Artisan Big Six Self-Evaluation Matrix

7/29/2019 Artisan Big Six Self-Evaluation Matrix

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The Big Six Artisan Teaching Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching Talents:
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 Low Evidence Average Evidence High Evidence Model of Excellence

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 ofthinking and doing.

The CLGs are matched to the

Common Core and/or the Essessential

Curriculum Standards.


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2. Congruency: The ability of the teacher to assign classroom activities that are accurately matched to the clear learning

goals.

3. Task Analysis: The ability of the teacher to identify and sequence all the essential steps necessary for mastery of alearning goal.


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.)


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))


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4. Diagnosis: The ability of the teacher to verify what students already know and can do for the purpose of determining

where to begin instruction.


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.


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5. Overt Responses: The ability of the teacher to regularly obtain evidence of student learning for the purpose of

determining next steps for teaching/learning.


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.


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6. Mid Course Corrections: The ability of the teacher to quickly adapt instruction to meet the learning needs based on

overt student responses.


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.

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