Executing Effectively

Front 1

How many actions are assessed in the Executing Effectively principle?

Back 1

6

E-1 Clearly present academic content...

E-2 Facilitate, manage, and coordinate student practice...

E-3 Check for academic understanding...

E-4 Communicate high expectations...

E-5 Implement and practice time-saving procedures...

E-6 Evaluate and keep track of students’ performance...

Front 2

What is the difference between Executing Effectively and Planning Purposefuly?
(Know the "sister" rows)

Back 2

The Planning and Execution rows of the TAL Rubric reflect the interdependence between planning and execution in the classroom.

Evaluators must maintain the distinctions between planning and execution in order to determine whether a teacher's effectiveness (or lack of effectiveness) is attributed to planning or execution issues (so that appropriate solutions can be prescribed). In particular, evaluators should watch for the following connections between pairs of rows:
P-1 (Create or Obtain Assessments) → E-6 (Evaluate and Keep Track of Student Performance)
P-3 (Create Objective-Driven Lesson Plans) → E-1 (Clearly Present Academic Content) and E-2 (Coordinate Student Practice)
P-5 (Establish Behavioral Management Plans) → E-4 (Communicate High Expectations for Behavior)
P-6 (Design Classroom Procedures) → E-5 (Implement Time-Saving Procedures)

Front 3

What elements of the Executing Effectively principle are independent of Planning actions?

Back 3

Execution is more than "doing what's planned." Planning is a prerequisite for solid execution, but many elements of good execution manifest independent of planning.

Strong execution requires constant evaluation of in-coming data, on-the-spot judgments and adjustments, strong communications skills, etc.

Consider these execution-specific aspects of the TAL Rubric:
Effective tone of voice (E-1, Clearly Present Academic Content)
Flexible adjustments to the lesson plan based on in-the-moment circumstances (E-2, Coordinate Student Practice)
Immediate and continual gauging of student understanding (E-3, Check for Academic Understanding)
In-the-moment resolution of student misbehavior (E-4, Communicate High Expectations for Behavior)

Front 4

What is E-1?

Back 4

CM clearly presents academic content so that students comprehend key information and ideas

Front 5

How many strands are in E-1?
(What are they)

Back 5

Three
STRAND 1: Evaluates the extent to which material is comprehensible and accessible to students.

STRAND 2: Evaluates the degree to which students are engaged and the quality of delivery.

STRAND 3: Evaluates degree of adherence to and dependence upon lesson plans.

Front 6

What does Novice look like in E-1?

Back 6

In action…
Demonstrates attempt to present academic content clearly

In reflection…
Accurately explains key techniques for presenting academic content

Explains in a compelling way the importance of each strategy

Front 7

What does BP look like in strand 1 of E-1?

Back 7

Explanations are coherent, cohesive, and correct

Students understand the basic information presented because teacher uses a comprehensible train of thought [coherent] to communicate logical links among concepts [cohesive]. But students may be unable to identify the key points. Students' basic comprehension is evidenced by their following along, and giving mostly correct responses to teacher's general checks for understanding.

Front 8

What does BP look like in strand 2 of E-1?

Back 8

Maintains adequate tone, pace, volume, poise, and body language well enough to capture attention and interest of more than half of the students in a classroom

Teacher faces students, projects audibly, and seems relatively comfortable in front of the class (though he or she may not embrace the spotlight), while avoiding stammering, hurrying, stiffness, and/or a monotone voice.

Front 9

What does BP look like in strand 3 of E-1?

Back 9

Follows content and pacing of lesson plan faithfully, regardless of circumstances

Teacher prioritizes adherence to the plan over acknowledging and acting upon student confusion or mastery, missing opportunities to increase student understanding that require adjustments to the plan.

Front 10

What does, Coherent, Cohesive, and Correct Communication actually mean?

Back 10

E-1 (Present Academic Content) is about the clarity of ideas.

A teacher is likely to have attained at least a BP rank if a basic outline of ideas emerges.
Academic content is coherent when the ideas of a lesson are identifiable based solely on the presentation of the lesson (excluding the lesson plan). Academic content is cohesive when the outline or flow of the key points is apparent and logical to students.

Content is correct if it is factually accurate.

The purpose of clearly presenting academic content is for students to "comprehend key information and ideas." Evaluators should determine whether a presentation was coherent and cohesive enough to support student comprehension (see Interpretation Guides).

If students do not understand the content being presented, the presentation lacks coherence and cohesion.

Content that proves comprehensible to the evaluator (but that is confusing to students) is insufficient. Student comprehension is essential.

Front 11

How is differentiation tied into E-1?

Back 11

Evaluators should remember that E-1 is a primary locus of differentiation.

The third strand of this row addresses the teacher's adherence to the lesson plan — a plan that (as evaluated by P-4) should have differentiated instruction (for both special and general education students).

In order to fully evaluate a teacher under E-1, an observer must know how the teacher plans to differentiate the presentation of academic content.

Front 12

What if the corps members teaches incorrect content -- or does not the answer to a grade level content based question?

Back 12

If the lesson plan includes inaccurate content that is then presented, that weakness is should first be addressed in P-3 (Create Objective-Driven Lesson Plans), since inaccurate information precludes accomplishing "the purpose behind the steps of the lesson." (If and when those inaccuracies are presented to students, the "correct" element of E-1 comes into play.)

If the lesson plan contains accurate content that is then delivered inaccurately, the evaluator should consider this an execution problem to be judged in the first strand of E-1 (Clearly Present Academic Content).

If the teacher does not know the answer to a student's question, it indicates an execution problem, and should also be reflected in the E-1 skill level.

Front 13

How do you assess presentation skills in Strand Two of E-1 -- when so many other factors impact attentiveness?

Back 13

The second strand of E-1 contains an element of "student outcome" in its reference to the fraction of students who are paying attention as result of the teacher's presentation skills.

Evaluators should note that more than presentation skills can factor into students' degree of attentiveness.

For example, a teacher might have very strong presentation skills but poor investment strategies so that some number of disinvested students are not paying attention despite excellent presentation. Thus, the student outcomes listed in this strand should be treated as "conditional."

Rather than serving as literal tests, they are hypothetical ones. Is this teacher's presentation strong enough, barring some other detractors like investment or distractions, to capture the attention of more than half the students in a classroom (BP)? Or is this teacher's presentation strong enough, barring other factors, to command the attention and interest of almost all the students in a classroom (AP)?

Of course, the degree of students' attentiveness should in fact help guide an evaluator's judgment on this strand, but it should not be the only factor considered (given the additional reasons students might not be attentive).

Front 14

What is the challenge between E-1(clearly presenting academic content) & E-4 (high expectations for behavior)?

Back 14

E-1 skills do not include behavioral management concerns even though a lesson may feel incoherent if a teacher consistently responds to misbehavior.

We should exclude comments about behavior from the E-1 assessment because conflating E-1 and E-4 problems complicates the search for well-aligned solutions.

Front 15

Do we assess E-1 in parts of the lesson or can we look for it in the totality of a lesson?

Back 15

A teacher's ability to clearly present academic content should be evident during all forms of teaching and learning, including the lesson's introduction and presentation, student practice sessions, and other instructional activities. While the most evidence might occur during the lesson's "introduction of new material," it can also appear during small group or independent work, the lesson conclusion, or re-teaching moments.

Front 16

Do teachers have to be super engaging to do well in E1? Aren't some people just better public speakers than others?

Back 16

Captivating teachers hold their students' attention (a requirement for the second strand of E-1).

While teachers can clearly present academic content without being very charismatic or confident speakers, they must nevertheless communicate effectively to secure their students' engagement.

Indicators of effective communication that impact listener comprehension include the teacher's:
Speech patterns
Inflections
Physical gestures
Verbal organization

While personal charisma helps to hold students' attention, it is not independently sufficient.

Charisma alone, without confidence, tone or judgment, will not result in substantive learning.
Teachers, however charismatic, cannot achieve an AP or E rating without a strong, confident approach. Teachers must take an additional step to ensure that what they communicate will be well received. While it may be tempting to consider many elements of good public speaking to be innate personality traits (and some evaluators will, for example, feel guilty holding a lack of charisma against an otherwise competent and committed teacher), teachers can learn with deliberateness and intention to consciously develop and refine their public speaking skills.

Front 17

If a teacher follows up the next day with students about a misunderstanding in a previous lesson, does that meet the AP level of Strand 3 in E-1 to demonstrate adjustment of a lesson?

Back 17

The third strand of E-1 evaluates both a teacher's ability to follow a lesson plan and his or her ability to adjust that plan in light of in-the-moment circumstances.

The "flexibility" and "transformation" contemplated at the AP and E levels refer to true adjustments to the lesson plan, not everyday follow up resulting from a student's misunderstanding.

Front 18

What is E-2?

Back 18

CM facilitates, manages, and coordinates student academic practice (in differentiated ways, if necessary) so that all students are participating and have the opportunity to gain mastery of the objective

Front 19

How many strands are in E-2 and what are they?

Back 19

Three

STRAND 1: Evaluates clarity of instructions.

STRAND 2: Evaluates the value teacher adds to student practice

STRAND 3: Evaluates adherence to and dependence on lesson plans.

Front 20

What does Novice look like in E-2?

Back 20

In action…
Demonstrates attempt to facilitate, manage, and coordinate student practice

In reflection…
Accurately explains key strategies for facilitating, managing, and coordinating student practice

Explains in a compelling way the importance of each strategy

Front 21

Does E-2 cover guided and independent practice?

Back 21

Yes, E-2 (Coordinate Student Practice) addresses the teacher's ability to facilitate, manage, and coordinate ALL student practice.

Given that the ultimate student outcome for E-2 is for all students to participate and to master the objective, and given that both guided and independent practice contribute to that outcome, E-2 does cover both — and all other — forms of student practice.

Front 22

How do we assess clear communication? (Strand 1 of E-2)

Back 22

An evaluator's own ability to summarize the teacher's instructions is a good test of a teacher's clarity in communicating them to students (BP and higher).

The ultimate test, however, is to observe how well students themselves follow the directions — are they implementing the instructions correctly?

Student comprehension is imperative, and should be evident regardless of students' ages.

Front 23

What does BP look like in strand 1 of E-2?

Back 23

CM clearly communicates basic instructions

More than half of the students practice correctly as a result of teacher's directions, although teacher may need to clarify because elements of the directions were confusing or key points were not emphasized.

Front 24

What does BP look like in strand 2 of E-2?

Back 24

Monitors student performance to ensure students are practicing

Teacher supervises and observes student practice (by walking around the classroom and directing student attention back on task) to ensure participation, but teacher may not directly engage students to enlighten or elucidate understanding.

Front 25

What does BP look like in strand 3 of E-2?

Back 25

Follows content and pacing of lesson plan faithfully, regardless of circumstances

Teacher prioritizes adherence to the plan over acknowledging and acting upon student confusion or mastery, thereby missing opportunities to increase student understanding that require plan adjustments.

Front 26

What is E-3?

Back 26

Check for academic understanding frequently by questioning and listening, and provide feedback (that affirms right answers and corrects wrong answers), in order to ensure student learning

Front 27

Is an exit slip measured as a check for understanding or an assessment?

Back 27

Depending on their use, exit slips might be evaluated as a "check for understanding" (E-3) or as a more formal and tracked assessment (E-6).

Front 28

How many strands are in E-3?
(What are they?)

Back 28

Four

STRAND 1: Evaluates whom teacher checks for understanding.

STRAND 2: Evaluates the quality of a teacher’s questions in isolating student misunderstanding.

STRAND 3: Evaluates the frequency and thoroughness of checks for understanding of key ideas.

STRAND 4: Evaluates the extent to which feedback improves students' understanding.

Front 29

What does BP in Strand 1 (Evaluates whom teacher checks for understanding) of E-3 look like?

Back 29

Directs questions to a random variety of students and can identify individual responses

Teacher ensures responses from an assortment of students (e.g., using popsicle sticks or a chart method) but may not attempt to strategically select students from the full range of performance subsets.

Front 30

What does BP in Strand 2 (quality of a teacher’s questions in isolating student misunderstanding) of E-3 look like?

Back 30

Crafts questions that would reliably discern whether students understand.

Teacher’s questions, if implemented correctly, would determine whether or not students "get” the basic ideas but may pass up opportunities for follow-up questions that would identify the extent or cause of understanding/confusion. This strand evaluates the quality of the questions the teacher is asking in terms of how well the questions would isolate students’ specific misunderstandings including the quality of the questions themselves and the neutrality of the tone used to deliver the questions. Teachers who ask questions in a tone that indicates the answer to students would be novice on this strand.