NYSUT Practice Rubric: Guiding Questions Standard 1 1.1.A: Describes developmental characteristics of students Ineffective Developing Effective Highly Effective Teacher is unable to describe orally or in writing the developmental characteristics of the age group. Teacher describes orally and in writing some knowledge of the developmental characteristics of the age group Teacher describes orally and in writing an accurate knowledge of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to accurate knowledge of the typical developmental characteristics of the age group, and exceptions to the general patterns, teacher describes orally and in writing the extent to which individual students follow the general patterns and how 21st Century Skills fit into this knowledge base. What is typical development for students of this age? What are some exceptions to that typical pattern? How do individual students in your classroom fit these patterns and exceptions? What do 21st Century Skills look like in this age group? How do you use 21st Century Skills to help students develop characteristics typical of this age group? 1.1.B: Creates developmentally appropriate lessons Ineffective Developing Effective Highly Effective Teacher does not create lessons that are developmentally appropriate or that address individual student learning needs. Teacher creates lesson plans that are generally appropriate to the developmental needs of students and meet the student learning needs of groups of students. Teacher creates lesson plans that are appropriate to the developmental needs of students and meet the student learning differences and needs of groups of students. Teacher creates lesson plans that are appropriate to the developmental needs of students and meet the student learning differences and needs of each individual student. How does this lesson target the development stage typical of this age group? What aspects of this lesson are designed to increase development? How might students on the higher and lower ends of typical development of this age group receive this lesson? What scaffolds are in place for students who will struggle with this lesson due to their developmental level?
1.5.A: Incorporates the knowledge of school community and environmental factors Ineffective Developing Effective Highly Effective Teacher does not incorporate knowledge and understanding of the school community when designing or implementing instruction. Teacher incorporates general knowledge of the school community when planning and implementing instruction. Teacher incorporates detailed and specific knowledge of the school community when planning and implementing instruction reflecting a deep understanding of the school community. Teacher incorporates detailed and specific knowledge of the school community when planning and implementing instruction, reflecting a deep understanding of the school community. Teacher continuously seeks additional information to impact instruction. How does your knowledge of the community impact your planning? What resources do you pull from the school community to enhance your teaching? How do you continue to improve your knowledge of the school community and its needs? 1.5.B: Incorporates multiple perspectives Ineffective Developing Effective Highly Effective Teacher does not consider students’ personal and family experiences when discussing content. Teacher considers students’ personal and family experiences when discussing content by incorporating more than one perspective. Teacher considers students’ personal and family experiences when discussing content by incorporating multiple perspectives. Teacher considers students’ personal and family experiences when discussing content by incorporating multiple perspectives. Students are supported by the teacher to share their personal perspective as it relates to the content. How do you encourage students to share personal experiences and perspectives? What strategies do you use to make connections between students’ experiences and the content of the lesson? What modifications do you make to lessons in order to be sensitive of multiple perspectives?