"You have to see the whole
[chess]
board."
Spoken by the President, The West Wing, Feb.
27, 2002
| ANALYTICAL
CATEGORIES |
NEEDS WORK. | RIGHT ON. | MERIT ABOVE AND BEYOND | COMMENTS |
| Demographics | incomplete, lacks specificity, deals with generalities |
uses data, reports multiple categories |
detailed use of data, reports multiple categories, makes connections across categories |
. |
| Academic Structure
differentiated instruction, the whole child, the team, time |
generalized, lacks detail tied to classroom events, incomplete analysis |
works with categories, specific references to classroom practice |
utilizes categories, uses specific references, creates an overall sense of how academics work |
. |
| Status Order | status order omitted or incorrectly derived | clear statement of process of creation, reported in chart, includes queries |
clear process, chart presentation, includes queries, statement of limitations, additional detail |
. |
| Vignettes of Children To Be Followed Over Time | children identified, lacks rationale, impact of structures unclear or not present | rationale for "why this child" provided, social and academic behavior is clear and specific, deals with each child |
rationale provided, impact clear, status and academic behavior connected |
. |
| Strategic Instructional Moves | generalized, unclear connection to individual children | strategies are clear, strategies applied to group as a whole |
strategies are clear, strategies tied to individual children, strategies connected to status issues |
. |
| Overall:
|
Demonstrates clearly the ability to:
Understand how the social and academic structures of a classroom intersect at the place of an individual child's capacity to learn. yes no maybe |