CW Magazine-Winter Edition November 2014 | Page 47

Close to Proficient
(Skill is emerging, but not yet to
ideal proficiency. Coaching is
recommended.)

Far from Proficient
(Follow-up professional development
and coaching is critical.)

When presenting students with a
challenging task or skill the
teacher occasionally promotes a
metacognitive environment by
talking about her thinking and
learning and thinking and
learning in general.

When presenting students with a
challenging task or skill the teacher
never promotes a metacognitive
environment by talking about her
thinking and learning and thinking
and learning in general.

When presenting students with a
challenging task or skill the
teacher occasionally models
metacognitive practices before,
during, and after learning.

When presenting students with a
challenging task or skill the teacher
never models metacognitive
practices before, during, and after
learning.

When presenting students with a
challenging task or skill the
teacher occasionally provides
opportunity for students to think
about best way to approach the
task or accomplish the learning
target and connect to prior
experiences.

When presenting students with a
challenging task or skill the teacher
never provides opportunity for
students to think about best way to
approach the task or accomplish the
learning target and connect to prior
experiences.

When presenting students with a
challenging task or skill the
teacher occasionally provides
opportunity for students to
monitor progress in relation to
learning target and success
criteria.

When presenting students with a
challenging task or skill the teacher
never provides opportunity for
students to monitor progress in
relation to learning target and
success criteria.

When presenting students with a
challenging task or skill the
teacher occasionally provides
students opportunity to
determine if learning target was
met and reflect on what went
well what did not go well and
what to do differently next time.

When presenting students with a
chal [