DOMAIN 1: PURPOSEFUL PLANNING Teachers use Indiana content area standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies Highly Effective (4) Effective (3) Improvement Necessary Ineffective (1) (2) 1.1 Utilize At 4, a teacher fulfills the Teacher uses prior Teacher uses assessment Teacher rarely or uses prior assessment criteria for Level 3 and additionally: assessment data to data to formulate: data when planning. Assessment Incorporates differentiated - Achievement - formulate: Data to Plan instructional strategies in planning - Achievement goals, unit goals, unit plans, to reach every student at his/her plans, AND lesson plans OR lesson plans, level of understanding but not all of the above 1.2 Develop At Level 4, a teacher fulfills the on achievement on criteria for Level 3 and additionally: goals, teacher plans units achievement - Creates well-designed unit by: goals, teacher Based Unit assessments that align with an end - Identifying content plans units by: Plans and of year summative assessment standards that students will - Identifying (either state, district, or teacher master in each unit content standards created) -Creating assessments that students will - Anticipates student reaction to before each unit begins for master in each Teacher rarely or never plans units by content; allocation of time per unit backwards planning unit identifying content standards that students will is flexible and/or reflects level of - Allocating an master in each unit OR there is little to no difficulty of each unit instructionally appropriate Teacher may not: evidence that teacher plans units at all. amount of time for each -Create assessments before unit each unit begins for backwards planning - Allocate an instructionally appropriate amount of time for each unit
DOMAIN 1: PURPOSEFUL PLANNING Teachers use Indiana content area standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1) 1.1 Utilize Assessment Data to Plan At 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Teacher uses assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher rarely or uses prior assessment data when planning. 1.2 Develop Unit Plans and At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Creates well-designed unit assessments that align with an end of year summative assessment (either state, district, or teacher created) - Anticipates student reaction to content; allocation of time per unit is flexible and/or reflects level of difficulty of each unit Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit -Creating assessments before each unit begins for backwards planning - Allocating an instructionally appropriate amount of time for each unit on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher may not: -Create assessments before each unit begins for backwards planning - Allocate an instructionally appropriate amount of time for each unit Teacher rarely or never plans units by identifying content standards that students will master in each unit OR there is little to no evidence that teacher plans units at all.
MSD_New_Durham_RISE_Rubric_final.docx