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Rubric

INDICATORS

Does Not Meet Standards


(1)

Needs Improvement
(2)

Proficient
(3)

Knowledge

Has little familiarity with


the subject matter and few
ideas on how to teach it
and how students learn
Is rigid and inflexible with
lesson plans and rarely
takes advantage of
teachable moments
Plans lessons aimed
primarily at covering
textbook chapters

Is somewhat familiar with the


subject and has a few ideas of
ways students develop and learn

Knows the subject matter


well and utilizes best
practices regarding student
learning
Is flexible about modifying
lessons to take advantage of
teachable moments

Is exceptional in the subject area,


remains current and utilizes best
practices regarding student
learning
Deftly adapts lessons and units to
exploit teachable moments and
correct misunderstandings

Mostly lectures to passive


students or has them pod
through textbooks and
worksheets

Attempts to get students actively


involved but some student are
disengaged

Designs lessons focused on


measurable outcomes
aligned with unit goals and
state standards
Has students actively think
about, discuss, and use the
ideas and skills being taught

Designs innovative and engaging


lessons with clear, measurable
goals closely aligned with
standards and unit outcomes
Gets all student highly involved in
focused work in which they are
active learners and problemsolvers

Needs Improvement
(2)

Proficient
(3)

Flexibility

Lessons

Engagement

INDICATORS
Materials

Differentiation

Does Not Meet Standards


(1)
Plans lessons that rely
mainly on mediocre and
low-quality textbooks,
workbooks, or worksheets
Fails to provide for

Is focused on implementing
lesson plans and sometimes
misses teachable moments
Plans lessons solely based on
unit goals

Exceptional
(4)

Plans lessons that involve a


mixture of good and mediocre
learning materials

Designs lessons that use an


effective, diverse mix of
materials

Exceptional
(4)
Designs lessons involving an
appropriate mix of top-notch,
diverse learning materials

Attempts to accommodate

Differentiates and scaffolds

Skillfully meets the learning needs

Application

Environment

differentiate instruction for


students with special needs

student with special needs, with


mixed success

Moves on at the end of


each lesson and unit
without having students
summarize
Has a conventional
furniture arrangement,
hard-to-access materials,
few wall displays and no
concern for safety

Asks students to think about


appropriate applications for what
they are studying
Organizes furniture and
materials to support the lesson,
with few decorative displays
and/or some safety concerns

instruction to accommodate
most students learning
needs
Has students sum up what
they have learned and apply
it in a different context
Organizes classroom
furniture, materials, and
displays to support unit
lesson goals and ensure
safety

and styles of all students by


differentiating and scaffolding
Consistently has students
summarize and internalize what
they learn and apply it to real-life
situations as appropriate
Organizes room arrangement,
materials, and displays to
maximize safety and student
learning

References
Roberts, S., & Pruitt, E. (2009). Schools as professional learning communities:
Collaborative activities and strategies for professional development. Thousand Oaks, Calif.: Corwin Press.

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