This rubric is used in Key Assessment #2 and is also part of Key Assessment #8 the Student Teaching Portfolio. Elements Approaches (1) Meets (2) Exceeds (3) Evidence of Instructional goals too Instructional goals Instructional goals highly planning to easy, too difficult, or appropriate difficulty for appropriate difficulty for meet needs of unimportant, or do not learners in this setting learners in this setting; students (Std match the needs of the and address worthwhile address highly worthwhile 2a) learners. Instructional objectives. Instructional objectives. Instructional techniques and strategies techniques and strategies techniques and strategies do not match the effective for lesson represent best practices; objectives or the needs of objectives and meet needs of students, the learners. No or appropriate for learners highly engaging, foster ineffective in this setting makes higher order and/or accommodations for some accommodations creative thinking. Skilled students who needed for students who needed adaptations and them. them. accommodations for all students who needed them. Content Teacher conveys Teacher displays adequate Teacher displays broad Knowledge inaccurate or incorrect knowledge of the subject at knowledge and deep (Std 1 & 3) information or shows hand. understanding; is highly ACEI limited knowledge of flexible with the material. subject. Coherence, Activities do not support All components relate to All components relate to one timing, and objectives one another, and support another, and support goals pacing (Std 1 goals and objectives of and objectives of lesson. Critical components & 3) lesson. Activities meet Activities meet student needs. omitted, not fully student needs. Duration In addition, exceptionally supportive of lesson goals appropriate length for the well-designed. Lively pace and objectives, or does not material and the students or throughout, but not too fast meet student needs. only slightly too long or for students. Duration too long or too too short. Mostly short for the material appropriate, neither too fast and/or the students. Many nor too slow segments of the lesson drag or segments move so fast the students are confused. Adherence to Loses track or goes out of Mostly adheres to plan. Adheres to plan with only written plan/ sequence or leaves out Most deviations reflect insignificant minor variations capitalizing on critical component(s) or reasonable responses to the unless situation calls for the teachable material OR rigid actual situation, although deviation. Makes an moment adherence when the some minor deviations change that improves the situation calls for might be due simply to lesson. (Std 3) modifications. oversight.
This rubric is used in Key Assessment #2 and is also part of Key Assessment #8 the Student Teaching Portfolio. Elements Approaches (1) Meets (2) Exceeds (3) Evidence of planning to meet needs of students (Std 2a) Instructional goals too easy, too difficult, or unimportant, or do not match the needs of the learners. Instructional techniques and strategies do not match the objectives or the needs of the learners. No or ineffective accommodations for students who needed them. Instructional goals appropriate difficulty for learners in this setting and address worthwhile objectives. Instructional techniques and strategies effective for lesson objectives and appropriate for learners in this setting makes some accommodations for students who needed them. Instructional goals highly appropriate difficulty for learners in this setting; address highly worthwhile objectives. Instructional techniques and strategies represent best practices; meet needs of students, highly engaging, foster higher order and/or creative thinking. Skilled adaptations and accommodations for all students who needed them. Content Knowledge (Std 1 & 3) ACEI Teacher conveys inaccurate or incorrect information or shows limited knowledge of subject. Teacher displays adequate knowledge of the subject at hand. Teacher displays broad knowledge and deep understanding; is highly flexible with the material. Coherence, timing, and pacing (Std 1 & 3) Activities do not support objectives Critical components omitted, not fully supportive of lesson goals and objectives, or does not meet student needs. Duration too long or too short for the material and/or the students. Many segments of the lesson drag or segments move so fast the students are confused. All components relate to one another, and support goals and objectives of lesson. Activities meet student needs. Duration appropriate length for the material and the students or only slightly too long or too short. Mostly appropriate, neither too fast nor too slow All components relate to one another, and support goals and objectives of lesson. Activities meet student needs. In addition, exceptionally well-designed. Lively pace throughout, but not too fast for students. Adherence to written plan/ capitalizing on the teachable moment (Std 3) Loses track or goes out of sequence or leaves out critical component(s) or material OR rigid adherence when the situation calls for modifications. Mostly adheres to plan. Most deviations reflect reasonable responses to the actual situation, although some minor deviations might be due simply to oversight. Adheres to plan with only insignificant minor variations unless situation calls for deviation. Makes an change that improves the lesson.