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Lesson
Adjustment
|
Teacher
adheres rigidly to an instructional plan, even when a change will
clearly improve the lesson.
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Teacher
attempts to adjust a lesson, with mixed results.
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Teacher
makes a minor adjustment to a lesson, and the adjustment occurs
smoothly.
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Teacher
successfully makes a major adjustment to a lesson.
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Response
to Students
|
Teacher
ignores or brushes aside students’ questions or interests.
|
Teacher
attempts to accommodate students’ questions or interests. The
effects on the coherence of a lesson are uneven.
|
Teacher
successfully accommodates students’ questions or interests.
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Teacher
seizes a major opportunity to enhance learning, building on a
spontaneous event.
|
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Persistence
|
When a
student has difficulty learning, the teacher either gives up or
blames the student or the environment for the student’s lack of
success.
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Teacher
accepts responsibility for the success of all students but has only
a limited repertoire of instructional strategies to use.
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Teacher
persists in seeking approaches for students who have difficulty
learning, possessing a moderate repertoire of strategies.
|
Teacher
persists in seeking effective approaches for students who need help,
using an extensive repertoire of strategies and soliciting
additional resources from the school.
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