Academically Challenging Environment
The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
Sample Performance Indicators
8.1 Maximizes instructional time.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and releveant material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to acheive goals.
8.7 Encourages students to explore new ideas and take risks.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and releveant material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to acheive goals.
8.7 Encourages students to explore new ideas and take risks.
GA DOE TKES Performance Rubric
ExemplaryIn addition to meeting the requirements for Proficient...
The teacher continually creates an academic learning environment where students are encouraged to set challenging learning golas and tackle challenging materials. (Teachers rated as Exemplary continually seeks ways to serve as role models or teacher leaders.) |
ProficientProficient is the expected level of performance.
The teacher consistently creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. |
Needs DevelopmentThe teacher inconsistently provides a student-centered, academic environment in which teaching and learning occur at high levels or where students are self-directed learners.
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IneffectiveThe teacher does not provide a student-centered, academic environment in which teaching and learning occur at high levels, or where students are self-directed learners.
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Developing 21st Century Critical Thinkers
Open the below pdf file for your own copy of the above poster that discusses ways to assist students' path to critical thinking.
developing_21st_century_critical_thinkers.pdf | |
File Size: | 177 kb |
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critical_thinker.jpg | |
File Size: | 567 kb |
File Type: | jpg |
Bloom's Taxonomy
Following are resources for applying Bloom's to increase rigor and provide an academically challenging environment:
applyingblooms.doc | |
File Size: | 49 kb |
File Type: | doc |
bloomsandersonkrathwohlsummary.doc | |
File Size: | 64 kb |
File Type: | doc |
bloomslearningobjectives.doc | |
File Size: | 29 kb |
File Type: | doc |
blooms_cards_for_rings.pdf | |
File Size: | 150 kb |
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blooms_non_fiction_rings.pub | |
File Size: | 148 kb |
File Type: | pub |
bloomstaxonomyverbs.pdf | |
File Size: | 27 kb |
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number_neighbors_math_journal_prompt.pdf | |
File Size: | 65 kb |
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bloomstable_of_verbs.doc | |
File Size: | 26 kb |
File Type: | doc |
verb_wheel_based_on_bloom.doc | |
File Size: | 65 kb |
File Type: | doc |
4_levels_of_questions.doc | |
File Size: | 21 kb |
File Type: | doc |
Learn how teachers and students are shifting their math classrooms to promote mathematical reasoning.
Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand.
Continuous Achievement Guidelines
The Barnwell Continuous Achievement Committee has provided the following guidelines to assist in determining achievement levels:
guidelines-advanced_only_barnwell_elementary_school_continuous_achievement_guidelines.pdf | |
File Size: | 92 kb |
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