Academic Feedback
Teacher Centered/ Moving to Student
Directed Classroom
Quality The quality and timeliness of
feedback are inconsistent.
Guided Practice The teacher rarely gives feedback
during guided practice.
The Teacher Monitoring During instructional activities, the
teacher monitors mostly behavior.
Differentiated Instruction The teacher rarely uses feedback
from students to differentiate
instruction.
Student Peer Feedback The teacher rarely offers
opportunities for students to
provide specific and high-quality
feedback to one another.
Student Centered
Centered Classroom
Feedback is frequent, mostly
academically focused, and mostly
high quality.
The teacher gives feedback during
guided practice.
The teacher monitors during
instructional activities to support
engagement and monitors student
work.
The teacher sometimes uses
feedback from students to
differentiate instruction.
The teacher sometimes offers
opportunities for students to
provide specific and high-quality
feedback to one another.
Classroom Teacher
Facilitates Learning
Feedback is frequent, consistently
academically focused, and high
quality.
The teacher frequently gives
detailed feedback during guided
practice.
The teacher monitors (i.e. efficiently
moves between breakout rooms) to
prompt student thinking, assess
each students progress, and provide
instructional feedback.
The teacher consistently uses
feedback from students to
differentiate instruction.
The teacher consistently offers
opportunities for students to
provide specific and high-quality
feedback to one another.
 Assessment
Teacher Centered/
Directed Classroom
State Content Standards Assessment plans are rarely
aligned with state content
standards.
Student Current Progress Assessment plans are not aligned
with each individuals current
progress in the course.
Additional Attempts Assessment plans include no
criteria for allowing additional
attempts.
Multiple Performance Assessment plans do not measure
Measures student performance in multiple
ways (e.g., in the form of a project,
presentation, essay, short answer,
or multiple choice test).
Moving to Student
Centered Classroom
Assessment plans are aligned with
state content standards.
Assessment plans are aligned with
each individuals current progress
in the course.
Assessment plans sometimes
include criteria for allowing
additional attempts.
Assessment plans measure
student performance in multiple
ways (e.g., in the form of a project,
presentation, essay, short answer,
or multiple choice test).
Student Centered
Classroom Teacher
Facilitates Learning
Assessment plans are consistently
aligned with state content
standards and mapped to
curriculum objectives.
Assessment plans are accurately
and completely aligned with each
individuals current progress in
the course.
Assessment plans include criteria
for allowing additional attempts.
Assessment plans consistently
measure student performance in
multiple ways (e.g., in the form of
a project, presentation, essay,
short answer, or multiple choice
test).
 Assessment
Teacher Centered/
Directed Classroom
Written Tasks Assessment plans do not include
written tasks.
Performance Checks Assessment plans do not include
performance tasks/checks, or, if
performance checks are used, the
purpose of these checks is not
clear.
Moving to Student
Centered Classroom
Assessment plans require written
tasks.
Assessment plans include
performance tasks/ checks
throughout the school year.
Student Centered
Classroom Teacher
Facilitates Learning
Assessment plans require
appropriate and thoughtfully
designed written tasks.
Assessment plans appropriately
use performance tasks/checks
with clear illustrations of student
progress toward state content
standards, and include
descriptions of how assessment
results will be used to guide future
instruction, remediate, or adjust
the students learning path.
 Engaging Students
Teacher Centered/
Directed Classroom
Adapting Instructional The teacher rarely adapts
Content instructional content so that it is
personally meaningful and
relevant to students.
Learning Experiences The teacher rarely develops
learning experiences in the web-
based classroom where inquiry,
curiosity, and exploration are
valued.
Reinforces and Rewards The teacher rarely reinforces and
Effort rewards effort.
Moving to Student
Centered Classroom
The teacher often adapts
instructional content so that it is
personally meaningful and
relevant to students.
The teacher often develops
learning experiences in the web-
based classroom where inquiry,
curiosity, and exploration are
valued.
The teacher often reinforces and
rewards effort.
Student Centered
Classroom Teacher
Facilitates Learning
The teacher consistently adapts
instructional content so that it is
personally meaningful and
relevant to students.
The teacher consistently develops
learning experiences in the web-
based classroom where inquiry,
curiosity, and exploration are
valued.
The teacher consistently
reinforces and rewards effort.

Teacher Centered/
Directed Classroom
High Expectations The teachers expectations are not
sufficiently high for every student.
Mistakes The teacher creates an
environment in which mistakes
and failure are not viewed as
learning experiences.
Student Initiative Students demonstrate little or no
pride in the quality of their work.
Expectations
Moving to Student
Centered Classroom
The teacher sets high and
demanding academic expectations
for most students.
The teacher sometimes
encourages students to learn from
mistakes.
Students complete their work
according to the teachers
expectations.
Student Centered
Classroom Teacher
Facilitates Learning
The teacher sets high and
demanding academic expectations
for every student.
The teacher consistently
encourages students to learn from
mistakes, and The teacher creates
learning opportunities in which
most students can experience
success.
Students take initiative and follow
through with their own work.
 Lesson Structure & Pacing
Teacher Centered/
Directed Classroom
Start Time The lesson does not start
promptly.
Lesson Structure The lesson has a structure, but
may be missing introductory
elements or closure.
Pacing Pacing is appropriate for less than
half of the students and rarely
provides opportunities for
students who progress at different
learning rates, including those
who are new.
Routines & Transitions Routines for sharing materials are
inefficient (e.g. posting
documents; advancing slides;
switching between screens).
Considerable instructional time is
lost due to transitions.
Moving to Student
Centered Classroom
The lesson starts promptly.
The lessons structure is aligned
with a beginning, middle, and
end.
Pacing is appropriate and
sometimes provides opportunities
for students who progress at
different learning rates, including
those who are new.
Routines for sharing materials are
efficient (e.g. posting documents;
advancing slides; switching
between screens).
Little instructional time is lost due
to transitions.
Student Centered
Classroom Teacher
Facilitates Learning
The lesson starts promptly and
efficiently.
The lessons structure is aligned
with a beginning, middle, and
end, and time for reflection.
Pacing is appropriate and
provides many opportunities for
individual students who progress
at different learning rates,
including those who are new.
Routines for sharing materials are
seamless (e.g. posting documents;
advancing slides; switching
between screens).
No instructional time is lost due
to transitions.
 Presenting Instructional Content
Teacher Centered/
Directed Classroom
Modeling Performance Presentation of content in the
Expectations web-based classroom rarely
includes modeling by the teacher
to demonstrate his or her
performance expectations.
Visuals Presentation of content in the
web-based classroom rarely
includes visuals that establish the
purpose of the lesson, preview the
organization of the lesson, and
include internal summaries of the
lesson.
New Concepts & Ideas Presentation of content in the
web-based classroom rarely
includes examples, illustrations,
analogies, and labels for new
concepts and ideas.
Moving to Student
Centered Classroom
Presentation of content in the
web-based classroom often
includes modeling by the teacher
to demonstrate his or her
performance expectations.
Presentation of content in the
web-based classroom often
includes visuals that establish the
purpose of the lesson, preview the
organization of the lesson, and
include internal summaries of the
lesson.
Presentation of content in the
web-based classroom often
includes examples, illustrations,
analogies, and labels for new
concepts and ideas.
Student Centered
Classroom Teacher
Facilitates Learning
Presentation of content in the
web-based classroom consistently
includes modeling by the teacher
to demonstrate his or her
performance expectations.
Presentation of content in the
web-based classroom consistently
includes visuals that establish the
purpose of the lesson, preview the
organization of the lesson, and
include internal summaries of the
lesson.
Presentation of content in the
web-based classroom consistently
includes examples, illustrations,
analogies, and labels for new
concepts and ideas.
 Presenting Instructional Content
Teacher Centered/
Directed Classroom
Concise Communication Presentation of content in the
web-based classroom rarely
includes concise communication.
Logical Sequencing & Presentation of content in the
Segmenting web-based classroom rarely
includes logical sequencing and
segmenting.
Essential Information Presentation of content in the
web-based classroom rarely
includes all essential information
and no irrelevant, confusing, or
non-essential information.
Moving to Student
Centered Classroom
Presentation of content in the
web-based classroom often
includes concise communication.
Presentation of content in the
web-based classroom often
includes logical sequencing and
segmenting.
Presentation of content in the
web-based classroom often
includes all essential information
and no irrelevant, confusing, or
non-essential information.
Student Centered
Classroom Teacher
Facilitates Learning
Presentation of content in the
web-based classroom consistently
includes concise communication.
Presentation of content in the
web-based classroom consistently
includes logical sequencing and
segmenting.
Presentation of content in the
web-based classroom consistently
includes all essential information
and no irrelevant, confusing, or
non-essential information.
 Questioning
Teacher Centered/
Directed Classroom
Quality The teacher questions are
inconsistent in quality and include
little or no variety in question
types.
Sequenced Questions are rarely sequenced
with attention to the instructional
goals.
Active Responses Questions rarely require active
responses (e.g., whole class
signaling or polling, or group and
individual answers).
Moving to Student
Centered Classroom
The teacher questions are varied
and high quality, with some
variety in question types,
including:
knowledge and
comprehension
application and analysis
creation and evaluation.
Questions are sometimes
sequenced with attention to the
instructional goals.
Questions sometimes require
active responses (e.g., whole class
signaling or polling, written and
shared responses, or group and
individual answers).
Student Centered
Classroom Teacher
Facilitates Learning
The teacher questions are varied
and high quality, providing a
balanced mix of question types,
including:
knowledge and
comprehension
application and analysis
creation and evaluation.
Questions are consistently
sequenced with attention to the
instructional goals.
Questions regularly require active
responses (e.g., whole class
signaling or polling, written and
shared responses, or group and
individual answers).
 Questioning
Teacher Centered/
Directed Classroom
Wait Time The teacher rarely provides
appropriate wait time.
Student Inquiry The teacher rarely provides
opportunity for students to
generate questions that lead to
further inquiry and self-directed
learning.
Moving to Student
Centered Classroom
The teacher usually provides
appropriate wait time.
The teacher sometimes provides
opportunity for students to
generate questions that lead to
further inquiry and self-directed
learning.
Student Centered
Classroom Teacher
Facilitates Learning
The teacher consistently provides
appropriate wait time.
The teacher frequently provides
opportunity for students to
generate questions that lead to
further inquiry and self-directed
learning.

Learning Objectives & State
Content Standards
Standards & Objectives
Teacher Centered/
Directed Classroom
Few learning objectives and state
standards are communicated.
Moving to Student
Centered Classroom
Learning objectives and state
standards are clearly
communicated and explained in
terms students can understand.
Student Centered
Classroom Teacher
Facilitates Learning
Learning objectives and state
standards are clearly
communicated and explained in
terms students can understand,
and explicitly referenced
throughout the lesson.

Students Previous Learning objectives are rarely
Knowledge connected to what students have
previously learned.
Evidence of Mastery There is evidence (e.g., exit
tickets, mastery tests, passing
rates, work samples) that few
students demonstrate mastery of
the objective.
Learning objectives are connected
to what students have previously
learned.
There is evidence (e.g., exit
tickets, mastery tests, passing
rates, work samples) that most
students demonstrate mastery of
the objective.
Learning objectives are
consistently connected to what
students have previously learned
or know from life experiences, and
are integrated with other
disciplines.
There is evidence (e.g., exit
tickets, mastery tests, passing
rates, work samples) that all
students demonstrate mastery of
the objective.

Content Knowledge
Subject Specific Instructional
Strategies
Key Concepts & Ideas
Content Depth
Teacher Content Knowledge
Teacher Centered/
Directed Classroom
The teacher displays under-
developed content knowledge in
the subject being taught.
The teacher rarely implements
subject-specific instructional
strategies to enhance student
content knowledge.
The teacher does not understand
key concepts and ideas in the
discipline and therefore presents
content in an unconnected way.
No content is taught in sufficient
depth to allow for the
development of understanding.
Moving to Student
Centered Classroom
The teacher displays accurate
content knowledge in the subject
being taught.
The teacher sometimes
implements subject-specific
instructional strategies to enhance
student content knowledge.
The teacher highlights key
concepts and ideas in the
discipline and uses them as bases
to connect other powerful ideas.
Most content is taught in
sufficient depth to allow for the
development of understanding.
Student Centered
Classroom Teacher
Facilitates Learning
The teacher displays extensive
content knowledge in the subject
being taught.
The teacher consistently
implements a variety of subject-
specific instructional strategies to
enhance student content
knowledge.
The teacher highlights key
concepts and ideas and
consistently connects them to
other powerful ideas.
Content is consistently taught in
sufficient depth to allow for the
development of understanding.

Learning Difficulties
Interests & Cultural Heritage
Differentiated Instruction
Teacher Knowledge of Students
Teacher Centered/
Directed Classroom
The teachers practices
demonstrate minimal knowledge
of students anticipated learning
difficulties.
The teachers practices rarely
incorporate students interests or
cultural heritage.
The teachers practices
demonstrate little differentiation
of instructional methods or
content based on data from
student management trackers.
Moving to Student
Centered Classroom
The teachers practices display
understanding of some students
anticipated learning difficulties.
The teachers practices sometimes
incorporate students interests
and cultural heritage.
The teacher usually provides
differentiated instructional
methods and content based on
data from student management
trackers to ensure students have
the opportunity to master what is
being taught.
Student Centered
Classroom Teacher
Facilitates Learning
The teachers practices display
understanding of each students
anticipated learning difficulties as
noted within various platforms.
The teachers practices regularly
incorporate students interests
and cultural heritage.
The teacher consistently provides
differentiated instructional
methods and content based on
data from student management
trackers to ensure students have
the opportunity to master what is
being taught.

Teacher Centered/ Directed Moving to Student Centered
Classroom Classroom
Teaching The teacher does not provide
Thinking learning experiences that encourage
higher-order thinking.
Student The teacher provides no
Opport- opportunities for students to
unities generate a variety of ideas and
alternatives; or
analyze problems from multiple
perspectives and viewpoints.
Thinking
The teacher provides learning experiences that
encourage two types of thinking:
analytical thinkingstudents analyze,
compare and contrast, and evaluate and
explain information;
practical thinkingstudents use, apply,
and implement what they learn in real life
scenarios;
creative thinkingstudents create, design,
imagine, and suppose; and
research-based thinkingstudents explore
and review a variety of ideas, models, and
solutions to problems.
The teacher provides opportunities that
prompt students to
generate a variety of ideas and alternatives,
and
analyze problems from multiple
perspectives and viewpoints.
Student Centered Classroom
Teacher Facilitates Learning
The teacher consistently provides learning
experiences that encourage three or more types
of thinking:
analytical thinkingstudents analyze,
compare and contrast, and evaluate and
explain information;
practical thinkingstudents use, apply, and
implement what they learn in real-life
scenarios;
creative thinking,students create, design,
imagine, and suppose; and
research-based thinkingstudents explore
and review a variety of ideas, models, and
solutions to problems.
The teacher consistently provides opportunities
that prompt students to
generate a variety of ideas and alternatives,
analyze problems from multiple
perspectives and viewpoints, and
monitor their thinking to ensure that they
understand what they are learning, are
attending to critical information, and are
aware of the learning strategies that they are
using and why.