Domain+3+-+examples

For a word document of domain three, see

__3A Communicating with students__ Proficient descriptor: Teacher’s purpose for the lesson or unit is clear, including where it is situated within broader learning  Observation: Students understand that the rubric for the cross-curricular unit between physical science and language arts is intended for them to focus on their scientific-writing skills
 * //3A//** **// Expectations for learning //**

Proficient descriptor: Teacher’s directions and procedures are clear to students  Observation: During the last five minutes of class students review a PowerPoint slide of the daily behavior guidelines and rate themselves on a posted rating-scale of 1 to 5.
 * 3A Directions and procedures**

__3B Using questioning and discussion techniques__

Proficient descriptor: Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond  Observation: Students write responses to debate questions on their laptops. Students email their responses to the instructor, who then posts exemplars on the smart-board in real-time. Students discuss the postings and edit their own answers.
 * //3B Quality of questions//**

Proficient descriptor: Teacher creates a genuine discussion among students, stepping aside when appropriate  * Observation: The students use a list of introductory questions to guide their discussion of the recent chapter using the Socratic seminar technique. Students rate each other based on a rubric which includes originality of response and effective analysis of the material.
 * //3B Discussion techniques//**

Proficient descriptor: Teacher successfully engages all students in the discussion  Observation: Students solve a random pop-quiz question posted on poster-paper around the walls of the room. Students then self-assess their quiz with a solution key provided in a sealed envelope next to the question.
 * //3B Student participation//**

__3C Engaging students in learning__

Proficient descriptor: Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson  Observation: Students share tasks during the finishing stages of their book-writing activity. Students take turns gluing pages, pasting labels, and making any last minute edits.
 * 3C Grouping of students**

Proficient descriptor: Instructional materials and resources are suitable to the instructional purposes and engage students mentally  Observation: Students share fraction manipulatives and take turns explaining the concept of common denominator and why it is necessary when adding fractions.
 * //3C Instructional materials and resources//**

Proficient descriptor: The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate  Observation: Students take turns substituting vocabulary words into posted sentences around the room. Students move around the room to find the correct sentence for their given word and return to their seats before the allotted time expires. __ 3D Using assessment in instruction __
 * //3C Structure and pacing//**

Proficient descriptor: Students are fully aware of the criteria and performance standards by which their work will be evaluated  Observation: Students meet on the weekend to compare their biology labs against the rubric criterion provided online by the instructor.
 * //3D Assessment criteria//**

Proficient descriptor: Teacher monitors the progress of groups of students in the curriculum, making limited use of diagnostic prompts to elicit information  Observation: Students hold up one finger for true and two fingers for false in response to a series of true-false questions posted on the overhead projector. The teacher jots down the percentage of correct responses to each question to adjust future lessons.
 * //3D Monitoring of student learning//**

Proficient descriptor: Teacher’s feedback to students is timely and of consistently high quality  * Observation: Students use three minutes of silent reading while they think about the teacher’s responses written in their daily journals
 * //3D Feedback to students//**

Proficient descriptor: Students frequently assess and monitor the quality of their own work against the assessment criteria and performance standards  Observation: Students compare their letter-writing homework with the chosen student example posted on the projector.  __ 3E Demonstrating flexibility and responsiveness __
 * //3D Student self-assessment and monitoring of progress//**

Proficient descriptor: Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly  Observation Students express both greater difficulty and engagement in the warm-up activity, so the instructor adjusts the daily plan to allow for more investigation and discussion to occur.
 * //3E Lesson adjustment//**

Proficient descriptor: Teacher successfully accommodates students’ questions or interests  Observation: During an in-class poetry reading, the students pass their questions to student moderators, who select particular questions for teacher-led discussion.
 * //3E Response to students//**

Proficient descriptor: Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies <span style="color: rgb(79,129,189); font-style: normal;"> Observation: Students complete a review activity using their graphing –calculator to compare to the solutions they created on their homework. The teacher collects a set of written questions the students still have regarding the topic or technology.
 * //3E Persistence//**