No Evidence / Beginning Developing Proficient CCTS/ Lesson Plan InTASC Component Incomplete Standard Evidence The pre-service And… And… teacher… No Evidence/ Identifies specific students who Plans learning experiences that allow for Identifies potential Incomplete may need adaptations, scaffolding, learner choice/interest that result in a Meeting adaptations Evidence enriching and/or extending learning variation of pace, process, product, and/or Students’ Needs (accommodations, activities. environment. modifications, States specific activities that will adapt, (differentiation, Identifies common misconceptions assistive scaffold, enrich and/or extend instruction in extensions, and addresses them by planning technology, etc.) in order to appropriately challenge specific modifications, appropriate scaffolds and/or lesson students. 1, 2, 7, 8 accommodations) differentiated instruction. development. Incorporates multiple instructional strategies that engage a range of learner preferences and/or abilities. Incorporates required accommodations / modifications / extensions in instructional sequence for all students with identified needs. (learners with disabilities, language learning needs and gifted and talented) Scoring Guide: 1) Check all indicators that the Candidate has met. 2) Determine Candidate’s level of proficiency for each category based on the highest level in which all indicators for that category are met.
CCTS/ InTASC Standard Lesson Plan Component No Evidence / Incomplete Evidence Beginning Developing Proficient 1, 2, 7, 8 Meeting Students’ Needs (differentiation, extensions, modifications, accommodations) No Evidence/ Incomplete Evidence The pre-service teacher… Identifies potential adaptations (accommodations, modifications, assistive technology, etc.) in lesson development. And… Identifies specific students who may need adaptations, scaffolding, enriching and/or extending learning activities. Identifies common misconceptions and addresses them by planning appropriate scaffolds and/or differentiated instruction. Incorporates multiple instructional strategies that engage a range of learner preferences and/or abilities. Incorporates required accommodations / modifications / extensions in instructional sequence for all students with identified needs. (learners with disabilities, language learning needs and gifted and talented) And… Plans learning experiences that allow for learner choice/interest that result in a variation of pace, process, product, and/or environment. States specific activities that will adapt, scaffold, enrich and/or extend instruction in order to appropriately challenge specific students. Scoring Guide: 1) Check all indicators that the Candidate has met. 2) Determine Candidate’s level of proficiency for each category based on the highest level in which all indicators for that category are met.
Unit-Wide-Lesson-Plan-Rubric-FINAL-v-8-17.docx