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 TWS Minimal Score 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. 2 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. 3 Knowledge of Students’ Varied Approaches to Learning Teacher displays minimal, stereotypical, or irrelevant knowledge about Teacher displays general knowledge about the different ways students learn, but is unable Teacher displays general & specific understanding of the different ways the candidates’ 3
GP4 DP2 the different ways students learn (e.g., reading levels, learning preferences and experiences,, learning modalities). to articulate specifics for the students involved. (e.g., reading levels, learning preferences, learning modalities). target population of students learn (e.g., reading levels, learning preferences, 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 prior 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. 3 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 least 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. 3 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 TWS Minimal Score
Significance, Challenge and Variety Objectives reflect only one type or level of learning. Most objectives reflect several 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. 3 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. 3 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. 2 Alignment with National, State or Local Standards Objectives are not appropriately aligned with national, state (MS common core) and local standards, as well as Bloom or DOK. Some objectives are appropriately aligned with national, state (MS Common Core) and local standards as well as Bloom or DOK. Objectives are explicitly and appropriately aligned with national, state ( MS Common Core) or local standards as well as Bloom or DOK. The candidate has made efforts to delineate standards specifically. 3
Creativity and Higher Order Thinking Skills No explanation of how objectives promote creativity and higher order thinking skills in the narrative. Adequate explanation of how objectives promote creativity and higher order thinking skills in the narrative. Clear and compelling explanation of how objectives promote creativity and higher order thinking skills in narrative. 3 Assessment Plan Rubric TWS Standard: The teacher uses multiple assessment and approaches aligned with learning objectives to assess student learning before, during and after instruction to ensure that all students have the optimal opportunities to achieve. The teacher assumes responsibility to continuously adjust instruction to ensure optimal learning for students while teaching the unit, based upon ongoing assessment. . Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met TWS Minimal 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. 3 Assessment Plan GP 4 DP 3 Description and narrative regarding the assessment plan does not address questions regarding Description and narrative regarding the assessment plan provides limited attention to Description and narrative regarding the assessment plan thoroughly addresses questions 3
DP 5 the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. addressing questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. 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 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 (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 scoring procedures are absent or inaccurate; items or prompts are poorly written; directions Assessments appear to have validity. Some scoring procedures are explained; some items or prompts are clearly Assessments are demonstrated to be valid; scoring procedures are explained; most items or prompts are clearly written; 2
and procedures are confusing to students. written; some directions and procedures are clear to students. directions and procedures are clear to students. Adaptations Based 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 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 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 TWS Minimal 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 Most lessons are explicitly linked to learning objectives. Most learning activities, assignments and resources are aligned with learning objective. Most learning objectives are All lessons are explicitly linked to learning objectives. All learning activities, assignments and resources are aligned with learning objectives. All learning objectives are 3
covered in the design. covered in the design. 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 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 plans. 3 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. reliance on textbook or single 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 makes a clear contribution to learning in 2
resource (e.g., work sheets). 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 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 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. 3 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 TWS Minimal 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). 3
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. 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 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. . depth
Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met TWS Minimal Score 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 (whole 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. 3 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. 3 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 3 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 Analysis of student learning includes partial evidence of the impact on student learning in terms of numbers of students who Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and 3
achieved and made progress toward each learning objective. achieved and made progress toward most learning objectives. 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 order to improve teaching practice. Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met TWS Minimal 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 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. 2 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 Identifies successful and unsuccessful activities and assessments and provides plausible, thorough reasons (based on theory or 2
(limited use of theory, research or professional knowledge). 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 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 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 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 Presents 2 professional learning goals that are related to the insights and experiences described in this section and/or Presents at least 2 professional learning goals that clearly emerge from the insights and experiences described in this section. Describes 2
and interdependent world. and interdependent world. 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. 3 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