Ratings Used in Teaching Performance Assessments (TPAs) (стр. 2 )

TPE 6A Developmentally Appropriate Teaching Kindergarten – 3rd Grade

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Uses developmentally inappropriate strategies and activities. Does not connect instruction to the child’s immediate world. Does not provide a structured day with opportunities for movement. Does not take the attention span of the age group or their need to learn the norms of social interaction into account. Does not plan for individual learning needs. Example: A kindergarten intern teacher lectures on the four geographical regions of California while student listen from their tables and then has the students color a map of California so each region is a different color. Students are at tables for 45 minutes.
Level 2 Minimal Partial Limited	Uses some developmentally appropriate strategies and activities. Connects instruction to the child’s immediate world occasionally. Provides a structured day with a few opportunities for movement. Tries to take the attention span of the age group or their need to learn the norms of social interaction into account. Does some planning for individual learning needs. Example: A kindergarten intern plans a lesson that involves listening to a story on the rug, going to tables to complete a worksheet, returning to the rug to listen to the story again and going back to tables to draw a picture of their favorite character and dictate a sentence. Total time – 50 minutes.
Level 3 Appropriate Accurate Clear	Uses developmentally appropriate strategies and activities. Connects most instruction to the child’s immediate world. Provides a structured day with opportunities for movement. Takes the attention span of the age group or their need to learn the norms of social interaction into account. Plans for individual learning needs. Example: A kindergarten intern sets up her classroom in centers and teaches the children how to participate in each center and how to rotate between centers with their group. One center is teacher-led, some are independent activities and one is a cooperative group project. The teacher has a volunteer to help students work together in the cooperative group center. All centers involve manipulatives. Time at each center – 15 minutes.
Level 4 Convincing Connected Consistent	Consistently uses developmentally appropriate strategies and activities. Consistently connects instruction to the child’s immediate world. Provides a structured day with frequent opportunities for movement while learning. Creates lessons that extend the attention span of the age group or meet their need to learn the norms of social interaction into account. Plans for individual learning needs. Example: A kindergarten intern uses the same centers set-up above but includes variations for some children and some centers involve movement while counting or spelling. Centers reflect a theme taken from the experiences of children in the class (new baby, first tooth loss, etc)

TPE 6B Rubric for Observation

TPE 6B Developmentally Appropriate Teaching 4th – 8th grade

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Does not teach from grade level texts or build on students’ basic skills. Does not help students develop study or time management skills. Does not support development of social skills or intellectual risk-taking. Responds inappropriately to misbehavior, limit-testing or inconsistent responsibility. Does not provide intensive support for students without basic skills. Example: A middle school math intern teacher decides to use a fifth grade text for a lesson on fractions. Students are encouraged to compete to see who can complete problems the quickest. When students come without their homework, they are sent out of class until the homework is done.
Level 2 Minimal Partial Limited	Does not always teach from grade level texts or build on students’ basic skills. Occasionally helps students develop study or time management skills. Some support for development of social skills or intellectual risk-taking. Responds inconsistently to misbehavior, limit-testing or inconsistent responsibility. Provides some support for students without basic skills. Example: A middle school math intern is teaching to the standardized achievement test and focusing on students who are close to grade level. He explains to his supervisor that some students are too far behind to catch up in time for the test. Advanced students do an independent study project.
Level 3 Appropriate Accurate Clear	Teaches from grade level texts and builds on students’ basic skills. Helps students develop study and time management pports development of social skills and intellectual risk-taking. Responds appropriately to misbehavior, limit-testing or inconsistent responsibility. Provides classroom support for students without basic skills. Example: A middle school math intern divides his instruction between direct instruction and cooperative group learning in which students coach each other to succeed on unit tests. If students come without their homework, they are required to attend the Breakfast Club the next day where they do homework and receive tutoring. Students also attend Breakfast Club voluntarily.
Level 4 Convincing Connected Consistent	Teaches from grade level texts and challenges students’ basic skills. Teaches students study and time management pports development of social skills and intellectual risk-taking. Responds appropriately to misbehavior, limit-testing or inconsistent responsibility. Provides intensive support for students without basic skills. Example: A middle school math intern uses the approaches in Level 3 but also provides intensive tutoring from the beginning of the year for students who were not at grade level in last year’s achievement testing.

TPE 6C Rubric for Observation

TPE 6C Developmentally Appropriate Teaching 9th – 12th Grade

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Does not provide challenging expectations or opportunities to develop advanced thinking. Does not communicate course goals, requirements, and grading criteria to students or families. Does not connect the curriculum to life beyond school including reinforcing work-related behaviors. Does not support students who are experiencing intense social pressure to conform. Example: A high school intern teacher has no syllabus for her classes, allows students to arrive late or leave early and focuses on high school graduation as the reason to do the work in her classes. When students pick on or tease a student, she joins in the ‘fun’.
Level 2 Minimal Partial Limited	Provides occasional challenging expectations or opportunities to develop advanced municates some course goals, requirements, and grading criteria to students or families. Infrequently connects the curriculum to life beyond school including reinforcing work-related behaviors. Offers little support for students who are experiencing intense social pressure to conform. Example: A high school intern distributes her grading criteria a week before finals. Some days students are punished for arriving late; other days it is ignored. Teasing is not allowed in the classroom but is ignored when encountered outside the classroom. Students are expected to complete work as they were told to do it – no creativity, no challenges.
Level 3 Appropriate Accurate Clear	Provides challenging expectations and opportunities to develop advanced municate course goals, requirement, and grading criteria to students or families. Connects the curriculum to life beyond school including reinforcing work-related pports students who are experiencing intense social pressure to conform. Example: A high school intern provides a Power Point presentation with note pages on her course syllabus for students and families who attend Back to School Night. Students are expected to do an original project either independently or with a partner that applies the ideas of the course to a career. The classroom is a ‘No Put-Downs’ zone and is open at lunch for students who want to eat munity and college speakers related to the subject taught come to class to talk about how the subject is used.
Level 4 Convincing Connected Consistent	Provides challenging expectations and frequent opportunities to develop advanced thinking for all municates regularly with families including sharing course goals, requirement, and grading criteria with students and families. Consistently connects the curriculum to life beyond school including reinforcing work-related pports students who are experiencing intense social pressure to conform and demands a climate of respect in the classroom and out. Example: Syllabus with contact information to every student and family. Campaign for No Put-Downs throughout the school.

TPE 7 Rubric for Observation

TPE 7 Teaching English Learners

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Does not use English that extends students’ current level of language development. Does not plan and teach English Language Development lessons for EL students. Does not use information about student backgrounds or language skills to plan or modify instruction. Does not plan to allow students to express meaning including use of their first language. Does not provide comprehensible instruction or use SDAIE strategies. Does not ensure active and equitable participation of all students. Example: A fourth grade intern teacher gives EL students coloring pages to keep them busy while she teaches the rest of the class.
Level 2 Minimal Partial Limited	Occasionally uses English that extends students’ current level of language development. Plans and teaches some English Language Development lessons for EL students. Uses some information about student backgrounds or language skills to plan or modify instruction. Plans to allow students to express meaning in limited ways. Provides some comprehensible instruction and uses some SDAIE strategies. Attempts to ensure active and equitable participation of all students. Example: A fourth grade intern includes EL students in the lesson and defines vocabulary they might not know but asks them to draw a picture instead of writing during the seatwork.
Level 3 Appropriate Accurate Clear	Uses English that extends students’ current level of language development. Plans and teaches English Language Development lessons for EL students. Uses information about student backgrounds and language skills to plan or modify instruction. Plans to allow students to express meaning including use of their first language. Provides comprehensible instruction and uses SDAIE strategies. Ensures active and equitable participation of all students. Example: A fourth grade intern teaches ELD lessons once a week and uses the Houghton Mifflin resources for EL students to supplement the ELA instruction. She allows EL students to draft their writing in their first language and uses peer translators to help the EL students translate their work into English.
Level 4 Convincing Connected Consistent	Consistently uses English that extends students’ current level of language development. Regularly plans and teaches English Language Development lessons for EL students. Uses information about student backgrounds and language skills to plan or modify instruction. Consistently plans to allow students to express meaning including use of their first language. Consistently provides comprehensible instruction and uses SDAIE strategies. Ensures active and equitable participation of all students. Example: A fourth grade intern teaches ELD lessons daily that align with the topics she is currently teaching. She uses all the resources above in Level 3 and also regularly uses parent volunteers to link student experiences to the subjects being studied.

TPE Area B