Carolina Teaching Standards Rubric : Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and All learning objectives and state Most learning objectives and state Some learning objectives and state Learning objectives and state Objectives content standards are explicitly content standards are communicated. content standards are content standards are not communicated. Sub-objectives are mostly aligned to communicated. communicated. Sub-objectives are aligned and the lesson’s major objective. Sub-objectives are sometimes Sub-objectives are rarely aligned to logically sequenced to the lesson’s Learning objectives are connected to aligned to the lesson’s major the lesson’s major objective. objective. what students have previously objective. Learning objectives are rarely Learning objectives are: (a) learned. Learning objectives are not clearly connected to what students have consistently connected to what Expectations for student performance connected to what students have previously learned. students have previously learned, (b) are clear, demanding and high. previously learned. Expectations for student know from life experiences, and (c) State standards are displayed and Expectations for student performance are vague. integrated with other disciplines. performance are clear. referenced in the lesson. standards are not Expectations for each student’s There is evidence that most students State standards are appropriately appropriately displayed. performance are clear, demanding, demonstrate mastery of the objective. displayed There is evidence that few students and high. There is evidence that some of the demonstrate mastery of the State standards are displayed, students demonstrate mastery of the objective. referenced throughout the lesson with objective. explanations. is evidence that most students demonstrate mastery of the objective. The teacher consistently and explicitly The teacher often organizes the The teacher sometimes organizes the The teacher rarely organizes the Students organizes the content so that it is content so that it is personally content so that it is personally content so that it is personally personally meaningful, relevant and meaningful, relevant and intellectually meaningful, relevant and engaging to meaningful, relevant and engaging intellectually engaging to all students. engaging to most students. some students. to students. The teacher consistently develops The teacher often develops learning The teacher sometimes develops The teacher rarely develops learning experiences where inquiry, experiences where inquiry, curiosity learning experiences where inquiry, learning experiences where inquiry, curiosity and exploration are valued. and exploration are valued. curiosity and exploration are valued. curiosity and exploration are The teacher consistently reinforces The teacher regularly reinforces and The teacher sometimes reinforces valued. and rewards effort. rewards effort. and rewards effort. The teacher rarely reinforces and rewards effort.
Carolina Teaching Standards Rubric : Instruction Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Standards and Objectives All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for each student’s performance are clear, demanding, and high. State standards are displayed, referenced throughout the lesson with explanations. is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lesson’s major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear, demanding and high. State standards are displayed and referenced in the lesson. There is evidence that most students demonstrate mastery of the objective. Some learning objectives and state content standards are communicated. Sub-objectives are sometimes aligned to the lesson’s major objective. Learning objectives are not clearly connected to what students have previously learned. Expectations for student performance are clear. State standards are appropriately displayed There is evidence that some of the students demonstrate mastery of the objective. Learning objectives and state content standards are not communicated. Sub-objectives are rarely aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. standards are not appropriately displayed. There is evidence that few students demonstrate mastery of the objective. Students The teacher consistently and explicitly organizes the content so that it is personally meaningful, relevant and intellectually engaging to all students. The teacher consistently develops learning experiences where inquiry, curiosity and exploration are valued. The teacher consistently reinforces and rewards effort. The teacher often organizes the content so that it is personally meaningful, relevant and intellectually engaging to most students. The teacher often develops learning experiences where inquiry, curiosity and exploration are valued. The teacher regularly reinforces and rewards effort. The teacher sometimes organizes the content so that it is personally meaningful, relevant and engaging to some students. The teacher sometimes develops learning experiences where inquiry, curiosity and exploration are valued. The teacher sometimes reinforces and rewards effort. The teacher rarely organizes the content so that it is personally meaningful, relevant and engaging to students. The teacher rarely develops learning experiences where inquiry, curiosity and exploration are valued. The teacher rarely reinforces and rewards effort.
sc-teaching-standards-rubric.docx