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| | Quality of teachers’ instruction
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| Dimension | 1 | 2 | 3 | 4 |
| Little or no focus | Some focus | Multiple attempts/efforts | Thorough, focused effort |
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| Sustained attention to goals | Teacher gave little attention to goals, may be one shot | Teacher worked on goal in more than one instance, but seems to be little sense of maintaining or building efforts over time | Teacher made multiple attempts to work on goal(s) with a sense of building over time | Evidence of teacher’s very focused and sequential work on goal(s) over an extended period of time |
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| Integrating goals into curricula | Teacher focused on learning skill(s)/process(es) but not how curriculum is linked to learning processes | Teacher says they focused on learning skill(s)/process(es) as linked to curriculum, but there is minimal evidence | Teacher describes/shows how goal(s) was integrated into curriculum with explicit attention to how content and learning processes are interwoven | Teacher describes/shows how goal(s) was deeply and/or consistently integrated into curriculum as part of learning in content area(s) and may describe how this was uniquely addressed in different content areas and/or texts |
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| Explicit attention to reading, thinking, and/or learning processes | Teacher talked about seeking to work on learning process goal(s) but does not make learning process goals or strategies apparent to students | Teacher talked about attempts to help students understand and use learning process goal(s), but does so in a way that just has students do things (e.g., answer a question), rather than making learning processes transparent to students | Teacher talked about how they made efforts to address learning process(es) goals, with specific attention to defining/explicating learning processes (e.g., what a process looks like) | Teacher talked very specifically about ways in which he/she used specific methods to make the what and how of learning process goal(s) explicit and apparent to students |
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| Promoting/fostering student independence | No mention and/or little evidence of efforts to build student independence | Talked about methods that might support student independence (e.g., practicing a skill learned), but not with student independence or SRL explicitly as a goal | Talked about using specific methods designed to foster student independence but without moving to level of promoting active self-directed learning (e.g., student mastery of specific processes/strategies but not necessarily choosing strategies, self- monitoring, adapting, etc.) | Talked about fostering independence in a way that also fosters student self-direction and managing of learning |
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