VII. Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Item 1 2 3 Rating Score . # Indicator Partially Indicator Not Met Indicator Met Indicator . Met 7.1 Interpretation of No evidence or Provides evidence but Uses evidence to reasons provided to no (or simplistic, support conclusions Student Learning support conclusions superficial) reasons or drawn in of “Analysis drawn in of hypotheses to support Student “Analysis Learning” Student conclusions drawn in section. Explores Learning” section. of Student multiple hypotheses for “Analysis why some students did Learning” section. not meet earning goals. l 7.2 Insights on Provides no rationale Identifies successful Identifies successful Effective for why some activities and unsuccessful and unsuccessful Instruction and or assessments were activities or activities and Assessment more successful than assessments and assessments and others. superficially explores provides plausible reasons for their reasons (based on success or lack thereof theory or research) for (no use of theory or their success or lack research). thereof. 7.3 Alignment Among Does not connect Connects learning Logically connects Goals, Instruction learning goals, goals, instruction, and learning goals, instruction, and assessment results in instruction, and and Assessment assessment results in the discussion of assessment results in the discussion of student learning and the discussion of student learning and effective instruction, student learning and effective instruction but misunderstandings effective instruction. and/or the connections or conceptual gaps are are irrelevant or present. inaccurate. 7.4 Implications for Provides no ideas or Provides ideas for Provides ideas for inappropriate ideas for redesigning learning redesigning learning Future Teaching redesigning learning goals, instruction, and goals, instruction, and goals, instruction, and assessment but offers assessment and assessment. no rationale for why explains why these these changes would modifications would improve student improve student learning. learning. 7.5 Implications for Provides no Presents professional Presents a small Professional professional learning learning goals that are number of professional goals or goals that are not strongly related to learning goals that Development not related to the the insights and clearly emerge from the insights and experiences described insights and experiences described in this section and/or experiences described in this section. provides a vague plan in this section. for meeting the goals. Describes specific steps to meet these goals.
VII. Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Item # Rating . Indicator . 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score 7.1 Interpretation of Student Learning No evidence or reasons provided to support conclusions drawn in “Analysis of Student Learning” section. Provides evidence but no (or simplistic, superficial) reasons or hypotheses to support conclusions drawn in “Analysis of Student Learning” section. Uses evidence to support conclusions drawn in “Analysis of Student Learning” section. Explores multiple hypotheses for why some students did not meet earning goals. l 7.2 Insights on Effective Instruction and Assessment Provides no rationale for why some activities or assessments were more successful than others. Identifies successful and unsuccessful activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research). Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof. 7.3 Alignment Among Goals, Instruction and Assessment Does not connect learning goals, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. Connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present. Logically connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction. 7.4 Implications for Future Teaching Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment. Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning. Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve student learning. 7.5 Implications for Professional Development Provides no professional learning goals or goals that are not related to the insights and experiences described in this section. Presents professional learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals. Presents a small number of professional learning goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals.
Exhibit,%203b.10.docx