Question (Withitness)

     

    Which classroom routine do you have the most difficulty implementing in your classroom? How do you introduce it, review it, and re-enforce it throughout the school year?

     

    If you can’t get an answer, try these:

     


    ·   How do students come into your classroom? 

    ·   What do students do when they finish a task?

    ·   How do students line up when they go to lunch?


     

    Rubric-
    DOESN’T MEET MEETS EXCEEDS
    Not resolved to try new things

    Passing blame on others

    No vulnerability     		Willingness and self-awareness to share struggles

    Openness to trying new things

          		Asking for a coaching or shared observation cycle

    Coming with ideas to share about potential changes or specific help needed
    “I think my students need more time after school…”

    “It’s the students who weren’t prepared/aren’t coming to school…”     		“I’ve noticed that my students are struggling with this… what other ways could I support them?”

    “Does anyone have any strategies for…?”     		“Can we schedule some coaching time or try some shared observation time?”

    “I’d really like to try…, can someone help with…?”  


     

     

     

     

     

     

     
    Question (Reflective)

     

    What was the worst lesson you taught? What happened (was it planning or an instruction problem)? What did you learn? What did you do differently the following year?

     

     

    Rubric
    DOESN’T MEET MEETS EXCEEDS
    Blames students for poor/low achievement Able to articulate own role in what didn’t go well Takes responsibility for what didn’t go well

     

     

     

     

     

     
    No evidence of reflective thinking Can make general suggestions for improvement Able to make concrete suggestions about what to do in response and what the impact would be

     

     

     

       



     

     
    Question (Teachable)

     

    What’s the best piece of instructional feedback you’ve ever received and why? What were you doing that resulted in the feedback?

    What was hard about implementing the feedback?

     

     

     

    Rubric
    DOESN’T MEET MEETS EXCEEDS
    Not resolved to try new things

    Does not accept responsibility

    No vulnerability

          		Willingness and self-awareness to share struggles

    Openness to trying new things

     

     

          		Asking for a coaching or shared observation cycle

    Coming with ideas to share about potential changes or specific help needed
    “I think my students need more time after school…”

    “It’s the students who weren’t prepared/aren’t coming to school…”     		“I’ve noticed that my students are struggling with this… what other ways could I support them?”

    “Does anyone have any strategies for…?”     		“Can we schedule some coaching time or try some shared observation time?”

    “I’d really like to try…, can someone help with…?”  

     

     

     

     

     

     

     

     
    Question (modification/accommodation)

     

    The student’s plan (IEP, 504, behavior) states an accommodation is NOT to take a written test in class, how would you check for understanding on a daily basis. How would you assess their learning? How would you utilize the results of the assessment?

     

    Rubric
    DOESN’T MEET MEETS EXCEEDS
       

     

     

     

     

     

     

     

       
       

     

     

     

     

     

     

     

     

     

       

     

     

     

     

     

     

     

     

     
    Question (culturally responsive practices)

     

    Question 1


    ·   Tell us about a time when you helped a student develop a positive cultural identity in your classroom?


     

    Question 2

    First ask


    ·   What are the cultural differences you are noticing in your classroom now? How does that manifest in how you interact with students?


    OR (if inexperienced)

    ·   What cultural competencies are you aware of in your own practices?

     

     

    Rubric
    DOESN’T MEET MEETS EXCEEDS
       
       

     

     
    Question (High Expectations )

     

    Question 1

    Briefly describe the most diverse class you have taught. Share examples of how you set high expectations for student learning.


     


     

    Rubric
    DOESN’T MEET MEETS EXCEEDS
    Makes excuses for certain subgroups Goal setting with a belief that all students can achieve at high levels Specific reference to cycles of intervention
    Lack of differentiation, no planning for individuals or subgroups Belief that all groups can meet standards Strong repertoire of instructional strategies referenced
    No gradual release Speak to a research based model for instruction (strong scaffolding, GLAD strategies, clarity, Strong scaffolding with gradual release of responsibility
    Partially aligned to CCSS Speaks to differentiation Differentiation based on individual needs
    Limited repertoire of instructional strategies Reference to CCSS and depth of knowledge Greater amount of detail in responses and examples  

     

     

     

     

     

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