V. Instructional Decision-Making Rubric TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Item Rating 1 2 3 Score/ . Comments # Indicator Not Met Indicator Partially Indicator Met Indicator . Met 5.1 Sound Many instructional Instructional decisions Most instructional Professional decisions are are mostly appropriate, decisions are inappropriate and not but some decisions are pedagogically sound Practice pedagogically sound. not pedagogically (i.e., they are likely to sound. lead to student learning). 5.2 Modifications Teacher treats class as Some modifications of Appropriate plan with the instructional plan modifications of the Based on “one fits all” Analysis of no modifications. are made to address instructional plan are individual student made to address Student Learning needs, but these are not individual student based on the analysis needs. These of student learning, modifications are best practice, or informed by the contextual factors. analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress. 5.3 Congruence Modifications in Modifications in Modifications in Between instruction lack instruction are instruction are Modifications congruence with somewhat congruent congruent with and Learning learning goals. with learning goals. learning goals. Goals
V. Instructional Decision-Making Rubric Item # Rating . Indicator . 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score/ Comments 5.1 Sound Professional Practice Many instructional decisions are inappropriate and not pedagogically sound. Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning). 5.2 Modifications Based on Analysis of Student Learning Teacher treats class as “one plan fits all” with no modifications. Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors. Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress. 5.3 Congruence Between Modifications and Learning Goals Modifications in instruction lack congruence with learning goals. Modifications in instruction are somewhat congruent with learning goals. Modifications in instruction are congruent with learning goals. TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Exhibit,%203b.3.docx