Little attention is given to multiple Discussion of multiple perspectives 3. Assesses the Demonstrates an perspectives. Content is presented in subject matter is routine and significance of student awareness of multiple without discussion of its includes attention to students’ differences in home perspectives and opens relationship to real experience, personal, family, and community experiences, background discussions about subject other disciplines or cultural norms. experiences. Individual knowledge, learning matter to the class; a Individual differences are ignored; differences are respected; modifies skills, learning pace, and general goal is established goals are not suitable for many goals for the diverse range of proficiency in the English with little attention to students in the class. students and their needs. language for learning diverse needs of students. the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. 4. Helps all students to understand Little attention to given to Some attention is given to helping Presents complete and accurate American civic culture, its understanding American culture, students understand American information about American civic underlying ideals, founding its ideals and founding principles; culture, its founding principles and culture, its founding principles and political principles, and political no sense of belonging to a ideals; attempts are made to ideals; students demonstrate their institutions, and to see themselves community is established for develop community in the understanding of being members of as members of a local, state, students in the classroom. classroom with minimal success, a local, state, and national civic national, and international civic students demonstrate basic community by building a community. understanding of being members of classroom community with the a local, state, and national civic teacher being the facilitator of the community. process.
3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. Little attention is given to multiple perspectives. Content is presented without discussion of its relationship to real experience, other disciplines or cultural norms. Individual differences are ignored; goals are not suitable for many students in the class. Demonstrates an awareness of multiple perspectives and opens discussions about subject matter to the class; a general goal is established with little attention to diverse needs of students. Discussion of multiple perspectives in subject matter is routine and includes attention to students’ personal, family, and community experiences. Individual differences are respected; modifies goals for the diverse range of students and their needs. 4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions, and to see themselves as members of a local, state, national, and international civic community. Little attention to given to understanding American culture, its ideals and founding principles; no sense of belonging to a community is established for students in the classroom. Some attention is given to helping students understand American culture, its founding principles and ideals; attempts are made to develop community in the classroom with minimal success, students demonstrate basic understanding of being members of a local, state, and national civic community. Presents complete and accurate information about American civic culture, its founding principles and ideals; students demonstrate their understanding of being members of a local, state, and national civic community by building a classroom community with the teacher being the facilitator of the process.
PPA%20rubric%209-25-13%20with%20SEI%20Standards.docx