• 100 Percent
• Academic Posture
• Call and Response
• Cold Call
• Do Now
• Entry Routine
• Exit Ticket
• Job Assignments
• Material Organization
• Non-Verbal Interventions
• Non-Verbal Signals
• Open-Ended Responses
• Pacing Tools
• Right is Right
• Stretch It
• Strong Voice
• Student Conferences
• Teach Back
• Tight Interactions
• Work the Clock
• Workstations

The following best describes a teacher performing at Level 3 in this criterion:

• Teacher allocates time within a lesson by selecting high-impact instructional strategies that lead students to mastery of lesson objectives.
• Teacher effectively designs, teaches, and implements consistent classroom routines and procedures that allow students to maximize time spent on learning activities.
• Teacher directs classroom aides, paraprofessionals, and other classroom support personnel in a manner that effectively supports lesson objectives.
• Students, individually or collectively, execute routines and procedures in an orderly and efficient manner with some direction from the teacher.
• Students engage in productive learning activities from the start of class until the end of class and little time is lost on transitions and other non-instructional activities.

Link to the complete Instructional Practice Rubric

Use the following reflection questions to guide thinking prior, during, or after watching the video exemplar. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty.

• How can a teacher make sure that the lesson objective is clear to students?
• What are some ways to access prior knowledge? Why is this important to do?
• How were the elements of the lesson organized to help students master the objective?