7/29/2019 Artisan Big Six Self-Evaluation Matrix
1/5
Page 1
The Big Six Artisan Teaching Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe 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.
7/29/2019 Artisan Big Six Self-Evaluation Matrix
2/5
Page 2
The Big Six Artisan Teaching Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
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
goals.
3. Task Analysis: The ability of the teacher to identify and sequence all the essential steps necessary for mastery of alearning goal.
No Evidence Low Evidence Average Evidence High Evidence Model of Excellence
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.)
No Evidence Low Evidence Average Evidence High Evidence Model of Excellence
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))
7/29/2019 Artisan Big Six Self-Evaluation Matrix
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Page 3
The Big Six Artisan Teaching Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
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
where to begin instruction.
No Evidence Low Evidence Average Evidence High Evidence Model of Excellence
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.
7/29/2019 Artisan Big Six Self-Evaluation Matrix
4/5
Page 4
The Big Six Artisan Teaching Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
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
determining next steps for teaching/learning.
No Evidence Low Evidence Average Evidence High Evidence Model of Excellence
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.
7/29/2019 Artisan Big Six Self-Evaluation Matrix
5/5
Page 5
The Big Six Artisan Teaching Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
A Teacher's Self-Evaluation MatrixThe Big Six Artisan Teaching
Talents:
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
overt student responses.
No Evidence Low Evidence Average Evidence High Evidence Model of Excellence
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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