Draft Framework for Effective Teaching and Higher Ed

Published by J. Gregory McVerry on 1^st November 2019

A draft framework to coach college teachers and professors through effective feedback.

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1		Ineffective	Developing	Effective	Highly Effective
2	Planning
3	Designs lessons with meaningful goals and measurable outcomes	Design choices and connections to goals appear haphazard or not clearly communicated to students.	Design choices appear aligned to standards and measurable, though are inconsistent in their clarity.	Design choices appear aligned to standards, measurable, and presented with clarity to students.	Design choices and connections to standards and outcomes are discussed with students
4	Cooperates with department faculty in planning and aligns class with department or institutional goals	Does not utilize feedback from the Department	Does not seek our department advice or coplanning opportunities but willing to adjust design based on feedback	Collaborative Design choices appear to reflect institutional standards for content, instructional practice, and assessment.	Design choices directly address institutional standards for content, instructional approaches and assessment.
5	Utlizes research or subject matter experts in the design and development of course goals, objectives, and outcomes	Does not utlize research and sources provided in syllabus or does not include research in self designed syllabus	Uses the research and subject matter experts included in a provided rubric	Enhances the class and provided research and subject matter with relevant material	Encourages students to supplement the provided material and research with self selected credible sources
6	Establishes and explains clear expectations in class syllabus	Class expectations not included or listed expectations not followed	Class expectations included but not followed or assessed	Syllabus list the expecations for class and a description of how expectations are assessed	Routines built in the syllabus include ongoign self reflection on how class expectations are met
7	Course design provides a logical progression of content and skills while scaffolding student learning	Syllabus lacks a schedule	A class schedule is provided listing topics	A class schedule connecting objectives to assessment is included and followed that progresses students towards course goals	A class schedule connecting objectives to assessment is followed and allows students to reflect on their progresses towards course goals
8	Incorporates design principles to increase accessibility and accommodate individual learning differences	Class syllabus or learning materials are hard to navigate, lack flexibility, and do not present content coherently	Class syllabus or learning materials present content coherently but may not follow accessibility standards.	Class syllabus or learning materials reflect design choices that account for all learners and provide multiple pathways for demonstrating knowledge growth	Class syllabus or learning materials reflect design choices that account for all learners, present content through multiple represenations across modes while providing multiple pathways for demonstrating knowledge growth
10	Classroom Climate
11	Has clear expectations for student behaivor	Students are often off-task or clear expectations of behaivor are not evident	There are expected behaivors listed in the syllabi and infreqnuent instances of off task behaivor leading to the loss of instructional time	Instructor supports students in meeting academic and behavioral expectations of the acadmey.	Instructor build in opportunities for students to refect on their growth in meeting academic and behavioral expectations of the acadmey.
12	Respects student diversity	Establishes a learning environment that disregards students’ cultural, social and/or developmental differences and/or does not address disrespectful behavior.	Establishes a learning environment that is inconsistently respectful of students’ cultural, social and/or developmental differences	Creates a learning environment that utlizes students’ cultural, social and/or developmental differences to improve learing tasks	Learning activities encourage students to use their cultural, social and developmental diversity to improve the course to adress inequity in the world
13	Creates an environment of respect and rapport for all students	The instructor does not promote positive social interactions among students	Creates an environment where students are encouraged to engage in discourse through positive social interaction	Fosters an environment where students proactively demonstrate positive social interactions	Fosters an environment where students proactively demonstrate positive social interactions to effect real world change
14	Instruction
15	Communicates learning outcomes and criteria for success	Does not communitcate critera to students	Includes observable and measurable criteria in the syllabi	Communicates observable and measurable criteria for student success and relates back to class goals.	Creates tasks and routines that encoruage for students to be involved in developing or interpreting criteria for student success.
16	Uses instructional strategies that engage students in constructing new knowledge	Instructor relies soley on basic activities and rote memorization as tools for knowledge growth .	Instructor sometimes engages students in activities that require complex skills that could lead to knowledge gains	Teacher creates learning experiences that allow for multiple perspectives and correct responses and enable students to acquire complex knowledge and skills.	Learning experiences lead to interactions between the students and the instructor that focus on content while offering opprtunities for high quality feedback and refelctive growth
17	Balances content delivery and active student learning	Instructor relies primarily on direct instruction and rarely uses oany collaborative learning activities that have students activeley enage with content.	Instructor relies primarily on direct instruction and sometimes uses collaborative learning activities that have students activeley enage with content.	Instructor balances direct instruction, reflective practices and productive peer interactions by matching modality of delivery to objective	Mixes in direct instruction, reflective practices and productive peer interactions that reflect practices of domain experts.
18	Uses questioning and discussion techniques to enhance student learning	Teacher uses instructional techniques that do not allow most students to actively participate in discussions.	Teachers uses a mimimal number of questions and question techniques usually focused on single affirmative responses from students	Teacher uses questions and delivers feedback connected to the stated learnign gaols while also involving students in the conversation	Students routinely ask questions and make comments that reveal deep engagement with content.
19	Enhances instruction and extends learning opportunities with effective use of technology	No evidence of effective technology use	Use of technology enhances learning goals	Use of technology enhances learning goals while creating assets and learning spaces available for students at all times	Technology is used to enhance instruction through feedback delivery, additional scaffolds to learners, or tools that enhance engagement
20	Confirms content with relevant subject matter experts, research, or faculty peers.	Makes multiple content errors while teaching that remain unaddressed.	Makes no content errors while teaching	Instructor makes explicit connections to research or subjetc matter experts while inviting students to explain the content to their classmates	Encourages students to question the content accuracy of peers, texts, and the instructor providing clear explanations that extend student thinking.
21	Assessment
22	Provides timely and constructive feedback	Feedback is untimely, missing, or unrelated to stated learning goals	Feedback is timely actionable and driven by the learning goals of the lesson	Students recieve a variety of feedback that is timely actionable and driven by the learning goals of the lesson from a variety of sources.	Instructors involve students in the delivery of feedback from a variety of sources.that is timely actionable and driven by the learning goals of the lesson
23	Monitors and adjusts instruction based on student performance	No evidence of adjusting instruction based on student performance	Adds additiional instructional material based on student performace	There is evidence of adjusting the class schedule, tasks, or course outcomes based on student performance data	Routines for course revision based on learner feedback are included in the syllabus
24	Utilizes forms of assessment that are appropriate to content, learning goals, and outcomes	Uses limited assessment data that may not be connected to the stated learnig goals.	Uses a variety of assessments strategies that elicit evidence of kowledge growth towards the stated objectives	Uses a variety or assessment strategies that promotes student self assessment and progress monitoring	Promotes student self and peer assessment that leads to specific and actionabale feedback around writing goals.
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27	Please note this framework will be given a CC-BY-SA

Previous Note Published with Bridgy