Communicates clearly in Little to no use of visual and Communication in writing and Extremely clear communication in writing, speaking and contextual aids, communication in speaking are mostly clear and both writing and speaking, taking through the use of writing or speaking is not organized. Students have little into consideration classroom appropriately designed organized for clear lesson delivery. confusion as to expectations. diversity. Visual and contextual visual and contextual aids. Visual and contextual aids are aids are appropriate and extend the appropriate, but used minimally. learning opportunity. Uses engaging ways to The beginning of unit of study or The beginning of unit of study or The beginning of unit of study or begin a new unit of study or lesson was not appropriately lesson was somewhat engaging. lesson was highly engaging. lesson. engaging. Approaches were mostly Approaches were motivating and motivating and understandable. understandable. Builds on prior Lesson does not take into There is evidence of some There is strong evidence of students’ knowledge and experience. consideration student prior connection to prior connections to prior student’s student’s knowledge, schemata or knowledge and experiences. knowledge and experiences. experiences. Lesson shows some understanding Lesson shows relevant of differences prior to understanding of students’ students’ instruction. differences prior to instruction and incorporates strategies to meet these differences. 2. Communicates high standards and expectations when carrying out the lesson. Uses a balanced approach There is no evidence that a balance Lessons implementation has Lessons implementation shows an to teaching skills and approach is being used to each limited variety in methodology. appropriate variety in concepts of elementary reading and writing. Approaches engage some students methodology. Approaches engage reading and writing. but do not take into consideration all students; differences are the needs of all students. considered and incorporated into instruction.
Communicates clearly in writing, speaking and through the use of appropriately designed visual and contextual aids. Little to no use of visual and contextual aids, communication in writing or speaking is not organized for clear lesson delivery. Communication in writing and speaking are mostly clear and organized. Students have little confusion as to expectations. Visual and contextual aids are appropriate, but used minimally. Extremely clear communication in both writing and speaking, taking into consideration classroom diversity. Visual and contextual aids are appropriate and extend the learning opportunity. Uses engaging ways to begin a new unit of study or lesson. The beginning of unit of study or lesson was not appropriately engaging. The beginning of unit of study or lesson was somewhat engaging. Approaches were mostly motivating and understandable. The beginning of unit of study or lesson was highly engaging. Approaches were motivating and understandable. Builds on students’ prior knowledge and experience. Lesson does not take into consideration student prior knowledge, schemata or experiences. There is evidence of some connection to student’s prior knowledge and experiences. Lesson shows some understanding of students’ differences prior to instruction. There is strong evidence of connections to student’s prior knowledge and experiences. Lesson shows relevant understanding of students’ differences prior to instruction and incorporates strategies to meet these differences. 2. Communicates high standards and expectations when carrying out the lesson. Uses a balanced approach to teaching skills and concepts of elementary reading and writing. There is no evidence that a balance approach is being used to each reading and writing. Lessons implementation has limited variety in methodology. Approaches engage some students but do not take into consideration the needs of all students. Lessons implementation shows an appropriate variety in methodology. Approaches engage all students; differences are considered and incorporated into instruction.
PPA%20rubric%209-25-13%20with%20SEI%20Standards.docx