What I Expect When I Walk In

A.1 — Standards-aligned instruction at the right rigor for your grade level

A.2 — Lesson builds on prior knowledge — concepts are sequenced logically

A.3 — Activities are clearly focused on the main concept, not scattered

A.4 — You're checking for understanding during the lesson, not just at the end

A.5 — Differentiation is visible — you're meeting different student needs

A.6 — Students are applying skills, not just listening or copying

B.1 — Maximizing learning time — smooth transitions, minimal downtime

B.2 — High expectations communicated — students know they can succeed

B.3 — You're monitoring learning and giving immediate feedback

B.4 — Respect for all cultures, backgrounds, and diverse needs visible

B.5 — Climate of openness, fairness, and support — students feel safe

B.6 — Behavior managed proactively — clear routines, consistent and equitable

C.1 — Deep content knowledge — you teach it accurately and with rigor

C.2 — Learning goals stated clearly; real-life connections made

C.3 — You identify and address gaps in student understanding

C.4 — You adjust instruction when students show misconceptions

C.5 — Varied strategies and technology used — not just one method

C.6 — Higher-order questioning — pushing students to think critically

D.1 — You use data from multiple assessments to drive instruction

D.2 — Assessments match the learning objective and standards rigor

D.3 — Multiple assessment tools used to monitor each student's progress

D.4 — Assessments adjusted for different learning styles and levels

D.5 — Students and parents receive progress information regularly

D.6 — Technology used to organize and use assessment data