Novice proficiency level: 7th Grade Social Studies

In this example, an Evaluator and CM discuss differentiation in the classroom.

Support materials:
CM and Evaluator Transcript

Overall rating & analysis

Overall rating:Three N strands equal an overall Novice rating.

Novice

Beginning

Advanced

In action…
Demonstrates attempt to design differentiated plans

In reflection…
Accurately explains the main ideas behind differentiating plans based on student diagnostic data and/or goals of the individualized education plans, if applicable

Strand 1: The specificity with which the teacher targets differentiation.

Designs content, process, and products applicable to a general group of students, while complying with official accommodations and modifications, if applicable.

Regularly designs content, process, and products applicable to subgroups of students with different needs and interests.

Strand 2: The extent to which data informs a teacher’s differentiation.

Crafts plans based on student diagnostic data and/or goals of the IEPs, if applicable.

Crafts plans based on multiple sources of data (including ongoing assessments) and goals of the IEPs, if applicable.

Strand 3: The manageability of differentiation plans.

Designs efficient plans so that the teacher can offer support to individual students when the whole class is working.

Designs efficient plans and accountability systems to initiate various forms of structured differentiation (e.g., teacher rotating among established student groupings).


Analysis: Why did the teacher receive these ratings?

Rating: NStrand 1: The specificity with which the teacher targets differentiation.

Why N?

While the teacher has at least thought about the need to plan different types of instruction for different learners, s/he is only basing those decisions on student surveys and observations (that is, which students seem to be struggling and in need of extra help). The differentiation is focused on different learning styles, rather than measured ability.

Rating: NStrand 2: The extent to which data informs a teacher’s differentiation.

Why N?

Again, while the teacher has attempted to differentiate instruction, these plans are not based on hard data or IEP goals. The teacher is using a curriculum that supposedly helps students on “different levels,” but is not following through with diagnostic results or other measurable evidence.

Rating: NStrand 3: The manageability of differentiation plans.

Why N?

The teacher mentions working with particular students one-on-one or in small groups while the rest of the class is engaged in independent practice, but it is unclear how efficiently that plan has been designed or what system the teacher is using to provide additional, individual support.