evaluating student learning. a)
Accurately measures student achievement of, and progress toward, the
learning objectives with a variety of formal and informal assessments, and
uses results to plan further instruction. b) Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel. |
(1 a.) Rubrics: Sample 1 | Sample 2 | Sample 3
(1 c.) Formal Classroom Observation (Highlighted) (1 d.) Formal Classroom Observation (Highlighted)
(2 b.) Formal
Classroom Observation (Highlighted)
(2 d.) Formal
Classroom Observation (Highlighted) (2 e.) Formal
Classroom Observation (Highlighted)
(3 b.) Summative Evaluation Report (Highlighted)
(3 c.) Formal
Classroom Observation (Highlighted)
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