Below are some scenarios involving teachers’ work relating to Standard 5. Decide which rating would be most appropriate based on each scenario, and drag each scenario into the appropriate column. (You’ll only be able to drop it in the correct column.) If you prefer, you can also do this activity using a form with radio buttons. Some browsers may work best with (or show only) one or the other format; use the one that works best for you.
| Scenarios | Ratings | |||
|---|---|---|---|---|
| Developing | Proficient | Accomplished | Distinguished | |
| Mr. Parker knows that he needs to add some additional questioning strategies to his personal toolkit. He makes a mental note to ask a colleague about how she incorporates higher order questioning techniques into her lessons and assessments. This will be important as he tries to prepare his students. | ||||
| Mr. Williams heard about some new student engagement strategies such as “ticket out the door” and “turn and talk.” He has tried the ticket activity with some success, and he is considering implementing more student-to-student talking as part of his instruction. | ||||
| Ms. Marshall participated in all required professional development sessions for her school and district. Additionally, she chose to read several books about teaching phonemic awareness since she feels that is a challenge for many of her students. | Mr. Clapsaddle is known to his colleagues as the “data guy” because he has mastered the use of formative assessment data to drive his instruction. Mr. Clapsaddle’s students use technology tools to set their learning goals. He also leads workshops at the school and district to help other teachers use data effectively. | |||