Characteristics of Highly Effective Teaching and Learning (CHETL)

TEACHING TOOLS
Characteristics of Highly Effective Teaching

and Learning (CHETL)
Published: 1/2/2019 12:26 PM
The Kentucky Department of Education worked in teams to develop Characteristics of
Highly Effective Teaching and Learning as supports focused on the instructional core. The
teams looked at the research that establishes these characteristics and have organized
them around five components: learning climate; classroom assessment and reflection;
instructional rigor and student engagement; instructional relevance; and knowledge of
content.
The following statements represent characteristics that are common to all content areas.
Section One: Learning Climate

A safe environment supported by the teacher in which high, clear expectations and positive
relationships are fostered; active learning is promoted
Teacher Characteristics
A. creates learning environments where students are active participants as individuals and
as members of collaborative groups
B. motivates students and nurtures their desire to learn in a safe, healthy and supportive
environment which develops compassion and mutual respect
C. cultivates cross cultural understandings and the value of diversity
D. encourages students to accept responsibility for their own learning and accommodates
the diverse learning needs of all students
E. displays effective and efficient classroom management that includes classroom routines
that promote comfort, order and appropriate student behaviors
F. provides students equitable access to technology, space, tools and time
G. effectively allocates time for students to engage in hands-on experiences, discuss and
process content and make meaningful connections
H. designs lessons that allow students to participate in empowering activities in which they
understand that learning is a process and mistakes are a natural part of learning
I. creates an environment where student work is valued, appreciated and used as a learning
tool
Student Characteristics
A. accepts responsibility for his/her own learning
B. actively participates and is authentically engaged
C. collaborates/teams with other students
D. exhibits a sense of accomplishment and confidence
E. takes educational risks in class
F. Practices and engages in safe, responsible and ethical use of technology

Section Two: Classroom Assessment and Reflection

The teacher and student collaboratively gather information and reflect on learning through a
systematic process that informs instruction
A. Uses multiple methods to systematically gather data about student understanding and
ability
B. Uses student work/data, observations of instruction, assignments and interactions with
colleagues to reflect on and improve teaching practice
C. Revises instructional strategies based upon student achievement data
D. Uncovers students’ prior understanding of the concepts to be addressed and addresses
students’ misconceptions/incomplete conceptions
E. Co-develops scoring guides/rubrics with students and provides adequate modeling to
make clear the expectations for quality performance
F. Guides students to apply rubrics to assess their performance and identify improvement
strategies
G. Provides regular and timely feedback to students and parents that moves learners
forward
H. Allows students to use feedback to improve their work before a grade is assigned
I. Facilitates students in self- and peer-assessment
J. Reflects on instruction and makes adjustments as student learning occurs
A. Recognizes what proficient work looks like and determines steps necessary for improving
his/her work
B. Monitors progress toward reaching learning targets
C. Develops and/or uses scoring guides periodically to assess his/her own work or that of
peers
D. Uses teacher and peer feedback to improve his/her work
E. Reflects on work and makes adjustments as learning occurs

Section Three: Instructional Rigor and Student Engagement
A teacher supports and encourages a student’s commitment to initiate and complete
complex, inquiry-based learning requiring creative and critical thinking with attention to
problem solving
A - Teacher instructs the complex processes, concepts and principles contained in state
and national standards using differentiated strategies that make instruction accessible to all
students.
B – Teacher scaffolds instruction to help students reason and develop problem-solving
strategies.
C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks
that promote higher-order thinking skills.
D -Teacher provides meaningful learning opportunities for students.
E -Teacher challenges students to think deeply about problems and encourages/models a
variety of approaches to a solution.
F -Teacher integrates a variety of learning resources with classroom instruction to increase
learning options.
G -Teacher structures and facilitates ongoing formal and informal discussions based on a
shared understanding of rules and discourse.
H -Teacher integrates the application of inquiry skills into learning experiences.
I -Teacher clarifies and shares with students learning intentions/targets and criteria for
success.
A -Student articulates and understands learning intentions/targets and criteria for success.
B - Student reads with understanding a variety of texts.
C -Student applies and refines inquiry skills.

Section Four: Instructional Relevance

A teacher’s ability to facilitate learning experiences that are meaningful to students and
prepare them for their futures.
A-Teacher designs learning opportunities that allow students to participate in empowering
activities in which they understand that learning is a process and mistakes are a natural part
of the learning.
B-Teacher links concepts and key ideas to students’ prior experiences and understandings,
uses multiple representations, examples and explanations.
C-Teacher incorporates student experiences, interests and real-life situations in instruction.
D-Teacher selects and utilizes a variety of technology that support student learning.
E-Teacher effectively incorporates 21st Century Learning Skills that prepare students to
meet future challenges.
F-Teacher works with other teachers to make connections between and among disciplines.
G-Teacher makes lesson connections to community, society, and current events.
A-Student poses and responds to meaningful questions.
B-Student uses appropriate tools and techniques to gather, analyze and interpret
information from quantitative and qualitative evidence.
C-Student develops descriptions, explanation, predictions, and models using evidence.
D-Student works collaboratively to address complex, authentic problems which require
innovative approaches to solve.
E-Student communicates knowledge and understanding in a variety of real-world forms.
F-Student communicates knowledge and understanding for a variety of purposes.

Section Five: Knowledge of Content

A teacher’s understanding and application of the current theories, principles, concepts and
skills of a discipline.
A- Teacher demonstrates an understanding and in-depth knowledge of content and
maintains an ability to convey this content to students.
B- Teacher maintains on-going knowledge and awareness of current content developments.
C- Teacher designs and implements standards-based courses/lessons/units using state and
national standards.
D- Teacher uses and promotes the understanding of appropriate content vocabulary.
E- Teacher provides essential supports for students who are struggling with the content.
F- Teacher accesses a rich repertoire of instructional practices, strategies, resources and
applies them appropriately.
A- Student demonstrates growth in content knowledge.
B-Student uses and seeks to expand appropriate content vocabulary.
C-Student connects ideas across content areas.
D- Student uses ideas in realistic problem solving situations.
https://education.ky.gov/curriculum/standards/teachtools/Pages/Characteristics-of-Highly-Effective-
Teaching-and-Learning-(CHETL).aspx
https://education.ky.gov/curriculum/standards/teachtools/Documents/Highly_Effective_Teaching_and_
Learning_Overview_Guide.pdf

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TEACHING TOOLS

Characteristics of Highly Effective Teaching

Section One: Learning Climate

Section Two: Classroom Assessment and Reflection

Section Four: Instructional Relevance

Section Five: Knowledge of Content

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