Analysis of The teacher provides no The teacher provides The teacher evaluates how learning data on the achievement of evidence of achievement for each individual and individual learning sub-groups, whole-groups subgroup (identified in objectives and for individual students contextual and 2 or but does not provide analysis) has /4 The teacher provides evidence on the degree that performed on each whole-group achievement each met individual objective/outcome (i.e. the data only. outcomes/objectives. teacher provides evidence that they know both the and in: “who” “what” got what” and “who “who didn’t get what’). Rubric Score: _____/4 Total Score for Factor 5: 8 ……………____/ Rubric: Average Learning Gain Not Acceptable Emerging Competent Exemplary 0% or 1-33% 34-66% 67-100% FACTOR 6 REFLECTION ON TEACHING AND LEARNING Rubric 0 1 2 X Score Standard Not Met Standard Partially Met Standard Met Interpretation No evidence or Provides evidence but no Uses evidence to support of Student reasons provided to reasons or hypotheses (or conclusions in Analysis of Learning support conclusions they are simplistic, Student Learning section. 2 /4 drawn in Analysis of superficial), to support Explores multiple hypotheses for Student Learning conclusions drawn in why some students or sub-groups section. analysis of Student did not meet specific learning Learning section. goals. Insights on Provides no rationale Identifies successful and Identifies successful and for why some unsuccessful activities or unsuccessful activities and Best Practices and activities or assessments and assessments and provides 2 /4 Assessments assessments were superficially explores plausible reasons (based on more successful than reasons for their success or theory or research) for their others. lack thereof (no use of success or lack thereof. theory or research). Alignment of Discussion shows no Discussion displays some Discussion connects learning Learning alignment among sense of alignment, but goals, effective instruction and Goals, goals, instruction, and misunderstanding or assessment results. 2 /4 Instruction assessment results. conceptual gaps are with present. Assessment Implications Provides no ideas or Provides ideas for Provides ideas for redesigning for Future inappropriate ideas for redesigning instruction but instruction and explains why 2 /4 Teaching redesigning offers no rationale for why these modifications would instruction. improve student learning.
Analysis of learning The teacher provides no data on the achievement of individual learning objectives or The teacher provides whole-group achievement data only. The teacher provides evidence of achievement for sub-groups, whole-groups and for individual students but does not provide evidence on the degree that each met individual outcomes/objectives. The teacher evaluates how each individual and subgroup (identified in contextual and analysis) has performed on each objective/outcome (i.e. the teacher provides evidence that they know both the “who” and “what” in: “who got what” and “who didn’t get what’). 2 /4 Rubric Score: _____/4 Total Score for Factor 5: ……………____/ 8 Rubric: Average Learning Gain Not Acceptable Emerging Competent Exemplary 0% or 1-33% 34-66% 67-100% FACTOR 6 REFLECTION ON TEACHING AND LEARNING Rubric 0 Standard Not Met 1 Standard Partially Met 2 Standard Met X Score Interpretation of Student Learning No evidence or reasons provided to support conclusions drawn in Analysis of Student Learning section. Provides evidence but no reasons or hypotheses (or they are simplistic, superficial), to support conclusions drawn in analysis of Student Learning section. Uses evidence to support conclusions in Analysis of Student Learning section. Explores multiple hypotheses for why some students or sub-groups did not meet specific learning goals. 2 /4 Insights on Best Practices and Assessments Provides no rationale for why some activities or assessments were more successful than others. Identifies successful and unsuccessful activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research). Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof. 2 /4 Alignment of Learning Goals, Instruction with Assessment Discussion shows no alignment among goals, instruction, and assessment results. Discussion displays some sense of alignment, but misunderstanding or conceptual gaps are present. Discussion connects learning goals, effective instruction and assessment results. 2 /4 Implications for Future Teaching Provides no ideas or inappropriate ideas for redesigning instruction. Provides ideas for redesigning instruction but offers no rationale for why Provides ideas for redesigning instruction and explains why these modifications would improve student learning. 2 /4