Domain

Limited (1)

Developing (2)

Proficient (3)

Exemplary (4)

3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

3(b) The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learnersÕ attention.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

3(e) The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

3(g) The teacher promotes responsible learner use of instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies (e.g., graphing tools, interactive geometry software, computer algebra systems, and statistical packages) to extend the possibilities for learning locally and globally and make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(a) The teacher balances the use of formative and summative assessment as appropriate to monitor studentsÕ progress, make instructional decisions, and measure studentsÕ mathematical understanding and ability.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(c) The teacher works independently and collaboratively to examine test and other performance data to understand each learnerÕs progress and to guide planning.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(d) The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(f) The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each studentÕs learning needs and to develop differentiated learning experiences.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(h) The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs. 

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(j) The teacher verifies that secondary students demonstrate conceptual understanding and procedural fluency.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(k) The teacher verifies that secondary students demonstrate the ability to formulate, represent, and solve problems.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(l) The teacher verifies that secondary students demonstrate logical reasoning and continuous reflection on that reasoning.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(m) The teacher verifies that secondary students apply mathematics in a variety of contexts within major mathematical domains.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

6(n) The teacher implements, uses, and interprets formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.  

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.  

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.  

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.  

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(e) The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.  

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes.  

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(g) The teacher engages students in developmentally appropriate mathematical activities and investigations that require active engagement and include mathematics-specific technology in building new knowledge.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(h) The teacher uses a variety of instructional strategies to support and expand learnersÕ communication about mathematics through speaking, listening, reading, writing, and other modes.  

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question). 

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(j) The teacher provides students with opportunities to make connections among mathematics, other content areas, everyday life, and the workplace.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.

8(k) The teacher implements techniques related to student engagement and communication including selecting high quality tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing student misconceptions, and employing a range of questioning strategies.

Demonstrates minimal or no trajectory toward meeting standard on the lesson; Exhibits minimal evidence of attainment of concepts and practice.

Demonstrates trajectory toward meeting standard on the lesson; Exhibits some evidence of attainment of concepts and practice.

Demonstrates that standard is met on the lesson. Exhibits sufficient evidence of attainment of concepts and practice.

Demonstrates that standard is exceeded on the lesson; Exhibits in-depth evidence of attainment of concepts and practice.