T tess domain 4 examples - the T-TESS Rubric, and to discuss next year’s goal(s) and professional development plan. Unlike Domains 1-3, Domain 4: Professional Practices and Responsibilities, is not scored in summative form by the evaluator until after the teacher has been afforded the opportunity to present

 
Dimension 4.2: Goal Setting Professional goals set for the year Evidence of goal completion Student work showing improvement based on goal Student growth and/or achievement data Examples of teacher self-reflection Documentation of implemented changes made based on constructive feedback from conferences and observations. Mary louise parker nudity

Domain 4 - Professional Practices and Responsibilities‎ > ‎ 4.1 Professional Demeanor and Ethics Professional Demeanor and Ethics (Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. Description. Here is an editable T-TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T-TESS End of Year Summative/Teacher Evaluation.We would like to show you a description here but the site won’t allow us.• Allows principals to get at the essence of the T-TESS domains instead of overwhelming teachers with too many components, elements, and attributes. • Enables principals to stretch themselves in order to have honest and honorable conversations about teacher practices out of their own color/ comfort zone. (See page 8 for color descriptors.) T Teeaacchh err’’ ss ccllaassrr ooomm iiss ss aaffee,, anndd lleeaarrniinngg iiss aacccceesssiibbllee ttoo alll sttuuddenttss;; teacchheer uusses pphhyysiicaall rreessoouurrcess wweelll aanndd eenssuurres thhaatt tthhee aarrrraannggeemmeennt ooff ffuurrnniittuurree ssuuppppoorttss tthhee lleeaarrnniinngg accttiivviitieess..EXAMPLES of ARTIFACTS Note: This is a brainstormed list of possible artifacts. Teachers should use artifacts that are reflective of their own work. The following are examples ONLY and not meant to provide an exhaustive list. TESS Examples of ARTIFACTS 1 Revised 3/1/2021 Domain 1: Planning and Preparations. a. Knowledge of Content and Pedagogy The T-TESS rubric is internally consistent at both the domain and dimension levels. All correlations between domain ratings and all correlations between dimension ratings are positive, suggesting that none of the domains or dimensions stands out as unrelated or contradictory to the rest of the rubric. • The T-TESS rubric is eficient.from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance levelat which initial consideration begins until evidence is substantiated to score at another level. or 4 groups at the beginning of the lesson and students then used manipulatives to demonstrate the groups with that incorrect information. Questions that were asked were remember/understand level. Examples include: “Can you show me with manipulatives how you would solve that?” Why would you make 4 groups of 6? “Draw Created Date: 12/11/2014 9:48:44 AM Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning.Communication The teacher balances teacher directed and student directed communication. The teacher asked some procedural and clarifying questions throughout the lesson but seldom uses Adapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ... T-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...T-TESS Flip Chart-Full Domains (Region 17) T-TESS Flip Chart-Full Domains- [Assembled for Purchase] (Region 13) T-TESS Look For Cards (Region 17) T-TESS Scripting Form (Region 9) T-TESS Post-Conference Planning Template (Region 9) Elementary Orientation Materials (Full Day) Teacher Handout 1- T-TESS Rubric; Teacher Handout 2- Elementary Teacher Evidence Sources Domain 1: Planning and Preparation … Domain 4 : Professional Responsibilities … Listening for analysis of what went well and didn’ t go well – Specific examples of reflection from the lesson – Ability to articulate strengths and areas for development – Capture student voice (survey, conversation w/ students), Domain 4 Evidence .T-TESS Post-Conference Self-Reflection Form. Teacher Name:Date of Observation: Reflect on your lesson and provide the rating and evidence for each dimension.End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ...Reinforcement (GLOW) Example Reinforcement area/dimension. Use specific language from the rubric. • Example: The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. (Dimension 1.4 – Activities) Self-analysis question. Ask a specific question to prompt theDimension 4.3: Professional Development Working on an English II PLC has created a cohesive structure to my student teaching. The professional community at Bowie HS is enhanced by team collaboration where students benefit as a result. The PLC constantly sets new expectations and there is a degree of improvement each six-weeks. Adapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ... Possible Artifacts for Danielson Domains One and Four Educator Effectiveness Pilot Network April 2014 Note: Educators will provide artifacts as evidence for Domains 1 and 4. These are the ‘behind the scenes’ components, typically not observable in a classroom setting. Evidence for Domains 2 and 3 will be collectedDOMAIN 4 The teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions,Fill out T Tess Observation Evidence Sheet Example in several clicks by simply following the instructions listed below: Find the template you want from our collection of legal forms. Select the Get form button to open the document and begin editing. Fill out all the necessary boxes (they are yellow-colored).T Teeaacchh err’’ ss ccllaassrr ooomm iiss ss aaffee,, anndd lleeaarrniinngg iiss aacccceesssiibbllee ttoo alll sttuuddenttss;; teacchheer uusses pphhyysiicaall rreessoouurrcess wweelll aanndd eenssuurres thhaatt tthhee aarrrraannggeemmeennt ooff ffuurrnniittuurree ssuuppppoorttss tthhee lleeaarrnniinngg accttiivviitieess.. Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.T-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ... re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m ent The following shows the minimum average scores across T-TESS domains 2 and 3 to achieve each level of designation (Recognized, Exemplary, and Master). The minimum average scores were derived from a statewide analysis of T-TESS observations with scores on a 1 to 5 scale.About Press Copyright Contact us Creators Advertise Developers Terms Privacy Policy & Safety How YouTube works Test new features NFL Sunday Ticket Press Copyright ... 4. Student choice 5. Higher order thinking activities Unit plans and/or lesson plans showing progression of conceptual complexity Curriculum map Teacher and student reflection of lessons, learning, or feedback (written or oral) Intellectually challenging tasks Concept Map – Advanced Organizer2.3 . The text message voting with post-it notes as a nontech backup - allowed for all students to communicate with the teacher at the beginning of class. 1 - 2. Possible Artifacts for Domain 4:ProfessionalismIn regards to Domain 4, principals should look at documents that support the six elements. While PEDdoes not prescribe the articles of evidence in any of the domains, we do suggest a quality over quantityapproach. Many documents are already in place and readily applicable to multiple elements.T-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps ...cdn.ymaws.com Reinforcement (GLOW) Example Reinforcement area/dimension. Use specific language from the rubric. • Example: The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. (Dimension 1.4 – Activities) Self-analysis question. Ask a specific question to prompt the Adapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ... 4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3 These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.1 - 2. Possible Artifacts for Domain 4:ProfessionalismIn regards to Domain 4, principals should look at documents that support the six elements. While PEDdoes not prescribe the articles of evidence in any of the domains, we do suggest a quality over quantityapproach. Many documents are already in place and readily applicable to multiple elements.Dimension 4.2: Goal Setting Professional goals set for the year Evidence of goal completion Student work showing improvement based on goal Student growth and/or achievement data Examples of teacher self-reflection Documentation of implemented changes made based on constructive feedback from conferences and observations re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m entThe T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning.Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning isAny content area – student engagement. For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment ...Any content area – student engagement. For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment ... or 4 groups at the beginning of the lesson and students then used manipulatives to demonstrate the groups with that incorrect information. Questions that were asked were remember/understand level. Examples include: “Can you show me with manipulatives how you would solve that?” Why would you make 4 groups of 6? “DrawThese standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...T Teeaacchh err’’ ss ccllaassrr ooomm iiss ss aaffee,, anndd lleeaarrniinngg iiss aacccceesssiibbllee ttoo alll sttuuddenttss;; teacchheer uusses pphhyysiicaall rreessoouurrcess wweelll aanndd eenssuurres thhaatt tthhee aarrrraannggeemmeennt ooff ffuurrnniittuurree ssuuppppoorttss tthhee lleeaarrnniinngg accttiivviitieess..Reinforcement (GLOW) Example Reinforcement area/dimension. Use specific language from the rubric. • Example: The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. (Dimension 1.4 – Activities) Self-analysis question. Ask a specific question to prompt the Distinguished. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Models all professional standards (e.g., attendance, professional appearance and behaviors) across the campus and district for educators and students. Advocates for the needs of all students in the classroom and campus. Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. About Press Copyright Contact us Creators Advertise Developers Terms Privacy Policy & Safety How YouTube works Test new features NFL Sunday Ticket Press Copyright ... 1 - 2. Possible Artifacts for Domain 4:ProfessionalismIn regards to Domain 4, principals should look at documents that support the six elements. While PEDdoes not prescribe the articles of evidence in any of the domains, we do suggest a quality over quantityapproach. Many documents are already in place and readily applicable to multiple elements.These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...Region One ESC / Home PageEnd-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ... (Planning Domain) The teacher uses formal and informal strategies and tools appropriate to virtual instruction to measure student engagement and progress, then manages and analyzes student data tofrom another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance levelat which initial consideration begins until evidence is substantiated to score at another level.Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning is End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ...T-TESS (Texas Teacher Evaluation and Support System) is a teacher evaluation and development system designed to support teachers in their professional growth. The T-TESS goals are individualized for each teacher and may vary based on their specific needs and focus areas. Here are a few examples of T-TESS goals: 1. EXAMPLES of ARTIFACTS Note: This is a brainstormed list of possible artifacts. Teachers should use artifacts that are reflective of their own work. The following are examples ONLY and not meant to provide an exhaustive list. TESS Examples of ARTIFACTS 1 Revised 3/1/2021 Domain 1: Planning and Preparations. a. Knowledge of Content and Pedagogy Hit the Get Form button to begin editing and enhancing. Switch on the Wizard mode on the top toolbar to have more recommendations. Complete each fillable field. Ensure the info you add to the T Tess Observation Evidence Sheet is up-to-date and accurate. Include the date to the form using the Date option. Click the Sign tool and create a signature.End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ... There is text on most of the pages that will help guide you in the kinds of things that should be included in each dimension within the 4 domains of T-TESS. Use them as dividers for each section and add your evidence as you wish. Included: 5 different binder covers Planing Domain & Dimensions 1.1, 1.2, and 1.3 Instruction Domain & Dimension 2.1-2.5Domain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and EvaluationAbout Press Copyright Contact us Creators Advertise Developers Terms Privacy Policy & Safety How YouTube works Test new features NFL Sunday Ticket Press Copyright ...Reinforcement (GLOW) Example Reinforcement area/dimension. Use specific language from the rubric. • Example: The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. (Dimension 1.4 – Activities) Self-analysis question. Ask a specific question to prompt thecdn.ymaws.comUEA T-TESS Tip. Take evidence of successful completion of your Professional Development Plan to the end-of-year conference. Domain IV also relates to professional demeanor and school/community involvement. Keep any of those nice notes from parents, students, or colleagues and bring them to your meeting. This is evidence that can be used to ...Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning isor 4 groups at the beginning of the lesson and students then used manipulatives to demonstrate the groups with that incorrect information. Questions that were asked were remember/understand level. Examples include: “Can you show me with manipulatives how you would solve that?” Why would you make 4 groups of 6? “Drawcdn.ymaws.comContinue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. The Impact Coaching Training is a new, optional 2-day companion training for T-TESS and T-PESS Appraiser preparation. The training focuses on helping Appraisers learn specialized coaching skills, tools, and competencies to utilize in the T-TESS and T-PESS observation cycles.Domain & Component Sources of Evidence Domain 4: Professional Responsibilities Observations of Teaching Artifacts 4a: Reflecting on Teaching 4b: Maintaining Accurate Records • Instructional and non-instructional records, for example: • Record for field trip permissions • Anecdotal notes for student participation Region One ESC / Home PageEvidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning is Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning isSep 18, 2018 · 4. PERIODICALLY follow up to discuss how you are doing/progressing and if any goal changing is needed. Review/Check for prior knowledge *Direct instruction *Guided practice *Independent practice *Oral drill and practice Provide information (in a variety of forms) Model desired skills and outcomes Provide examples to help transfer learning Fort Worth ISD T-TESS Procedures Manual 2019-2020 . Updated 9/18/2019 7 . T-TESS APPRAISAL PROCESS . FORM A Teacher Request for Appeal of T-TESS Observation Outcomes with First Appraiser . FORM B Teacher Appeal of T-TESS Observation Outcomes/Request for Second Appraiser . FORM C Agreement for Pre -Observation, Observation, and Post-Observation4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3 EXAMPLES of ARTIFACTS Note: This is a brainstormed list of possible artifacts. Teachers should use artifacts that are reflective of their own work. The following are examples ONLY and not meant to provide an exhaustive list. TESS Examples of ARTIFACTS 1 Revised 3/1/2021 Domain 1: Planning and Preparations. a. Knowledge of Content and Pedagogy Dimension 4.2: Goal Setting Professional goals set for the year Evidence of goal completion Student work showing improvement based on goal Student growth and/or achievement data Examples of teacher self-reflection Documentation of implemented changes made based on constructive feedback from conferences and observations

Communication The teacher balances teacher directed and student directed communication. The teacher asked some procedural and clarifying questions throughout the lesson but seldom uses. Shuro chi checkpoint

t tess domain 4 examples

Domain & Component Sources of Evidence Domain 4: Professional Responsibilities Observations of Teaching Artifacts 4a: Reflecting on Teaching 4b: Maintaining Accurate Records • Instructional and non-instructional records, for example: • Record for field trip permissions • Anecdotal notes for student participation T-TESS Appraiser Sample Conferencing Questions 1.1 Standards and Alignment • How are the goals for learning aligned to state contentstandards? • How will technology be integrated into the lesson to support mastery of the lesson’s goals? • How do you plan for activities, materials, and assessments that are sequenced and relevant to students? Domain 1: Planning. Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase.The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. T-TESS (Texas Teacher Evaluation and Support System) is a teacher evaluation and development system designed to support teachers in their professional growth. The T-TESS goals are individualized for each teacher and may vary based on their specific needs and focus areas. Here are a few examples of T-TESS goals: 1.This product contains covers and dividers for different teacher evaluation content. Contents includes the following dividers/covers in 2 themes: - T.E.S.S-Teacher Evaluation -Domain 1 -Domain 2 -Domain 3 -Domain 4 -Artifacts -A list of sub-domains, with examples, and a place to document how you met that parti Domain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and Evaluation cdn.ymaws.com Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw Domain 4 - Professional Practices and Responsibilities‎ > ‎ 4.1 Professional Demeanor and Ethics Professional Demeanor and Ethics (Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities.We would like to show you a description here but the site won’t allow us.Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw DOMAIN 4 The teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions,.

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