Carolina Teaching Standards Rubric : Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. There is evidence that most students demonstrate mastery of the objective. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective. Students The teacher consistently and explicitly organizes the content so that it is personally meaningful, relevant and intellectually engaging to all students. The teacher consistently develops learning experiences where inquiry, curiosity and exploration are valued. The teacher consistently reinforces and rewards effort. The teacher often organizes the content so that it is personally meaningful, relevant and intellectually engaging to most students. The teacher often develops learning experiences where inquiry, curiosity and exploration are valued. The teacher regularly reinforces and rewards effort. The teacher sometimes organizes the content so that it is personally meaningful, relevant and engaging to some students. The teacher sometimes develops learning experiences where inquiry, curiosity and exploration are valued. The teacher sometimes reinforces and rewards effort. The teacher rarely organizes the content so that it is personally meaningful, relevant and engaging to students. The teacher rarely develops learning experiences where inquiry, curiosity and exploration are valued. The teacher rarely reinforces and rewards effort.
Activities and Materials Activities and materials include all of the following: support the lesson objectives. are challenging. sustain students’ attention. elicit a variety of thinking. provide time for reflection. are relevant to students’ lives. provide opportunities for student to student interaction. induce student curiosity and suspense. provide students with choices. incorporate multimedia and technology which enhances student learning and thinking. incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc). In addition, sometimes activities are game-like, involve simulations, require creating products, and demand self- direction and self-monitoring. Activities and materials include most of the following: support the lesson objectives. are challenging. sustain students’ attention. elicit a variety of thinking. provide time for reflection. are relevant to students’ lives. provide opportunities for student to student interaction. induce student curiosity and suspense. provide students with choices. incorporate multimedia and technology. incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc). Activities and materials include some of the following: support the lesson objectives. are challenging. sustain students’ attention. elicit a variety of thinking. provide time for reflection. are relevant to students’ lives. provide opportunities for student to student interaction. induce student curiosity and suspense. provide students with choices. incorporate multimedia and technology. incorporate resources beyond the school curriculum (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc). Activities and materials include few of the following: support the lesson objectives. are challenging. sustain students’ attention. elicit a variety of thinking. provide time for reflection. are relevant to students’ lives. provide opportunities for student to student interaction. induce student curiosity and suspense. provide students with choices. incorporate multimedia and technology. incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, etc).
supplies, equipment, and resources are easily and readily accessible for all students. displays student work that frequently changes. is consistently arranged to promote individual and group learning. supplies, equipment, and resources are accessible for most students. displays student work. is arranged to promote individual and group learning. supplies, equipment, and resources are accessible. Displayed student work is not updated regularly. is sometimes arranged to promote individual and group learning. does not display student work. is not arranged to promote group learning. Respectful Culture9 Teacher-student interactions demonstrate caring and respect for one another. Students exhibit caring and respect for one another. Teacher seeks out, and is receptive to the interests and opinions of all students. Positive relationships and interdependence characterize the classroom. Teacher-student interactions are mostly friendly, but may reflect occasional inconsistencies. Students exhibit respect for the teacher, and are often polite to each other. Teacher is often receptive to the interests and opinions of students. Teacher-student interactions are sometimes friendly, but may reflect occasional inconsistencies, favoritism, or disregard for students' cultures. Students exhibit respect for the teacher, and are generally polite to each other. Teacher is sometimes receptive to the interests and opinions of students. Teacher-student interactions are sometimes authoritarian, negative, or inappropriate. Students exhibit disrespect for the teacher. Student interaction is characterized by conflict, sarcasm, or put-downs. Teacher is not receptive to interests and opinions of students. Description of Qualifying Measures Consistent Evidence of Student Centered Learning/Student Ownership of Learning- Teacher Facilitates the Learning. Some Evidence of Student Centered Learning/ Student Ownership of Learning – Teacher Facilitates the Learning Moving Towards Student Centered Learning/Student Ownership of Learning-Consistent Reliance on Teacher Direction. Heavy emphasis on Teacher Direction – Minimal Evidence of Student Ownership of Learning