Rubric for Teacher of the Visually Impaired License 1. Similarities and differences between visually impaired and non-visually impaired children in emotional, social, physical and intellectual development Unsatisfactory Needs Improvement Proficient Exemplary Does not demonstrate Demonstrates basic knowledge Demonstrates knowledge Consistently demonstrates and knowledge and understanding of and understanding of the critical and understanding of the critical can articulate deep knowledge the critical differences in differences in development differences in development and understanding of the critical educational development between students who are between students who are differences in development between students who are blind/low vision and students blind/low vision and students between students who are blind/low vision and students who are not. Is able to articulate who are not. Is able to articulate blind/low vision and students who are not. Is unable to and explain the impact of vision and explain the impact of vision who are not. Is consistently and articulate and explain the impact loss or impairment through loss or impairment through expertly able to articulate and of vision loss or impairment. accurate oral and written accurate and effective oral and explain the impact of vision loss communication of student written communication of or impairment through accurate learning needs. student learning needs in a and effective oral and written variety of settings through communication of student collaboration with stakeholders. learning needs in a variety of settings through collaboration with stakeholders. 2. How abnormalities in anatomy and physiology of the eye impact learning and function Unsatisfactory Needs Improvement Proficient Exemplary
Rubric for Teacher of the Visually Impaired License 1. Similarities and differences between visually impaired and non-visually impaired children in emotional, social, physical and intellectual development Unsatisfactory Needs Improvement Proficient Exemplary Does not demonstrate knowledge and understanding of the critical differences in educational development between students who are blind/low vision and students who are not. Is unable to articulate and explain the impact of vision loss or impairment. Demonstrates basic knowledge and understanding of the critical differences in development between students who are blind/low vision and students who are not. Is able to articulate and explain the impact of vision loss or impairment through accurate oral and written communication of student learning needs. Demonstrates knowledge and understanding of the critical differences in development between students who are blind/low vision and students who are not. Is able to articulate and explain the impact of vision loss or impairment through accurate and effective oral and written communication of student learning needs in a variety of settings through collaboration with stakeholders. Consistently demonstrates and can articulate deep knowledge and understanding of the critical differences in development between students who are blind/low vision and students who are not. Is consistently and expertly able to articulate and explain the impact of vision loss or impairment through accurate and effective oral and written communication of student learning needs in a variety of settings through collaboration with stakeholders. 2. How abnormalities in anatomy and physiology of the eye impact learning and function Unsatisfactory Needs Improvement Proficient Exemplary