1C+-+Setting+Instructional+Outcomes

Component 1c: Setting Instructional Outcomes Elements: **Value, sequence, and alignment • Clarity • Balance • Suitability for diverse learners** ||
 * ~ ====Domain 1: Planning and Preparation (2nd ed. pg 54 - 1st ed. pg 70) The elements are rearranged and slightly expanded but remain essentially the same. The element - Value, sequence and alignment now includes rigor. The element - Suitability for diverse learners includes the expectation of assessment of student needs. ====
 * ~ ELEMENT ||||||||~ Level of Performance ||
 * ^  ||~ UNSATISFACTORY ||~ BASIC ||~ PROFICIENT ||~ DISTINGUISHED ||
 * **Value, sequence, and alignment** || Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline or a connection to a sequence of learning. || Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning. || Most outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning. || All outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning both in the discipline and in related disciplines. ||
 * **Clarity** || Outcomes are either not clear or are stated as activities, not as student learning. Outcomes do not permit viable methods of assessment. || Outcomes are only moderately clear or consist of a combination of outcomes and activities. Some outcomes do not permit viable methods of assessment. || All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment. || All the outcomes are clear, written in the form of student learning, and permit viable methods of assessment. ||
 * **Balance** || Outcomes reflect only one type of learning and only one discipline or strand. || Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. || Outcomes reflect several different types of learning and opportunities for coordination. || Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration. ||
 * **Suitability for diverse learners** || Outcomes are not suitable for the class or are not based on any assessment of student needs. || Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning. || Most of the outcomes are suitable for all students in the class and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated. || Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups. ||