MSA East- High School Social Studies

Job Title

Performance Responsibilities/

Job Duties:

Instruction:
The teacher plans and implements effective instruction as evidenced by meeting the below requirements:

• Learning objectives and state content standards are communicated.
• Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
• Sub-objectives are aligned to the lesson's major objective.
• Learning objectives are connected to what students have previously learned.
• Expectations for student performance are clear.
• State standards are displayed.
• There is evidence that students are progressing or demonstrating mastery of the objective(s).
• The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students.
• The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
• The teacher regularly reinforces and rewards effort.
• Presentation of content consistently includes:
• Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson.
• Examples, illustrations, analogies, and labels for new concepts and ideas.
• Modeling by the teacher to demonstrate his or her performance expectations.
• Criteria that clarifies how students can be successful.
• Concise communication.
• Logical sequencing and segmenting.
• All essential information.
• No irrelevant, confusing, or nonessential information.
• The lesson starts promptly.
• The lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
• Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
• Routines for distributing materials are efficient.
• Little instructional time is lost during transitions.
• Activities and materials include a majority of the following:
• Content: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for reflection; are relevant to students' lives.
• Student-centered: sustain students' attention; provide opportunities for student-to-student interaction; evoke student curiosity and suspense; provide students with choices.
• Multiple materials: incorporate multimedia and technology; and incorporate additional standards-based resources where appropriate (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc.)
• Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content:
• Knowledge and comprehension.
• Application and analysis.
• Creation and evaluation.
• Questions are purposeful and coherent.
• The frequency of questions engages students in critical thinking.
• Questions are sequenced with attention to the instructional goals.
• Wait time (3-5 seconds) is provided.
• Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
• The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond.
• Oral and written feedback is academically focused, frequent, and high quality.
• Feedback is given during guided practice and review of independent work assignments.
• The teacher circulates during instructional activities to support engagement and monitor student work.
• Feedback from students is used to monitor and adjust instruction.
• The instructional grouping arrangements (whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency.
• Teacher sets expectations that are understood by students.
• In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
• Students participating in groups are held accountable for group work and individual work.
• Instructional group composition is varied (e.g., race, gender, ability, and age) to accomplish the goals of the lesson.
• Instructional groups facilitate opportunities for students to set goals, reflect on, and…