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 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. 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 learn (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 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. 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. 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.
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 student needs All objectives are appropriate for the development; knowledge, skills, experiences; and other student needs. They include attention to diversity. 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. 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. Assessment Plan Rubric TWS Standard: The teacher uses multiple assessment modes 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 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.
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. 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 items 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. 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. 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 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 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 based 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
differences or the plan is inaccurate. language differences. 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. 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 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 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 bases 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 (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. 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 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 order 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 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. 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 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
and/or Common Core Standards. and/or Common Core Standards. and/or Common Core Standards. Selection and Integration of Content 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, and additional content area (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 deeply about the course content as well as integrating the content areas of secondary education (language arts/reading, mathematics and another content area) and goals from IEPs into daily activities and routines. Language Arts and Reading The language arts and reading lesson are separate from the other subjects and isolated from other learning experiences. The lessons provide a limited focus on the various types of language arts and purposes of reading and writing. The lessons provide specific activities that help students identify the various purposes of reading and writing (narrative, expository, 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 music 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 doesn’t 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. `.