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Rubrics: Danielson
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 The teacher's questions are of high quality, asking students to explain their answers. He provides adequate time for participating students to respond.

 The teacher's questions are of high quality and time is provided for students to respond to his questions and to asnwers from their peers.

 The teacher's questions are of high quality and allow the students time to process before responding.

 The teacher's questions are of high quality, with appropriate time built in for students to process and answer.

 Teacher creates a genuine discussion among students about their vocabulary, giving them an opportunity to use prior knowledge to explore the words.

 The teacher's structure allows students to assume considerable responsibility for the success of the discussion as they contribue and call on each other.

 The structure allows students to assume responsibility for the success of the discussion, making unsolicited contributions.

 Structure allows students to assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

 Teacher provides a question that creates a genuine discussion among students, then lets them work together to discuss it.

 Teacher creates a genuine discussion among students to solidify a concept.

 Teacher reviews appropriate academic vocabulary to ensure the purpose for the lesson or unit is clear.

 Teacher checks for understanding and reiterates the directions to students.

 Teacher provides clear directions to the students, has them review those directions with each other, and then again with the class as a whole.

 Teacher's directions are clear to students, with focus questions posted for the students and a clarification of a key vocabulary word.

 Teacher's directions are posted and clear to students and tied to posted focus questions. Teacher checks for understanding.

 Teacher's directions are clear and modeled for the students.

 Teacher's directions are clearly stated to students.

 Teacher responds to student process error with an upbeat tone and a gentle correction, and then acknowledges what he got correct. Students ask for clarification of a task, and the teacher responds...

 Smallgroup work is well organized, and students are productively engaged in learning while unsupervised by the teacher.

 The students know their roles in the small group, and students are productively engaged in learning while unsupervised by the teacher.

 Smallgroup work is well organized. The teacher takes the time to have students reflect and review their roles in the group at their tables, then checks for understanding using cold calls.

 Students continue to be productively engaged in learning once the teacher walks away from the group.

 Students are productively engaged in learning while unsupervised by the teacher, interacting with each other and listening to each other's ideas.

 The transition is seamless, with students assuming responsibility in ensuring its efficiency.