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 clear and are explicitly linked to 90% of the learning objectives. 3 Multiple Modes and Approaches GP 4 DP 5 The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. All assessments do not tie to instructional objectives. The assessment plan includes multiple modes before, during and after instruction, but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence explicitly tied to instructional objectives. 3 Technical Soundness Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. Assessments appear to have validity. Some scoring procedures are explained; some or prompts are clearly written; some directions and procedures are clear to students. Assessments are demonstrated to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. 2 Adaptations on the Individual Needs of Students GP 3 DP 5 Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate. There is no explanation regarding adaptations related to unit objectives. Teacher makes adaptations to assessments that are appropriate to meet the individual needs of one student related to unit objectives Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students. The adaptations are explicitly delineated and contextualized. 3 SECTION 4 DESIGN FOR INSTRUCTION DESIGN FOR INSTRUCTION The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit.
you will need to implement the activity, and how you plan to assess student learning during and/or following the activity. Technology. Describe how you will use technology in your planning and instruction. Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit. Rating → Indicator↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Acceptable Score Alignment with Learning Objectives Few lessons are explicitly linked to learning objectives. Few learning activities, assignments and resources are aligned with learning objectives. Not all learning objectives are covered in the design. Most lessons are explicitly linked to learning objectives. Most learning activities, assignments and resources are aligned with learning objective. Most learning objectives are covered in the design. All lessons are explicitly linked to learning objectives. All learning activities, assignments and resources are aligned with learning objectives. All learning objectives are covered in the design. 3 Accurate Representation of Content GP 1 Teacher’s use of content contains numerous inaccuracies. Content to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. Teacher’s use of content is mostly accurate according to the national and/or state standards articulated in lessons. Shows some awareness and assessment of the big ideas or structure of the discipline. Teacher’s use of content appears to be accurate and of high integrity according to the national and/or state standards articulated in lessons. Focus of the content and assessment is congruent with the big ideas or structure of the discipline. 3 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 3 Use of a Variety of Instruction, Activities, Assignments and Resources Little variety of instruction, activities, assignments, and resources related to the unit objectives. reliance on Majority of lessons demonstrate variety in instruction, activities, assignments, or resources related to Comprehensive variety and alignment across instruction, activities, assignments, and/or resources. This 2
GP 4 DP 4 textbook or single resource (e.g., work sheets). the unit objectives and assessments. variety makes 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 these 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. 2 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 based upon reading level. 2 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 based upon student language differences. Examples show specific, accurate attention to differentiating based on student language differences 2 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. 2
Sound Professional Practice GP 2 Many instructional decisions and modifications are inappropriate and not pedagogically sound. Instructional decisions and modifications are mostly appropriate, but some decisions and modifications are not based upon sound professional practice that leads to student learning. Most instructional decisions and modifications are based upon sound professional practice and clearly analyzed (i.e., they are likely to lead to student learning). 3 Modifications Based on Analysis of Student Learning GP 2 DP 4 Teacher treats as “one plan fits all” with limited modifications. Some modifications of the instructional plan are made to address individual student but these are not based on a thorough analysis of student learning, best practice, or contextual factors. Appropriate modifications of the instructional plan are made to address individual student These modifications are informed by in-depth analysis of student best practice, and contextual factors. Include explanation of why the modifications would improve student progress. 3 Congruence Between Modifications and Learning Objectives Modifications in instruction lack congruence with learning objectives. Modifications in instruction are generally congruent with learning objectives. Modifications in instruction are consistently congruent with learning objectives. 2 Modifications for Future Teaching GP 2 There are few specific suggestions for change in the unit for the future. Changes are suggested with adequate bases for those changes. Changes described are thorough, come from reflection and professional knowledge and have clear rationales for the changes. 2 SECTION 6 ANALYSIS OF STUDENT LEARNING ANALYSIS OF STUDENT LEARNING The teacher uses assessment data to highlight varied aspects of student learning and communicate information about student progress and achievement for the unit’s objectives and the state and national standards addressed. TASK
active responsibility for his/her professional success. Alignment Among 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 understanding regarding these linkages. 2 Implications for Future Teaching GP 2 DP 3 Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment. Provides ideas for redesigning learning goals, instruction, and assessment but offers limited rationale for why these changes would improve student learning. Provides ideas for redesigning learning goals, instruction, and assessment and explains in depth why these modifications would improve student learning. 2 Implications for Professional Development GP 2 Provides no professional learning goals or goals that are not related to the insights and experiences described in this section. Presents 2 professional learning goals that are related to the insights and experiences described in this section and/or provides a plan for meeting the goals. Presents at least 2 professional learning goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals. 2 SECTION 8 DESIGN FOR INSTRUCTION IN ELEMENTARY EDUCATION DESIGN FOR INSTRUCTION IN ELEMENTARY EDUCATION The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts in elementary education. TASK Describe how you will design your unit instruction related to the specific needs of all of the following integrated subject areas: language arts/reading; mathematics and science; the social sciences; the arts; or physical education and health.
Health (ACEI 2.6) The health integration does not create opportunities for student development and practice of skills that contribute to good health. The health integration creates limited opportunities for student development and practice of skills that contribute to good health. The health integration consistently creates opportunities for student development and practice of skills that contribute to good health. 3 Physical Education (ACEI 2.7) The physical education integration does not use human movement and physical activity to foster active, healthy life styles and enhanced quality of life for elementary students. The physical education integration provides limited use of human movement and physical activity to foster active, healthy life styles and enhanced quality of life for elementary students. The physical education integration consistently uses human movement and physical activity to foster active, healthy life styles and enhanced quality of life for elementary students. 3 Selection of Instructional Materials Little or no information is provided on how and why reading and curriculum materials were selected. The teacher describes how they evaluated or why they selected the reading and curriculum materials used in the lesson with limited use of resources. The teacher describes the evaluation procedure and selected the appropriateness of the reading and curriculum materials used in the lessons. 2