local, state, and national standards. content and cognitive complexity. The assessments show integrity with objectives and standards. 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. Multiple Modes and Approaches GP 4 DP 5 The assessment plan includes only one assessment mode and does not assess students before, during, and 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.
Rating → Indicator↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met 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 state 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.
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 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. 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 upon reading level. Examples show specific, accurate attention to differentiating based upon reading level. Differentiated Instruction GP 3 DP 4 There are no lessons that differentiate instruction based on student language Examples show accurate and adequate attention to differentiating based upon student Examples show specific, accurate attention to differentiating based on student
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 bases for those changes. Changes described are thorough, come from reflection and professional knowledge and have clear rationales for the changes. 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 Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning objectives. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Be as specific as possible regarding how the data provide information about student learning. Conclusions drawn from this analysis should be provided in the “Reflection and section. PROMPT In this section, you will analyze data (quantitative and qualitative) to explain progress and achievement toward learning objectives demonstrated by your class, subgroups of students, and individual students. In your response, address the following.
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 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 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. SECTION 7 REFLECTION AND SELF-EVALUATION REFLECTION AND SELF-EVALUATION The teacher analyzes the relationship between his or her instruction and student learning in to improve teaching practice. TASK Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify specific future actions for improved practice and professional growth. This section should provide evidence of extensive analysis. In your response, address the following:
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 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 of understanding regarding these linkages. 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 Provides for redesigning learning goals, instruction, and assessment and explains in depth why these modifications
The arts. Describe the strategies that actively engage students in creating, performing, and responding to the arts. Physical education and movement. Describe strategies for healthy lifestyles that include play and physical activity. Health. Choose one of the following health components and describe strategies for implementing this within your unit. Choose either good nutritional choices, disease prevention and control, drug abuse prevention, or safety/first aid. Design for Instruction in Elementary Education Rubric TWS Standard: The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts in elementary education. Rating Indicator 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Alignment with Mississippi Curricular Standards and/or Common Core Standards Few lessons are explicitly linked to the Mississippi Curricular Frameworks and/or Common Core Standards. Most lessons are explicitly linked to the Mississippi Curricular Frameworks and/or Common Core Standards. All lessons are explicitly linked to the Mississippi Curricular Frameworks and/or Common Core Standards. Selection and Integration of Content (ACEI 3.1) The plans for the unit are generic to the grade level, with little or no connection between the various content areas. Goals for IEPS are absent from the plans. The plans for the unit are generic to the grade level, with partial integration of language arts/reading, mathematics, science, social studies, the arts, and physical education. Goals from IEPs are minimal or absent from the plans. The teacher creates plans where all children can learn, integrating the content areas of 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 The language arts integration in the unit provides limited help to students to successfully apply their developing The language arts integration in the unit specifically helps students to successfully apply their developing skills to many
different situations, materials and ideas. skills to many different situations, materials and ideas. 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 proof, 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 elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. The inquiry social studies integration provides limited help for elementary students and their abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. The inquiry social studies integration promotes 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 The arts integration provides limited us of the content, functions, and achievements of the performing arts and the visual arts 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. as primary media for communication, inquiry, and engagement among elementary students. 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 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. 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.