List at least one art education goal: Internship II Evaluation Rubric DOMAIN 1: PLANNING Below Expectations Meets Expectations Exceeds Expectations 1.1 TC creates standards-based lessons in accordance with the Lesson or objectives do not meet Lesson plans are aligned with long-range Lesson are consistently aligned with requirements of the discipline, expectations of the discipline in one of goals and learning experiences are long-range goals. Learning experiences including learning objectives that more of the following ways: Lesson designed to achieve stated objectives, are designed to achieve stated are measurable, rigorous, and align plans or objectives do not align with and ensure student engagement. Lesson objectives and to student maximize with the standards. unit goals or standards and/or learning plans meet expectations of the engagement. Lesson plans meet experiences are out of alignment with discipline. Learning objectives are expectations of the discipline. Learning InTASC 4, 7; CAEP 1.3, 1.4 objectives or do not ensure student measureable, appropriately challenging, objectives are measurable, rigorous, and SCTS 4.0 Instruction (Standards – engagement and align with the standards. align with the standards. and Objectives); Planning (Instructional Plans; Assessment) 1.2 TC designs, selects, or modifies Informal and formal lesson assessments multiple methods of assessments are appropriate (for age and knowledge that are aligned with lesson Informal or formal lesson assessments align with lesson objectives and objectives. are appropriate (for age and knowledge cognitive task, and occur at various Assessments do not align with lesson level), align with lesson objectives, and points during the lesson. Assessments objectives, or no assessments are InTASC 6, 7; CAEP 1.2 occur at various points during the include verbal and/or written identified. Accommodations are not SCTS 4.0 Planning (Instructional lesson. Plans appropriate assessment directions, models, prompts, etc. that – planned or are inappropriate. Assessment) accommodations to meet individual clearly define learner expectations. learner needs. Plans appropriate assessment accommodations to meet individual learner needs.
List at least one art education goal: Internship II Evaluation Rubric DOMAIN 1: PLANNING Below Expectations Meets Expectations Exceeds Expectations 1.1 TC creates standards-based lessons in accordance with the requirements of the discipline, including learning objectives that are measurable, rigorous, and align with the standards. InTASC 4, 7; CAEP 1.3, 1.4 SCTS 4.0 – Instruction (Standards and Objectives); Planning (Instructional Plans; Assessment) Lesson or objectives do not meet expectations of the discipline in one of more of the following ways: Lesson plans or objectives do not align with unit goals or standards and/or learning experiences are out of alignment with objectives or do not ensure student engagement Lesson plans are aligned with long-range goals and learning experiences are designed to achieve stated objectives, and ensure student engagement. Lesson plans meet expectations of the discipline. Learning objectives are measureable, appropriately challenging, and align with the standards. Lesson are consistently aligned with long-range goals. Learning experiences are designed to achieve stated objectives and to maximize student engagement. Lesson plans meet expectations of the discipline. Learning objectives are measurable, rigorous, and align with the standards. 1.2 TC designs, selects, or modifies multiple methods of assessments that are aligned with lesson objectives. InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Assessment) Assessments do not align with lesson objectives, or no assessments are identified. Accommodations are not planned or are inappropriate. Informal or formal lesson assessments are appropriate (for age and knowledge level), align with lesson objectives, and occur at various points during the lesson. Plans appropriate assessment accommodations to meet individual learner needs. Informal and formal lesson assessments are appropriate (for age and knowledge align with lesson objectives and cognitive task, and occur at various points during the lesson. Assessments include verbal and/or written directions, models, prompts, etc. that clearly define learner expectations. Plans appropriate assessment accommodations to meet individual learner needs.
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