The Big Six Artisan Teaching Talents:

<br> A Teacher's Self-Evaluation Matrix

1. Clear Learning Goals: The ability of the teacher to identify and precisely express what students will know and be able to do as a result of a lesson.
No Evidence The CLGs are posted daily. The CLGs are visible to students and visitors. The CLGs are written in student- friendly language. Students are able to accurately communicate what they are learning. The CLGs are written as specific micro-goals (20 minutes goals). The CLGs are written with both content (nouns) and performance (verbs) clarity. I understand the lesson's content before instruction. I understand the performance expected from each student before instruction. I use the Revised Bloom's and other resources to demonstrate levels of thinking and doing. The CLGs are matched to the Common Core and/or the Essessential Curriculum Standards. Low Evidence Average Evidence High Evidence Model of Excellence

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The Big Six Artisan Teaching Talents:

goals.
No Evidence The classroom activities are an exact match to the CLGs. I do not get side-tracked during instruction. (Please note: This does not mean teachable moments and mid course corrections.) The time spent on tasks is directly related to the learning. (For example: Students are not spending more time coloring illustrations than writing a story.)

<br> A Teacher's Self-Evaluation Matrix

2. Congruency: The ability of the teacher to assign classroom activities that are accurately matched to the clear learning
Low Evidence Average Evidence High Evidence Model of Excellence

3. Task Analysis: The ability of the teacher to identify and sequence all the essential steps necessary for mastery of a learning goal.
No Evidence I know the essential sub-learnings (not activities) that are important to the end learning goal. I identify when there are dependent sequences of sub-learnings. Prior to instruction, I identify where students are likely to struggle in the sequence of learning. There is evidence of incremental learning in the planning of lessons. I use a sequenced list of sub-learnings of what students need to know in order to approach mastery of each unit. (For example: ELA Unit Mapping Documents - Possible Reader Statements (Primary) & Possible Mini Lessons (Intermediate)) Low Evidence Average Evidence High Evidence Model of Excellence

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The Big Six Artisan Teaching Talents:

where to begin instruction.
No Evidence I gather information about student knowledge and ability in a variety of ways. (For example: The use of KWLs, presassessments, and surveys) I determine what students already know prior to instruction. I match instruction to the level of student readiness. I can quickly and accurately verify what students already know and can do. Based on instructional planning, student work is neither too easy or too hard. I participate in benchmarks to formally assess students. I use formal and informal assessment data to inform instruction. I do not use inferential diagnosis (making educated guesses about student readiness to plan instruction). I differentiate instruction based on assessment data. I have evidence of strategies used for Tier interventions.

<br> A Teacher's Self-Evaluation Matrix

4. Diagnosis: The ability of the teacher to verify what students already know and can do for the purpose of determining
Low Evidence Average Evidence High Evidence Model of Excellence

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The Big Six Artisan Teaching Talents:

determining next steps for teaching/learning.
No Evidence When eliciting student responses, I involve all students. I ask many questions to assess progress during instruction. I plan intentional questions to have students prove mastery of material. My students are highly engaged when I am eliciting responses. I assess student progress every few minutes throughout lessons. Based on student responses, I know when there is still more work to be done during a lesson. I carefully monitor student work to ensure learning. I avoid the use of sampling (asking only a few students to respond to questions). I avoid asking questions like "Do you understand?" and "Are there any questions?". I use whiteboards, flip cards, paddles, a parking lot poster and various other tools to know if all students are mastering content.

<br> A Teacher's Self-Evaluation Matrix

5. Overt Responses: The ability of the teacher to regularly obtain evidence of student learning for the purpose of
Low Evidence Average Evidence High Evidence Model of Excellence

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The Big Six Artisan Teaching Talents:

overt student responses.
No Evidence I am flexible in altering plans during a lesson. I change the pace of lessons based on student comprehension. I use practice and repetition when needed. I re-teach differently to the whole class when significant numbers of students are not mastering the learning. I re-teach to flexible small groups as needed to reinforce skills and concepts. I will temporarily abandon what is being taught when needed. I move ahead when students are learning quickly. I extend the learning and go deeper when mastery is reached. I connect the curriculum to other content when mastery is reached.

<br> A Teacher's Self-Evaluation Matrix

6. Mid Course Corrections: The ability of the teacher to quickly adapt instruction to meet the learning needs based on
Low Evidence Average Evidence High Evidence Model of Excellence

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