Evaluating Classroom Teachers - Pros /Cons

Pros: Cons
Teacher is using an FM system.: Teacher is not using an FM system
Teacher is comfortable with wearing and using an FM system and will troubleshoot if there are problems with the device.: Teacher appears uncomfortable or often doesn’t use the FM system and is not familiar with troubleshooting the device.
Teacher is aware of difficult listening situations and tries to minimize noise distractions or facilitate communication (e.g., FM use, repeat announcements) when noise can’t be avoided (e.g., announcement on loudspeaker, assemblies, in gymnasium, etc.).: Teacher is not aware of times when children may have difficulty hearing in noisy environments. Little reinforcement of spoken language or repetition of messages provided in noisy situations.
Teacher uses visual supports (e.g., teacher writes keywords, schedules, and assignments on the board) to balance and reinforce oral directions when providing new information.: Teacher does not use visual supports to help the students understand the language. The teacher uses visual examples with limited oral language explanation.
Teacher uses Conceptually Accurate Signed English (CASE), both speaking and signing in complete sentences when introducing new language.: Teacher uses incomplete sentences in sign and/or spoken language when communicating (e.g. leaves out word endings or the smaller words that make sentences flow).
Teacher requires and encourages children to communicate in complete sentences and notices when children drop word endings or the smaller words (e.g., a, the, an, it, is, etc.).: Teacher allows children to sign without attempts to speak and does not closely attend to children’s use of complete sentences.
Teacher takes care to introduce new vocabulary and concepts through spoken language, signs and by fingerspelling new vocabulary. Many English words have the same sign (e.g., pretty, beautiful) so fingerspelling helps teach the children that different English words go with the same sign.: Teacher places emphasis on sign vocabulary without reinforcing the English words for the signs.
Teacher is aware of his/her placement when talking (e.g., faces towards the class, not standing against a bright window, avoids walking around the classroom): Teacher talks while moving around the classroom and/or when facing away from the children.
Teacher speaks naturally and clearly even when signing. Teacher is careful not to cover his/her mouth when speaking.: When talking or talking and signing, teacher speaks too fast, too slow, over exaggerates speech, and/or covers his/her mouth when speaking.
If it appears the children do not understand what was said, the teacher repeats or restates the information and asks questions to check for understanding.: Teacher asks if the child understood, rather than probing for evidence of understanding
Teacher provides many opportunities for listening, and also encourages best use of spoken language and higher-level thinking skills.: Teacher provides limited encouragement for listening, use of spoken language, or higher-level thinking skills.
For familiar language or directions, teacher uses Auditory Sandwich Technique. That is, the teacher says the familiar direction without signing and gives the child time to respond. Only if the child does not respond, the teacher then signs what was said. She closes the direction by saying it again.: Teacher presents all directions visually and does not provide opportunities for child to follow spoken directions.
Teacher does comprehension checks to be sure that the child understands the full directions. For example, asks, “What did you hear me say?” “Tell me what you heard me say?” or “Summarize what you were asked to do.”: Teacher signs and talks for long periods of time without stopping to ask questions or asks only yes/no questions that may not indicate the child understands. (E.g., asks “Did you hear me?” “Do you know what to do?)
Teacher encourages good communication strategies (e.g., calling children by name, encouraging children to talk one at a time, allowing for pause time for answering question, indicating to class which child is speaking, etc.): Teacher uses more visual or physical ways rather than auditory ways to gain the child’s attention (e.g., taps the child, turns the light on/off rather than calling the child’s name or ringing bell to encourage listening). The teacher does not allow the child wait time to answer the question.
Teacher is aware of his/her placement when talking (e.g., faces towards the class, not standing against a bright window, avoids walking around the classroom): Teacher talks while moving around the classroom and/or when facing away from the children.
Teacher speaks naturally and clearly even when signing. Teacher is careful not to cover his/her mouth when speaking.: When talking or talking and signing, teacher speaks too fast, too slow, over exaggerates speech, and/or covers his/her mouth when speaking.
If it appears the children do not understand what was said, the teacher repeats or restates the information (via CASE) and asks questions to check for understanding.: Teacher moves quickly from topic to topic with limited time for questions and answers. Teacher restates but does not use CASE to reinforce when children don’t understand.
Teacher provides a lot of opportunities for listening, and also encourages best use of spoken language and higher-level thinking skills.: Teacher provides limited encouragement for listening, use of spoken language, or higher-level thinking skills.