Knowledge of Community, School and Classroom Factors GP3 DP2 Teacher displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom that may affect learning. Does not list community resources that will be used in the unit. Teacher displays some knowledge of the characteristics of the community, school, and classroom that may affect learning. Teacher has made efforts to research this knowledge specific to this school. Makes vague references to community resources that will be used in the unit. Teacher displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning and comes from research of resources within and outside the school. Identifies specific community resources that will be used in the unit. Knowledge of Characteristics of Students GP3 DP1 Teacher displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/ disabilities). Teacher displays some knowledge of student differences (e.g., development, interests, culture, abilities/ disabilities) that may affect learning and shows evidence of using resources to supplement this knowledge. Teacher displays broad based, culturally sensitive & specific understanding of student differences (e.g., development, interests, culture, abilities/ disabilities) that may affect learning. Knowledge of Students’ Varied Approaches to Learning GP4 DP2 Teacher displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., reading levels, learning preferences and experiences,, learning modalities). Teacher displays general knowledge about the different ways students learn, but is unable to articulate specifics for the students involved. (e.g., reading levels, learning preferences, learning modalities). Teacher displays general & specific understanding of the different ways the candidates’ target population of students learn (e.g., reading levels, learning preferences, learning modalities) that may affect learning.
to assess? The objectives should be significant (reflect the big ideas or structure of the discipline), challenging, varied, and appropriate. Ask: Do these objectives outline learning that is focused, standards based and demand higher order thinking? Number or code each learning objective so that you can reference it later in your report on learning objectives and reflection upon your teaching. Use specific information from the contextual factors section to justify your Show how the objectives are aligned explicitly with local, state, or national standards. Label the level of each unit and lesson learning objective. (i.e. Bloom or DOK, and MS Common Core) Discuss why your learning objectives are appropriate in of development, knowledge, skills, and other student need (refer back to Section I). Explain why the objectives will promote creativity and higher level thinking skills. Learning Objectives Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning objectives. Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score Significance, Challenge and Variety Objectives reflect only one type or level of learning. Most objectives reflect several types or levels of learning but may not address significance or challenge. All objectives reflect several or levels of learning and are significant and challenging. Clarity Objectives are not stated clearly and are activities rather than learning outcomes. Some of the objectives are clearly stated as learning outcomes and able to be assessed. Objectives are clearly stated as learning outcomes and able to be assessed. Appropriate- ness for Students DP3 Objectives are not appropriate and not linked to the development; knowledge, skills, experiences; or other student needs. Most objectives are appropriate for and explicitly linked to the development; pre-requisite knowledge, skills, experiences; and other student needs All objectives are appropriate for the development; knowledge, skills, experiences; and other student needs. They include attention to diversity. pre- pre- pre-
Alignment with Learning Objectives and Instruction Content and methods of assessment lack congruence with learning objectives and lack cognitive complexity. Assessments do not align with clear local, state, and national standards. Some of the learning objectives are assessed through the assessment plan, but more than half are congruent with learning objectives are aligned and have integrity with content and cognitive complexity. The assessments show integrity with objectives and standards. Each of the learning objectives is assessed with fidelity and integrity through the assessment plan. Assessments are congruent with the learning objectives in content and cognitive complexity. Assessment Plan GP 4 DP 3 DP 5 Description and narrative regarding the assessment plan does not address questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. Description and narrative regarding the assessment plan provides limited attention to addressing questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. Description and narrative regarding the assessment plan thoroughly addresses questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. Clarity of Criteria and Standards for Performance GP 4 The assessments contain no clear criteria for measuring student performance relative to the learning objectives. Assessment criteria have been developed, but more than half are clear or explicitly linked to the learning objectives and standards. Assessment criteria are and are explicitly linked to 90% of the learning objectives.
conceptual structure. and assessment of the big ideas or structure of the discipline. the content and assessment is congruent with the big ideas or structure of the discipline. Lesson and Unit Structure The lessons within the unit are not logically organized organization in relationship to the unit objectives (e.g., sequenced). The lessons within the unit have some logical organization and appear to be useful in moving students toward achieving the unit’s learning objectives. All lessons within the unit are logically organized and connected and useful in moving students toward achieving the learning objectives as articulated in the unit plans. Use of a Variety of Instruction, Activities, Assignments and Resources GP 4 DP 4 Little variety of instruction, activities, assignments, and resources related to the unit objectives. Heavy reliance on textbook or single resource (e.g., work sheets). Majority of lessons demonstrate variety in instruction, activities, assignments, or resources related to the unit objectives and assessments. Comprehensive variety and alignment across instruction, activities, assignments, and/or resources. This variety a clear contribution to learning in relationship to the unit objectives and assessments. Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources GP 3 DP 4 Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student. Instruction has been designed with reference to contextual factors and pre-assessment data. Activities and assignments appear productive and appropriate for each student. Instruction has been designed with reference to contextual factors and pre-assessment data with comprehensive attention to criteria. Most activities and assignments appear productive and appropriate for each student. Individual attention to students is fully explicated and
planned in activities and assignments. Differentiated Instruction DP 4 There are no examples of lessons where differentiation is made based on reading level or the plan is inaccurate. Examples show accurate and adequate attention to differentiating based upon reading level. Examples show specific, accurate attention to differentiating upon reading level. Differentiated Instruction GP 3 DP 4 There are no lessons that differentiate instruction based on student language differences or the plan is inaccurate. Examples show accurate and adequate attention to differentiating upon student language differences. Examples show specific, accurate attention to differentiating based on student language differences Differentiated Instruction GP 3 DP 4 There are no lessons that differentiate instruction for students with exceptionalities and gifted students. Examples show accurate and adequate attention to differentiating for students with exceptionalities and gifted students. Examples show specific, accurate attention to differentiating for students with exceptionalities and gifted students. Use of Technology GP 5 Available technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided. Teacher uses available technology but it does not make a significant contribution to teaching and learning. Teacher integrates appropriate and available technology that makes a significant contribution to teaching and learning. SECTION 5 INSTRUCTIONAL DECISION MAKING INSTRUCTIONAL DECISION MAKING The teacher uses on-going analysis of student learning to make instructional decisions. TASK
GP 4 are not clear and accurate; it does not accurately reflect the data. Data in graphics is not connected to narrative are clear and appropriate. Linkages are made to learning objectives in the narrative. narrative are clear, thorough, and accurate and contains no errors of representation. Alignment with Learning Objectives GP 4 Analysis of student learning is not aligned with learning objectives. Analysis of student learning is partially aligned with learning objectives to provide a partial profile of student learning relative to the objectives for the whole class, subgroups, and two individuals. Analysis is fully aligned with learning objectives and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals. Interpretation of Data DP 5 Interpretation of data is inaccurate, and conclusions are missing or unsupported by data. Interpretation of data is technically accurate, but some conclusions are not fully supported by data and the narrative explanations. Interpretation of data is meaningful, and appropriate conclusions are from the data and narrative Evidence of Impact on Student Learning GP 4 DP 3 Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward each learning objective. Analysis of student learning includes partial evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward most learning objectives. Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learning objective. SECTION 7 REFLECTION AND SELF-EVALUATION REFLECTION AND SELF-EVALUATION The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Interpretation of Student Learning GP 4 DP 5 No evidence or reasons provided to support conclusions drawn in “Analysis of Student Learning” section. Provides evidence with basic hypotheses to support conclusions drawn in “Analysis of Student Learning” section that show depth of professional knowledge. Uses evidence to support conclusions drawn in “Analysis of Student Learning” section. Explores multiple hypotheses about the students and his/her own teaching for why some students did not meet learning objectives. Explicitly analyzes the role of professional knowledge in analyzing his/her responsibilities for student learning. Insights on Effective Instruction and Assessment GP 2 Provides no rationale for why some activities or assessments were more successful than others. Identifies successful and unsuccessful activities or assessments and plausible reasons for success or lack thereof (limited use of theory, research or professional knowledge). Identifies successful and unsuccessful activities and assessments and provides plausible, thorough reasons (based on theory or research) for their success or lack thereof. Assumes active responsibility for his/her professional success. Alignment Objectives, Instruction and Assessment GP 4 Does not connect learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. Connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Logically and extensively connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Show depth of
technical, and persuasive) and speaking, listening, and viewing. Mathematics Math is taught at the knowledge level with primary focus on memorization of facts and lack of inquiry and conceptualization . Conceptual development and inquiry are present in isolated problems and activities that foster application and analysis of knowledge. Describe the use of inquiry in mathematics integration, connecting both to real life situations allowing for discover and application and analysis of knowledge. Music and/or The Arts The and/or the arts activities are left to the special area teacher. The music and/or the arts activities are included but not integrated. The teacher describes the strategies that actively engage students in creating, performing and responding to the arts. Physical Education and Health The P.E. and movement and health activities are left to a special area teacher. The teacher provides for movement and P.E., but incorporate information about a healthy lifestyle. The teacher describes the activities and strategies for healthy lifestyles that include play and physical activity. Selection of Instructional Materials Little or no information is provided on how and why curriculum materials were selected. The teacher describes how they evaluated or why they selected the curriculum materials used in the lesson. The teacher describes how and why materials were selected and addresses their appropriateness.