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    Teacher:  Tawonia Wilkes, Dever Elementary School
    Subject:  Math
    Grade Level:  2nd Grade
     
    Running Time:  9:18
     
     

    II-A-2. Student Engagement

     
    Proficient Exemplary
    Consistently uses instructional practices that are likely to motivate and engage most students during the lesson. Consistently uses instructional practices that typically motivate and engage most students both during the lesson and during independent work and home work. Is able to model this element.

     

     

    For TEACHERS this may look like:
    UnsatisfactoryNeeds ImprovementProficientExemplary
    1. Teacher uses instructional practices and materials that are either too challenging for students or are not rigorous enough.
    1. Teacher uses instructional practices and materials that are either too challenging for students or are not rigorous enough.
    1. Teacher typically uses instructional practices and materials that are developmentally and intellectually rigorous.
    1. Teacher consistently uses instructional practices and materials that are developmentally and intellectually rigorous.
    1. Teacher uses instructional practices without consideration of student motivation.
    1. Teacher uses instructional practices designed to motivate students, however these tend to rely too heavily on extrinsic motivation.
    1. Teacher frequently uses instructional practices that promote the development of student intrinsic motivation and offer extrinsic motivation.
    1. Teacher consistently uses a variety of instructional practices that both promote the development of intrinsic motivation and offer extrinsic motivation for all students.
    1. Teacher uses instructional practices and material that are not tailored to student interests.
    1. Teacher infrequently uses instructional practices and material tailored to student interests.
    1. Teacher uses instructional practices and materials tailored to student needs, experiences and interests to encourage student focus and active participation, such as opportunities for student choice and goal-setting.
    1. Teacher routinely uses instructional practices and materials tailored to student needs, experiences and interests to encourage student focus and active participation, such as opportunities for student choice and goal-setting.
    1. Teacher uses instructional techniques that do not allow most students to actively participate.
    1. Teacher uses instructional techniques that lead to uneven student participation.
    1. Teacher uses instructional techniques that facilitate equitable, active student participation.
    1. Teacher consistently uses instructional techniques that facilitate equitable, active student participation.

     

    For STUDENTS this may look like:
    Unsatisfactory Needs Improvement Proficient Exemplary
    1. If asked, students indicate that they do not have the requisite knowledge or skills to complete assigned tasks.
    1. If asked, students are not confident that they have the requisite knowledge or skills to complete assigned tasks.
    1. If asked, students indicate a capacity to complete assigned tasks and may offer a rationale for their capacity.
    1. If asked, students indicate a capacity to complete assigned tasks and offer a well-evidenced rationale for their capacity.
    1. Students are off task, unfocused and display low levels of effort for the majority of the lesson.
    1. Only some students are on task, focused, and display high levels of effort, or most students are only doing these things for some of the lesson.
    1. Most students are on task, focused and display high levels of effort for most of the lesson.
    1. Nearly all students are consistently are on task, focused and display high levels of effort.
    1. If asked, most students articulate few primarily extrinsic motivations, or vague and unclear goals.
    1. If asked, most students articulate primarily extrinsic motivations, or unclear goals.
    1. If asked, students articulate a balance of intrinsic and extrinsic motivations, or clear learning goals.
    1. If asked, students articulate a balance of intrinsic and extrinsic motivations, and clear learning goals.
    1. Students ask questions or make comments that do not reveal deep engagement with the objectives.
    1. Students rarely ask questions or make comments, and questions typically do not reveal deep engagement with the objectives.
    1. Students ask questions and make comments that reveal deep engagement with the objectives.
    1. Students routinely ask questions and make comments that reveal deep engagement with the objectives.

     

    Ratings and Rationale

    This clip was rated Proficient for II-A-2. Student Engagement based on the evidence that the teacher used a variety of strategies to encourage motivation and engagement including visualization, turn and talk and open ending questioning.  Students were eager to share and participated throughout the clip and the teacher called on a wide range of students including volunteers and non-volunteers.  Student comments and responses revealed that they were engaged with solving the word problem and supporting their peers in doing so as well.

    This clip was not rated exemplary due to the lack of observation of consistent practice.  More observations that reveal this teacher consistently implements this practice would support a rating of exemplary.  Furthermore, while the teacher used instructional practices that are likely to motivate and engage most students during the lesson, it cannot be observed in the clip if this same practice is used during independent work and homework as stated in the rubric for exemplary. 

    To read the entire rationale, click here.