the connections are and effective irrelevant or instruction. Show inaccurate. of understanding regarding these linkages. Implications for Provides no ideas Provides ideas for Provides ideas for or inappropriate redesigning redesigning Future Teaching ideas for learning goals, learning goals, GP 2 redesigning instruction, and instruction, and DP 3 learning goals, assessment but assessment and instruction, and offers limited explains in depth assessment. rationale for why why these these changes modifications would improve would improve student learning. student learning. Implications for Provides no Presents 2 Presents at least 2 Professional professional professional professional learning goals or learning goals that learning goals that Development goals that are not are related to the clearly emerge GP 2 related to the insights and from the insights insights and experiences and experiences experiences described in this described in this described in this section and/or section. Describes section. provides a plan for specific steps to meeting the goals. meet these goals. 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 2 3 Indicator Not Met Indicator Indicator Score Partially Met Met Few lessons are Most lessons are All lessons are Alignment with Mississippi explicitly linked to explicitly linked to explicitly linked to Curricular the Mississippi the Mississippi the Mississippi Standards and/or Curricular Curricular Curricular Common Core Frameworks and/or Frameworks and/or Frameworks and/or Standards Common Core Common Core Common Core Standards. Standards. Standards. Selection and The plans for the The plans for the The teacher creates unit are generic to unit are generic to plans where all Integration of Content the grade level, the grade level, children can learn, (ACEI 3.1) with little or no with partial integrating the connection between integration of content areas of
the connections are irrelevant or inaccurate. 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 would improve student learning. Provides ideas for redesigning learning goals, instruction, and assessment and explains in depth why these modifications would improve student learning. Implications for Professional Development GP 2 Provides no professional learning goals or goals that are not related to the insights and experiences described in this section. Presents 2 professional learning goals that are related to the insights and experiences described in this section and/or provides a plan for meeting the goals. Presents at least 2 professional learning goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals. 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 Score 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 plans for the unit are generic to the grade level, with partial integration of The teacher creates plans where all children can learn, integrating the content areas of