Common Assessment: Teacher Work Sample Transition to Teaching: Secondary Education Scoring Rubric Instructional Planning Novice Developing Target Exemplary 1 2 3 4 Displays Displays limited Explains general Provides a rich minimal or knowledge of description of description of inappropriate student students students including knowledge of characteristics including some information about student with emerging information development, Student characteristics attempts to about interests, culture, Context and and does not connect factors development, abilities, family; make to student interests, culture, and professional adequate learning and the abilities, or family explanation of INTASC 2(g) connection to correlation with with proficient how these factors the effect on unit standards, attempts to may affect InD-S 1.4, 1.5, student goals, and connect factors student learning 1.6 learning. learning activities to student considering the could be learning standards, goals Diversity stronger. considering in and learning terms of unit activities of the standards, goals, unit plan. and learning activities. The unit plan The unit plan The unit plan The unit plan scope and scope and scope and scope and sequence is sequence is sequence meets sequence missing or is planned but is not expectations in its exceptionally haphazardly well-designed. organization, with well-designed and Unit Plan designed. There are several at least 5 organized with at clarity issues. days/class least 5 days/class InTASC sessions, and sessions, and 7(c) appropriate appropriate pre/post pre/post assessments. assessments. InD-S 3.3 There are 1-2 Able to be clarity issues. replicated/ implemented in another setting without question.
Common Assessment: Teacher Work Sample Transition to Teaching: Secondary Education Scoring Rubric Instructional Planning Novice 1 Developing 2 Target 3 Exemplary 4 Student Context and INTASC 2(g) InD-S 1.4, 1.5, 1.6 Diversity Displays minimal or inappropriate knowledge of student characteristics and does not make adequate connection to the effect on student learning. Displays limited knowledge of student characteristics with emerging attempts to connect factors to student learning and the correlation with unit standards, goals, and learning activities could be stronger. Explains general description of students including some information about development, interests, culture, abilities, or family with proficient attempts to connect factors to student learning considering in terms of unit standards, goals, and learning activities. Provides a rich description of students including information about development, interests, culture, abilities, family; and professional explanation of how these factors may affect student learning considering the standards, goals and learning activities of the unit plan. Unit Plan InTASC 7(c) InD-S 3.3 The unit plan scope and sequence is missing or is haphazardly designed. The unit plan scope and sequence is planned but is not well-designed. There are several clarity issues. The unit plan scope and sequence meets expectations in its organization, with at least 5 days/class sessions, and appropriate pre/post assessments. There are 1-2 clarity issues. The unit plan scope and sequence exceptionally well-designed and organized with at least 5 days/class sessions, and appropriate pre/post assessments. Able to be replicated/ implemented in another setting without question.