Contextual Factors Rubric TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning objectives, plan instruction and assess learning. Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met 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 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 Teacher displays general & specific understanding of the different ways the candidates’ target population of students (e.g., reading levels, learning preferences,
experiences,, learning modalities). preferences, learning modalities). learning modalities) that may affect learning. Knowledge of Students’ Skills And Prior Learning GP2 DP2 Teacher displays little or irrelevant knowledge of students’ skills and learning. Teacher displays general knowledge of students’ skills and prior learning that may affect learning specific to the unit planned. Teacher displays general & specific understanding of students’ skills and prior learning that may affect learning specific to the unit planned. Implications for Instructional Planning and Assessment GP2 DP4 Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications. Teacher provides at 3 implications for instruction and assessment based on student individual differences, prior learning experiences and community, school, and classroom characteristics. Teacher provides comprehensive implications for instruction and assessment based on student individual differences, prior learning experiences and community, school, and classroom characteristics. 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 types 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 Objectives are clearly stated as learning outcomes and able to be assessed.
Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score 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 clear and are explicitly linked to 90% of the learning objectives.
Rating → Indicator↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met 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. Accurate Representation of Content GP 1 Teacher’s use of content contains numerous inaccuracies. Content seems 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 standards articulated in lessons. Focus of 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.
differences or the plan is inaccurate. language differences. 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. Instructional Decision-Making Rubric TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score 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).
Modifications Based on Analysis of Student Learning GP 2 DP 4 Teacher treats class as “one plan fits all” with limited modifications. Some modifications of the instructional plan are made to address individual student needs, 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 needs. These modifications are informed by analysis of student best practice, and contextual factors. Include explanation of why the modifications would improve student progress. 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. Modifications for Future Teaching GP 2 There are few specific suggestions for change in the unit for the future. Changes are suggested with adequate for those changes. Changes described are thorough, come from reflection and professional knowledge and have clear rationales for the changes. Analysis of Student Learning Rubric TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement for the unit’s objectives and the state and national standards addressed. . Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score depth
Clarity and Accuracy of Presentation GP 4 Presentations (whole class, subgroup and individual students) are not clear and accurate; it does not accurately reflect the data. Data in graphics is not connected to narrative Presentations class, subgroups, and individual students) are clear and appropriate. Linkages are made to learning objectives in the narrative. Presentations (whole class, subgroups, and individuals students) and 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 drawn 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. Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in to improve teaching practice.
Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score Interpretation of Student Learning GP 4 DP 5 No evidence or reasons provided to support conclusions in “Analysis of Student Learning” section. Provides evidence with hypotheses to support conclusions drawn in “Analysis of Student Learning” section that show 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 their success or lack thereof (limited use of theory, research or professional knowledge). Identifies successful and unsuccessful activities and assessments and provides plausible, thorough reasons on theory or research) for their success or lack thereof. Assumes 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 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
the various content areas. Goals for IEPS are absent from the plans. language arts/reading, mathematics, science, social studies, the arts, and physical education. Goals from IEPs are minimal or absent from the plans. elementary education (language arts/reading, mathematics, science, social studies, the arts, physical education) and goals from IEPs into daily activities and routines. Reading, Writing, and Oral Language (ACEI 2.1) The language arts integration in the unit does not help to students to successfully apply their developing skills to many different situations, materials and ideas. The language arts integration in the unit provides limited help to students to successfully apply their developing skills to many different situations, materials and ideas. The language arts integration in the unit specifically helps students to successfully apply their developing skills to many different situations, materials and ideas. Science (ACEI 2.2) The inquiry science integration does not build student understanding of science concepts for personal and social applications, and to convey the nature of science. The inquiry science integration builds limited student understanding of science concepts for personal and social applications, and to convey the nature of science. The inquiry science integration builds student understanding of science concepts for personal and social applications, and to convey the nature of science. Mathematics (ACEI 2.3) The mathematics integration does not engage students in problem solving, reasoning and proof, communication, connections, and representation. The mathematics integration provides limited engagement of students in problem solving, reasoning and communication, connections, and representation. The mathematics integration consistently engages students in problem solving, reasoning and proof, communication, connections, and representation. Social Studies (ACEI 2.4) The inquiry social studies integration does not promote The inquiry social studies integration provides limited The inquiry social studies integration promotes
elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. help for elementary students and their abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. The Arts (ACEI 2.5) The arts integration does not consistently use the content, functions, and achievements of the performing arts and the visual arts as primary media for communication, inquiry, and engagement among elementary students. The arts integration provides limited us of the content, functions, and achievements of the performing arts and the visual arts as primary media for communication, inquiry, and engagement among elementary students. The arts integration consistently uses the content, functions, and achievements of the performing arts and the visual arts as primary media for communication, inquiry, and engagement among elementary students. 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. 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 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.
elementary students. 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.