University of Michigan School of Education Teach For America Interim Certification Program

Program Rubric

u
Pre-Novice
The lesson does not appear to be a part of a greater whole in that it does not activate students prior knowledge, or is not related to larger and bigger ideas, themes or questions (e.g. enduring understandings).

v
Novice
The lesson appears to be a part of a greater whole in that it activates students prior knowledge, and demonstrates relationship to bigger ideas, themes, or questions.

w
Beginning Proficiency
The lesson is clearly a segment of a greater whole in that it activates students prior knowledge, and clearly supports students ability to understanding bigger ideas, themes, and questions.

x
Advanced Proficiency
The lesson is clearly a segment of a greater whole in that it activates students prior knowledge; engages, supports, and sustains students interest in and ability to understand the units bigger ideas, themes and questions at deeper levels.

y
Exemplary
The lesson is a masterfully crafted slice of the greater whole that activates, flexibly uses, and builds upon students prior knowledge and progressively leads all students to mastery of its objective(s), as well as deep understanding of the units big ideas, themes, and students ability to respond thoughtfully to the units essential questions with disciplinerelated supporting evidence. The lesson immerses students in the ways of thinking and doing in the discipline. This disciplinary thinking and doing leads to deep, coherent content understanding and/or ability to apply content through disciplinary skill.

Program Outcome 1: Design Intentional Teaching & Learning Units

Observable During Teaching

The lesson does not activate or engage disciplinary ways of thinking. Lesson activities are general and do not integrate ways of thinking in the discipline, or disciplinary content.

The lesson activates or engages disciplinary ways of thinking periodically. Lesson activities are somewhat discipline related, and integrate disciplinary thinking and content in basic ways (e.g. lower levels of Blooms taxonomy/level one of Costas Levels of Inquiry) Elements of the discipline are addressed in the unit plan, though their selection or placement may only be somewhat effective in their impact on student learning of the disciplinary content or skill. Designed learning activities

The lesson attempts to situate students in the activities and ways of thinking or doing in the discipline. Lesson activities are adequately related to the discipline, and integrate disciplinary thinking and content in complex ways (e.g. mid-levels of Blooms taxonomy/level 1-2 of Costas Levels of Inquiry). Appropriate elements of the discipline are incorporated in key places in the unit plan.

The lesson closely simulates ways of thinking and doing in the discipline. Lesson activities are clearly discipline related, and integrate disciplinary thinking and content in increasingly complex ways (e.g. midhigh levels of Blooms taxonomy/levels 2-3 of Costas Levels of Inquiry). Rich elements of the discipline are incorporated in the unit plan. They are revisited through the unit.

The unit plan has few elements of the discipline or those chosen or their placement in the unit is unlikely to effectively impact student learning of the disciplinary content or skill.

The unit plan has rich elements of the discipline. The plan and its lessons are highly discipline-related and coherently integrate disciplinary thinking and content in complex, but effective ways (e.g. high levels of Blooms taxonomy/level 3 of Costas Levels of Inquiry). Designed learning activities are virtually

Designed learning activities

Designed learning activities intend to

Designed learning activities are

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focus on the transmission of knowledge through lecture, readings, and other didactic means that support rote memorization. They are teacher-centric. The lesson objective(s) are difficult to discern through observation. The objectives may be posted, but are not referenced. Students are unaware or confused about the objective(s) of the lesson and unit, their purpose for learning, or how it connects to other unit activities and prior lesson(s).

attempt to engage students independent thinking, though they are largely teacherdirected.

periodically engage students independent thinking and use some student-centered and some teacherdirected structures or processes.

likely to effectively engage students independent thinking throughout. These activities seem thoughtfully selected which activities are student-centered, and which are teacher-directed. The lesson objectives are clearly stated at the beginning of each lesson in clear terms that are understandable for students. Students can state the learning objective(s) of the lesson and unit in their own terms. Without being asked, students reference their purpose for learning in the lesson. Teacher discusses with students intended learning before a lesson, and how it fits with the larger unit, and students summarize what they learned after a lesson.

certain to effectively engaged students independent thinking throughout. All of the chosen elements of the discipline in the unit plan are appropriate , rich, and are purposefully incorporated and revisited with increasing sophistication throughout the unit. Students, in their own words, can clearly state the learning objective(s) of the lesson, how the objective(s) connect with the overall unit objectives, and how the objectives are meaningful to them personally. They can articulate their purpose for learning, and how the lesson objective(s) connect to other lesson and unit activities. Observers of the lesson can tell the objective of the lesson without, necessarily, it explicitly written or stated. Teacher facilitates a discussion in which students discuss what they need to learn before a lesson, how it fits with larger unit, and what was learned after a lesson. Evidence exists throughout the learning space of previous, scaffolded learning activities related to the units essential questions and outcomes. The objectives represent core concepts in the discipline. They are age- and grade- appropriate, aligned with gradelevel standards, are meaningful and rigorous yet achievable .

The lesson objective(s) are clearly written and/or recited, but not explained. Students are aware of the objectives of the lesson and unit, but may not be able to articulate in their own words their purpose for learning or how the lesson connects to other unit activities and prior lesson(s).

The lesson objective(s) are clearly written and/or recited in terms that students can understand. Students can state the learning objective(s) of the lesson and unit in their own terms. When asked, they can articulate their purpose for learning in the lesson.

The objectives represent few concepts in the discipline or not that are core. They are inappropriate for the gradelevel and not meaningful to students. The objectives are not related to State grade level standards.

The objectives represent some concepts in the discipline, though most are not essential or core. They are age- and gradeappropriate, and somewhat meaningful to students, in that many seem determined to accomplish the objective. They attempt alignment to State grade level standards. The sequence of lesson activities is logically structured, though an element if added or

The objectives represent concepts in the discipline, some of which may not be core. They are age-and gradeappropriate. They are aligned to school/district and State grade level standards. They are meaningful to students, in that most seem determined to accomplish the objective. The sequence of lesson activities is logical in its structure. They activate and build upon students prior

The objectives represent core concepts in the discipline, are age- and grade-appropriate, aligned with gradelevel standards, and are meaningful to students, in that all students seem able and determined to accomplish the objective.

The lesson structure is illogical.

The sequence of lesson activities is highly logical in its structure. The structure may be more complex in

The sequence of lesson activities is highly logical in its structure. The designed activities are innovative (i.e. incorporate

eliminated would make it more effective.

knowledge, adequately lead to students basic understanding of the content, concept, or skill; and attempt to engage students higher order thinking or application of the content, concept, or skill.

that it is designed to accommodate different learning abilities or interests. The activities activate and build upon students prior knowledge, reinforce students basic understanding of the content, concept, or skill; and to engage students higher order thinking or application of the content, concept, or skill.

creative and purposeful activity structures, group work, technology, texts) and support deep coherent learning. All lessons are clearly aligned with unit learning goals. The lessons are composed of a progression of logically organized and well-scaffolded, appropriately paced learning tasks that are virtually certain to lead to most or all students mastery and deep understanding of the content, concept, or skill; and to engage students higher thinking and application of the content, concept, or skill. All students are able to entre into the learning and accomplish the learning objective(s) at high rates of success, because the lesson has multiple and effective support structures.

Students of varying abilities/interests may find it difficult to entre into the learning or accomplish the learning objective(s), because the lesson lacks a variety of support structures (e.g. peer conferring, direct teacher support, variety of print/media resources, etc.) There are few or no checks for understanding planed throughout the unit or any respective the lesson. Those that exist are exclusively objective and/or summative. Those that exist may be inadequate to ascertain if most or all students attained the objective. The checks for understanding do not align with the unit and lesson objective(s). There are no opportunities planned for re-teaching or extended learning based on the outcomes of the checks for

Many students of varying abilities/interests are able to entre into the learning and accomplish the learning objective(s), because the lesson has adequate support structures (e.g. peer conferring, direct teacher support, variety of print/media resources, etc.) There are planned checks for understanding, at least, at the beginning and end of the unit and its respective lessons. The checks virtually all summative and objective. Little attempt is made at incorporating formative and subjective measures. The checks can give an adequate snapshot of many, but not all, students understanding. The checks for understanding are aligned with the unit and lesson objective(s). There are few opportunities planned for re-teaching or

Most students of varying abilities/interests are able to entre into the learning and accomplish the learning objective(s), because the lesson has adequate and effective support structures.

All students are able to entre into the learning and accomplish the learning objective(s) at high rates of success, because the lesson has multiple and effective support structures.

There are thoughtfully planned checks for understanding, at least, at the beginning and end of the unit and its respective lessons. The checks are largely summative and objective. Some attempt is made at formative and subjective measures. The checks can give an adequate snapshot of many, but not all, students understanding. The checks for understanding are aligned with the unit and lesson objective(s). Opportunities for re-teaching or extended learning are planned based on the outcomes of the checks for understanding.

There are thoughtfully planned checks for understanding at key points throughout the unit and its lessons. The checks employ formative and summative, and objective and subjective measures. The checks are likely to accurately reflect most students understanding. The checks for understanding are highly aligned with the unit and lesson objectives. Opportunities for re-teaching or extended learning are planned based on the outcomes of the checks for understanding.

The unit and lesson plans carefully and thoughtfully accommodate checks for understanding. These checks are formative and summative, while also objective and subjective (performancebased). They will likely create a full picture of all students understanding of the key concepts, or ability to apply the key skills. The checks are highly aligned and may even extend beyond the unit and lesson objectives. The design has numerous and/or high quality opportunities for re-teaching or extended learning that will ensure that all students accomplish the unit and lesson objectives.

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understanding.

extended learning based on the outcomes of the checks for understanding. The teacher is adequately prepared to deliver the lesson and has all necessary materials, knowledge, and abilities to support students content related questions or other learning needs. S/he may not have planned completely for the unexpected. The teacher is adequately prepared to deliver the lesson and has all necessary materials, knowledge, and abilities to support students content related questions or other learning needs. S/he has also adequately designed and prepared for the unexpected. The teacher is highly prepared to deliver the lesson and has all necessary materials, knowledge, and abilities to support students content related questions or other learning needs. S/he may also have designed and prepared a plan and materials for learning extension or re-teaching. S/he has also effectively designed and prepared for the unexpected. The teacher is highly prepared to deliver the lesson and has all necessary materials, knowledge, and abilities to support students content related questions or other learning needs. S/he also has designed and prepared a thoughtful plan and materials for learning extension, reteaching, team teaching or use of support personnel. S/he has also incorporated rich elements (e.g. resources, methods, etc.) into the unit or lesson design that accounts for the unexpected in such a way that the alternate plan would be as rich and effective as the intended plan. The unit or lesson plan is crafted completely by the teacher with detailed elements of personalization that take into account the learning needs of his/her students, their prior knowledge, their interests, their contexts, and what will make them enthused and excited to learn.

The teacher is ill-prepared to deliver the lesson by not having necessary materials, knowledge, or abilities to support students contentrelated questions or other learning needs.

The teacher is following a scripted unit or lesson plan or template (e.g. provided by a text publisher, etc.) without accounting for students specific learning needs .

Though the unit or lesson may be formulaic or scripted, the teacher has made some adaptations that personalize it for his/her students.

The unit or lesson plan is largely original though it may borrow from a script or template. The teacher has numerous adaptations that make it more personalized for his/her students.

The unit or lesson plan is crafted completely by the teacher, possibly with support or in collaboration with a peer or colleague. It is highly personalized for his/her students.

Essential

Suggested
Video demonstrating: o how unit is introduced to class o how objectives are stated and explained to class Annotated student work samples or video of students working/learning from a variety of different levels of learners that exhibit how they were able to : o State unit/lesson objectives in their own terms o Engage in disciplinary thinking and doing Annotated photographs of classroom that exhibit how unit essential questions, themes, and big ideas were tracked throughout the unit through visual aids (e.g. student and/or teacher-made)

Artifacts & Records of Practice

Required in Professional Learning Profile (ePortfolio)

A backward designed unit plan using the Understanding By Design (UBD) framework, showing alignment to the Common Core Curriculum Standards or State Gravel Level Standards (for disciplines not covered in the Common Core) A backward designed (UBD) lesson plan that is a segment of the aforementioned unit plan.

u
Pre-Novice

v
Novice

w
Beginning Proficiency

x
Advanced Proficiency
Time spent on instruction outweighs time spent on management.

y
Exemplary

Program Outcome 2: Facilitating an Environment that Supports Student Learning

All or almost all class time is spent on management, rather than instruction. Time spent on management outweighs time spent on instruction. Teacher is inconsistent in communicating norms, expectations, and consequences. Teacher is inconsistent with follow-through on consequences. Students are minimally engaged in the lesson activities. The lesson minimally activates students' behavioral, affective, or cognitive selves. The physical space is safe and appropriate for the lessons activities. Significant time and attention is given to classroom management, but it does not outweigh or detract from teaching or learning. Instruction and management are one in the same; the difference is indistinguishable. Instruction is highly engaging and effective, therefore, minimizing student misbehavior and disruption. Instruction and management are one in the

Observable During Teaching

Students are not engaged in the lessons activities. The lesson does not activate students behavior, affective, or cognitive selves. The physical space is unsafe and/or inappropriate for the lesson s activities. The space is highly cluttered and/or visually distracting.

With encouragement, ,any students are engaged in the lessons activities for the majority of the lesson. Parts of the lesson activate students' behavioral, affective, or cognitive selves. The physical space is safe, inviting, and appropriate for the lessons activities. The space is neatly arranged, though there may not be

Most students are engaged in the lessons activities throughout most of the lesson. The lesson activates students behavioral, affective, and cognitive selves. The physical space is safe, inviting and appropriate for the lessons activities. The space seems thoughtfully planned to facilitate the type of methods employed. Visual aids throughout the room remind students of routines, expectations Transitions between activities are quick and occur in an orderly fashion with little re-direction by the teacher. Small group cooperative learning, independent practice, and/or hands-on activities are well-organized with clear direction and roles that prompt them to start immediately engage

Virtually all students are engaged in the lessons activities consistently throughout. The lesson activates, engages, and sustains students behavioral, affective, and cognitive selves. The physical space is safe, inviting and highly appropriate for the lessons activities. The space is carefully and thoughtfully planned to facilitate the types of methods employed.

Transitions between activity are poorly organized, lengthy, and disruptive to learning or invite student misbehavior. If small group cooperative learning, independent practice, and/or hands-on activities are attempted they are poorly organized or do not have clear

Transitions between activities take some time, albeit minimal, away from learning. They may require significant redirection by the teacher. Small group cooperative learning, independent practice, and/or hands-on activities may not be organized well-enough or have

Transitions between activities are quick, but require some redirection by the teacher or are not completely smooth. Small group cooperative learning, independent practice, and/or hands-on activities are adequately organized with clear directions and students are able to begin work rather immediately. In

Transitions between activities are orderly, rapid, effortless, and seamless. Small group cooperative learning , independent practice, and/or hands-on activities are highly organized with clear roles that prompt them to start immediately and actively engage each students.

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directions the contribute to

directions that may not be clear to all students for them to start immediately. Teacher and/or students use classroom materials safely, responsibly, and appropriately. The teacher communicates how to safely and responsibly use materials, and has appropriate consequences for those who choose not to.

small groups most students know what they are responsible for contributing to the group s learning. Teacher models and/or clearly communicates, and students practice safe, responsible, and appropriate use of classroom materials. The teacher communicates how to safely and responsibly use materials, and implements appropriate consequences for those who choose not to.

the majority of students.

Teacher and/or students use classroom materials unsafely, irresponsibly, and/or inappropriately. Teacher does not communicate how to safely and responsibly use materials, or does not correct student misuse of materials.

The teacher models and/or clearly communicates safe, responsible, and appropriate use of classroom materials. This type of use of classroom materials may be routinized that s/he only needs to reference the expectations and students easily follow suit. Rarely does a student violate the expectations. If it does happen, appropriate consequences are implemented. The standards for conduct and behavior are co-developed by teacher and students, or students are able to convey why the expectations are important to maintain a suitable learning environment. Students are largely responsible for performing routines. The teacher uses seamless techniques that do not detract from the lessons activities to monitor behavior. Verbal praise and acknowledge is given for those are meeting the expectations. S/he empathetically, but firmly redirect those who choose inappropriate behaviors.

The teacher models and/or clearly communicates safe, responsible, and appropriate use of classroom materials. This type of use of classroom materials may be routinized that s/he only needs to reference the expectations and students easily follow suit. Rarely does a student violate the expectations, as a sense of pride in their resources exists amongst the classroom community.

Teacher doesn't express or signify expectations for student behavior. S/he may use coercive or demeaning techniques (e.g. yelling, threatening, etc.) to attempt to gain student compliance. These techniques are highly detracting from learning and may even diminish student affective development. No systems or processes exist to monitor or respond to student behavior. There is a lack of mutual respect.

Teacher has established standards for conduct and behavior. They may, however, be unclear, too numerous, or completely teacher generate. Teacher monitoring of student behavior is appropriate, but inconsistent, focuses only on those who are misbehaving, or in ways that sometimes deter from the learning activities. The classroom management system is purely behaviorist in nature (e.g. rewards and consequences). Respect exists, but may be one-sided or superficial.

Teacher has established standards for conduct and behavior that are attainable by all students. S/he consistently monitors behavior in a way that does not deter from the learning activities and provides verbal praise or acknowledgement for those who are meetings the expectations. Students have most of the responsibility for performing routines. Teacher redirects students who are not meeting the expectations respectfully. The classroom management system uses a blend of behaviorist and wholistic (e.g. body/mind) approaches. The instruction accounts for anticipated times that maintaining behavioral expectations may be difficult or challenging for students.

The standards for conduct and behavior are co-developed by teacher and students. Students are able to convey in their own terms why the expectations are important to maintain a suitable learning environment. Students are able
to evaluate and articulate the success of their behavior. Students have substantive

responsibility for performing routines. Students self- and peer- monitor their behavior in ways that are mutually respectful. Teacher monitoring is seamless, subtle, and preventative. Teacher uses empowering tools (e.g. specific praise, etc.) to help students identify appropriate behavior.

There are no evident routines for large group, small group, and/or independent work and/or non-instructional activities Students are not able to describe classroom

There is some evidence of loosely normalized routines. Students need a lot of guidance and instruction to follow the routines that exist. Students have trouble describing classroom

Highly effective routines to organize learning are normalized. Little detailed instruction is needed for students to follow suit. Students are readily able to describe classroom procedures.

procedures.

procedures.

Artifacts & Records of Practice

Essential
Required in Professional Learning Profile (ePortfolio) Revised and annotated Classroom Management Plan that incorporates a elements of a wholistic approach and concepts taught during seminars and workshops.

Suggested
Annotated photograph of posted classroom norms. Video of explaining/establishing classroom norms. Narrative description or video recording of handling of a classroom disruption. Samples of written or videorecorded group work instructions and expectations Photographs or diagrams of physical arrangements with description of types of corresponding learning activites.

Program Outcome 3: Build Positive Rapport and Relationships with Students to Support Learning

u
Pre-Novice
Observable During Teaching
Shows a lack of attempt or action to get to know and/or build a relationship with students (e.g. does not refer to students by name, look them in eye, ask questions). Teacher is either too professionally distance or inappropriately close to students

v
Novice
Some teacher interactions are inappropriate (e.g., unfriendly, sarcastic, etc.).

w
Beginning Proficiency
Teachers interactions are friendly, but are inconsistent between students

x
Advanced Proficiency
Teachers interactions are friendly, and generally show concern and respect for individual students.

y
Exemplary
Teachers interactions are genuine, showing concern and respect for individual students (e.g., greets every student in morning, holds side conversations with students). Teacher strikes a careful balance between being friendly and highly professional in his/her interactions with students

Teacher does not strike a balance Teacher has trouble striking a balance between friendly and professional between friendly and professional in in his/her interactions with his/her interactions with students. students.

Teacher attempts to strike a careful balance between being friendly and highly professional in his/her interactions with students. Students generally trust the teacher, but may not include sensitive information Students are friendly with each other, and attempt to monitor each others behavior, but may not always do so appropriately.

The teacher does not seem to like his/her student or seems unhappy to be with them. Students dislike him/her and are frequently disrespectful.

Students like the teacher Students like the teacher, but may not sometimes, but also show signs of trust him/her with personal information. disrespect. Students are friendly with each other Students have difficulty most of the time, but have trouble interacting with one other. working out their disagreements. Students do not interact with one Students have trouble working another or their interactions out their disagreements. result in disputes.

Students trust the teacher, including with sensitive information (e.g., the teacher brings in personal stories that students can connect to). Students demonstrate genuine care for one another and monitor one anothers behavior respectfully

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Teacher does not attempt to motivate students to learn.

Teacher wants to get students to believe the can, but is unsuccessful in his/her attempts. Teacher knows to bring in students interests, experiences and prior knowledge or important, but does not have systems in place that allow for this.

Teacher attempts to get students to believe they can and want to learn in the classroom material (which may or may not be ambitious) Teacher haphazardly brings in students interests, experiences and prior knowledge in order to connect students to school.

Teacher knows students well enough Teacher knows students well enough to get to get them to know that they can and them to know that they can and want to want to accomplish ambitious learning accomplish ambitious learning objectives. objectives. Teacher brings in students interests, experiences and prior knowledge in order to connect students to school Teacher intentionally brings in students interests, experiences and prior knowledge in order to connect students to school.

Teacher does not know enough about students or otherwise draw upon their interests, experiences, or prior knowledge.

Teacher does not attempt to draw Teacher knows that bringing in on students sense of autonomy. students sense of autonomy is important, but does not have systems in place that allow for this.

Teacher haphazardly attempts to incorporate students need of independence and autonomy.

Teacher attempts to create systems to be responsive to students need of growing independence and autonomy (e.g. parking lot, voting procedures, etc.).

Teacher creates effective systems to be responsive to students need of growing independence and autonomy (e.g. parking lot, voting procedures, etc.)

Artifacts & Records of Practice

Essential Required in Professional Learning Profile (ePortfolio)

Revised Student Investment Plan incorporating elements and concepts taught during seminars and workshops.

Suggested
Video of a class meeting. Video of a one-on-one conference Evidence of having attended a non-mandatory after school student event (e.g. basketball game, etc.)

Program Outcome 4: Deliver Effective Instruction that Results in Student Learning

u
Pre-Novice
Observable During Teaching
The teacher poses exclusively close-ended questions in and IRE (initiate, respond, evaluate) format.

v
Novice
The teacher poses open-ended questions, but quickly rephrases them into closed-ended questions. IRE predominates format of discussion.

w
Beginning Proficiency
The teacher poses questions that elicit student thinking at a variety of cognitive levels. Teacher uses techniques to ensure that students engage on another.

x
Advanced Proficiency
The teacher poses questions that elicit student thinking at a variety of cognitive levels, moving students toward higher order thinking. Students occasionally take responsibility for engaging with one another and ensuring that all

y
Exemplary
The teacher poses questions that elicit student thinking at a variety of cognitive levels, moving students toward higher order thinking. Students assume considerable responsibility in questioning one another and ensuring that they all can contribute.

students contribute. Questions do not help students gain an understanding of the learning objective. Teacher does not provide sufficient wait time. Questions help students gain an understanding of the learning objective. Teacher sometimes provides sufficient wait time. Questions are coherent and help students gain an understanding of the learning objective. Teacher always provides sufficient wait time. Questions are coherent, meaningful to students, and help students gain understanding of the learning objective. Teacher provides sufficient wait time and uses other strategies to involve many students in answering questions (think-pair-share, picking random names, pre-selecting participants, group reporters). The teacher seeks substantial students' contributions in explaining key ideas in a coherent, accurate manner that builds upon students knowledge and experience. Small groups are intentionally created and managed based on student characteristics and the instructional purposes of the lesson. The teacher uses a diverse array of technologies, materials, and tools to support learning objectives. Questions are coherent, flexibly use student prior knowledge/experiences, and help students gain understanding of the learning objective. Teacher provides sufficient wait time, uses other strategies, and knowledge of individual students to involve many students in answering questions..

The teacher explains key ideas incoherently or inaccurately.

The teacher explains key ideas accurately and by building upon students' knowledge/experience

The teacher seeks students' contributions in explaining key ideas in a coherent, accurate manner that builds upon students knowledge and experience. Small groups are intentionally created and managed based on and the instructional purposes of the lesson. The teacher uses a core set of technologies, materials, and tools to support learning objectives.

The teacher and students collaborate in explaining key ideas in a coherent, accurate manner that builds upon students knowledge and experience. Small groups are intentionally created based on student characteristics and the instructional purposes of the lesson, with students taking a role in management. The teacher uses a diverse array of technologies, materials, and tools effectively to provide multiple representations of ideas, make abstract ideas concrete, cognitively engage students, and facilitate discussion. The directions and procedures are clear to students and the teacher anticipates students possible misconceptions and misunderstandings when giving the directions/instructions. Students ask one another for clarification. The lesson is clearly structured with an opening, middle and closing which transition smoothly in content and timing. All parts are explicitly aligned. The DO NOW provides the starting point for the lesson.

Small groups are created randomly, poorly managed, or do not support the instructional The teacher's use of technologies, materials, and tools does not support learning objectives or the teacher does not use these materials. The directions and procedures are unclear, and students do not receive appropriate clarification

Small groups support the instructional purposes of the lesson. The teacher uses technologies, materials, and tools primarily to pique students' interests without substantive links to the learning objectives. The directions and procedures are unclear, and students receive appropriate clarification

The directions and procedures are clear to students, and students receive appropriate clarification.

The directions and procedures are clear to students and the teacher anticipates students possible misconceptions and misunderstandings when giving the directions/instructions. The lesson is clearly structured with an opening, middle and closing which transition smoothly in content and timing. The closing reprises the opening adding what students have learned. The DO NOW provides the starting point for the lesson.

Opening, middle, and closing of lesson is rushed, not observable, poorly organized, or does not support the learning objectives. The DO NOW does not provide the starting point for the lesson.

Opening, middle, and closing of lesson is clearly observable, but may lack coherence or smooth transitions. The DO NOW is peripherally connected to the lesson.

The lesson is clearly structured with an opening, middle and closing which transition smoothly in content and timing. The DO NOW provides the starting point for the lesson.

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Teacher does not engage students in metacognitive and regulatory strategies.

Teacher infrequently engages students in metacognitive and regulatory strategies.

Teacher repeatedly engages students in Teacher repeatedly engages students a metacognitive or regulatory strategy in a set of metacognitive and such as self-monitoring, goal setting, and regulatory strategies. self-reflection.

Teacher builds opportunities for students to use a set of metacognitive and regulatory strategies into the regular activity structure of the class.

Artifacts of Teaching and Records of Practice

Essential Required in Professional Learning Profile (ePortfolio)

Two field observation notes (one from first half of year and another from second half of year) with reflective response.

Suggested
Performance evaluation from supervisor with reflective response. Annotated video of classroom teaching segment.

Program Outcome 5: Engage Literacies as a Way of Learning Discipline/Content

u
Pre-Novice
Observable During Teaching The lesson does not engage students in reading disciplinary related content or texts (e.g. maps, graphs, narratives, etc.

v
Novice
During in class-reading, teacher attempts to get students to become active readers, but only a few are active (e.g, popcorn reading), or no meaningful literacy strategy is employed. Students are generally asked to read at one level of comprehension, and only focuses on one or two types of text.

w
Beginning Proficiency

x
Advanced Proficiency

y
Exemplary
During in-class reading, students are active in the reading process, and have helped set and/or can recite the purpose for the reading in their own terms.

During in-class reading, strategies During in-class reading, students are used that ensure all students are are active in the reading process, active readers (e.g. jigsaw reading, and have a clear purpose for the text annotation, etc.), and have a reading. general purpose for the reading.

The lesson does not engage students in reading disciplinary related content or texts.

Students are generally asked to read at one level of comprehension, but teacher still explicitly teaches reading strategies for various types of text (e.g. graphs, expository text, narrative, etc.)

Students are asked to read for various levels of comprehension, depending on the objective of the lesson (i.e. to find basic facts and details within a text; to make connections and comparisons between texts; to make connections outside of the text/to the real world), and type of text (e.g., graphs, expository, text, narrative, etc.)

Students are asked to read for various levels of comprehension, depending on the objective of the lesson that they assisted in creating (i.e. to find basic facts and details within a text; to make connections and comparisons between texts; to make connections outside of the text/to the real world), and type of text (e.g., graphs, expository, text, narrative, etc.)

Key vocabulary needed to understand content is completely overlooked.

Key vocabulary needed to understand content is mentioned, but not discussed. Teacher attempts to use academic language while teaching, but is inconsistent in his/her use.

Key vocabulary needed to Key vocabulary needed to understand content is discussed, but understand content is not in any depth. appropriately discussed at the beginning and/or during the lesson. Teacher models the use of academic language, but does not require students to use the language. Teacher supports students use of academic language. For example, s/he uses the language of the discipline when given direction and instruction, asks students to re-voice/clarify their ideas using the language of the discipline. Teacher provides students with text models from other students in order for students to become producers of appropriate discipline-specific text.

Key vocabulary needed to understand content is appropriately discussed at the beginning and/or during the lesson.

Teacher has developed systems in the classroom in which students automatically use (or attempt to use) the language of the discipline during discussions and activities.

Teacher shows students discipline specific resources, but does not adequately teach them how to use the materials.

Teacher explicitly teaches students how to use discipline specific resources/ text features (e.g. index, dictionary, thesaurus, highlighted text, etc.), but does not teach them how to become producers of discipline specific texts.

Teacher provides students with exemplary text models from professionals and students in order for students to become producers of appropriate discipline-specific text.

Artifacts of Teaching and Records of Practice

Essential Required in Professional Learning Profile (ePortfolio)

Lesson plan that demonstrates selection and implementation of discipline related, appropriate texts and effective reading strategies.

Suggested
Videotaped lesson engaging students in discipline-related reading. Annotated list of reading selections for a unit.

Program 6: Make Effective Instructional Decision

u
Pre-Novice
Observable During Teaching
Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson. students' questions or interests.

v
Novice
Teacher unsuccessfully attempts to make minor adjustments to the lesson to accommodate student understanding, engagement, and/or questions.

w
Beginning Proficiency
Teacher attempts to make adjustments to the lesson to accommodate student understanding, engagement, and/or questions, with mixed or limited success.

x
Advanced Proficiency
Teacher uses professional judgment to successfully make minor adjustments to the lesson to accommodate student understanding, engagement, and questions, and to better support

y
Exemplary
Teacher uses professional judgment to successfully adjust course or make major adjustments to the lesson to accommodate student understanding, engagement, and questions, and to better support student

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student learning. When a student has difficulty learning, teacher either gives up, blames the student, or blames the environment for the student's lack of success. Teacher chooses strategies that are not relevant to the intended learning outcome. Teacher makes no connection between strategies and student learning. Teacher unsuccessfully or inconsistently attempts to accommodate students' questions or interests. Teacher accepts responsibility for the success of all students, but does not vary instructional strategies to address challenges. Teacher attempts to accommodate students' questions or interests, with limited or inconsistent success at coherence with the lesson. Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to draw from. Teacher successfully accommodates students' questions or interests in the lesson.

learning. Teacher seizes opportunities to enhance learning through students' questions or interests, building on a spontaneous event.

Teacher persists in seeking approaches for students who have difficulty learning, drawing from a moderate repertoire of strategies.

Teacher persists in seeking effective approaches for students who have difficulty learning, drawing from an extensive repertoire of strategies and/or soliciting additional resources from the school, colleagues. mentors, or outside sources. Teacher consistently chooses strategies that best match the intended learning outcome and explains how those strategies influence student learning.

Teacher inconsistently chooses strategies that correspond with the intended learning outcome, and cannot explain how those strategies influence student learning. Teacher does not recognize patterns in student thinking. Teacher recognizes some basic patterns in student thinking.

Teachers chooses strategies that correspond with the intended learning outcome, but cannot reliably explain how those strategies influence student learning.

Teacher consistently chooses strategies that support the intended learning outcome and explains how some of those strategies influence student learning.

Teacher identifies common patterns of student thinking but does not address them or use them to modify instruction.

Teacher identifies and addresses common patterns of student thinking . Teacher sometimes uses these patterns to inform instruction.

Teacher regularly identifies and implements instructional strategies or interventions in response to common patterns of student thinking.

Artifacts of Teaching & Records of Practice

Essential Required in Professional Learning Profile (ePortfolio)

Documentation (anecdotal, reflective, observation) of responsiveness to student understanding, engagement, and/or questions, in order to support student learning. Lesson or unit plan(s) that demonstrate use of a variety of instructional strategies that support the learning objectives. Explanation as to why those strategies were chosen and how they influence student learning toward the objective.

Suggested

Documentation of teacher's use of an extensive repertoire of strategies and how the repertoire was developed. Video of a lesson in which teacher demonstrated responsiveness to student understanding, engagement, and/or questions in order to support student learning.

Program Outcome 7: Assess Student Learning

u
Pre-Novice
Observable During Teaching Has no plan for formative or summative assessment, or makes no attempt to gather data about student learning and understanding.

v
Novice

w
Beginning Proficiency
Creates or obtains multiple forms of assessments (diagnostics, formative and summative), which mostly align to the learning goals of the classroom. Most items align to a learning objective.

x
Advanced Proficiency
Creates or obtains multiple forms of assessments (diagnostics, formative and summative) that align to the learning goals of the classroom. All items align to a learning objective.

y
Exemplary
Creates or obtains multiple forms of assessments (diagnostics, formative and summative) that align to the learning goals of the classroom. Diagnostics and formative assessments are developed to show extent of mastery, while summative assessments are designed to show mastery of learning objectives. All items align to a learning objective. The criteria for assessment are clear and students are aware of the criteria of the assessment. Uses a data tracking system that reports on both individual and class progress. It incorporates multiple sources of data so that students progress can be communicated to students and other important stakeholders. Uses informal assessments (e.g., questions, thumbs up/down. observations) to check for understanding throughout a lesson. Multiple students are represented during this informal assessment, in which the degree of understanding is easily assessed. Students have been made aware of how well they are meeting learning

Generally attempts to obtain one form of assessment (formative or summative) that somewhat align to the learning goals of the classroom. The congruence between There is no congruent assessment and learning relationship between planned objectives is faulty or unclear. assessments and learning objectives. There are no clear criteria for the assessment. There are criteria for the assessment, but they lack clarity. A data tracking system exists, but is not being used appropriately.

The criteria for assessment have been created, but are either not clear or have not been communicated to students. Uses a data tracking system that reports on both individual and class progress. However, it is difficult to discern what the data actually means.

The criteria for assessment are clear and the criteria have been mentioned to students, but they may have not internalized it. Uses a data tracking system that reports on both individual and class progress. It incorporates one source of data so that students progress can be communicated to students and other important stakeholders Uses informal assessments (e.g., questions, thumbs up/down. observations) to check for understanding throughout a lesson. A few students are represented during this informal assessment, in which the degree of understanding is easily assessed. Students are made aware of well they are meeting learning goals

There is no means for collecting or tracking data on student learning.

The teacher makes no attempt Attempts to use Informal to check for understanding assessments (e.g., questions, throughout a lesson. thumbs up/down. observations), but only one student will answer the question or be observed for the majority of the informal assessment. Feedback and or assessment The assessment only affects data is not relayed to students. students minimally teacher

Uses informal assessments (e.g., questions, thumbs up/down. observations) to check for understanding at a couple points across the lesson. Only one or two students are represented during this informal assessment. Students are made aware of how they are meeting learning goals OR

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Teach For America Interim Certification Program

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does not really address the the teacher uses the data to plan assessment after it is finished. next steps. The feedback students Thus, student feedback is receive is inconsistent in quality. typically not effective for student self-monitoring of learning goal attainment. Artifacts of Teaching & Records of Practice

based on the assessments, and the teacher uses the data to plan next steps. The feedback students received is high quality, but they may be unsure of how to use it in for their learning.

goals based on the assessments, and assist in planning next steps. The feedback that they have received about their learning will help them move forward in their learning.

Essential Required in Professional Learning Profile (ePortfolio)

Student assessment data set with formative and summative data for learning segment, along with a reflective response about how the teaching plan and execution contributed to the result. Summative data example Student work sample with teacher feedback and reflective response about how the work sample demonstrates learning/attainment of the learning objective.

Suggested
Student Case Study/Action-Research as evidence of using data about students to inform instruction . Data tracking system. Annotated summative assessment (e.g., end of quarter, end of unit), in which items and learning objectives are matched. Diagnostic instrument . Anecdotal notes taken of students formative assessments. Sample summative assessment.

Program Outcome 8: Relate and Communicate Effectively with Parents, Families & the Community

u
Pre-Novice
Observable During Teaching
Makes no reference, seems to have no knowledge, and/or misses an obvious opportunity to reference a community need (e.g., demographic, challenges or resource (e.g., museums, libraries, churches, etc) during the lesson to exemplify a point. Makes no mention of parent/community communications (where it

v
Novice
Mentions a community need (e.g., demographic, challenges or resource (e.g., museums, libraries, churches, etc) during lesson in an attempt to emphasize a point.

w
Beginning Proficiency
References major community needs (e.g., demographic, challenges), OR resources (e.g., museums, libraries, churches, etc) during lesson to emphasize a point.

x
Advanced Proficiency
Uses an example in lesson based on a major community needs (e.g., demographic, challenges), or resource (e.g., museums, libraries, churches, etc) .

y
Exemplary
Highly integrates a community problem or need or resource as a basis for learning in the unit or lesson.

Mentions a parent/community References a parent/community communication/interaction in communication/interaction to an attempt to motivate a motivate a student(s) with some

Effectively uses a parent/community communication/interaction to

Integrates a parent/community communication/interaction to motivate a student(s).

might otherwise be obvious) in student(s). an attempt to motivate a student(s).

Little or no evidence is exhibited through verbal or visual examples that the teacher has had conversations with parents or community members. Those they may have occurred do not seem to have had any meaningful or substantive positive impact in the classroom. The teacher may express discouragement of parents contacting/communicating with him/her. No learning exchanges are planned attempted. Teacher has conversations with parents or community members, but does not produce any meaningful changes in the classroom.

success.

motivate a student(s).

Teacher collaborates with parents and community members with some positive impact in the classroom. Classroom exhibits some evidence of parent/community communications.

Teacher collaborates frequently with parents and community members to inform them of the instructional program with increased positive impact in the classroom. Classroom exhibits a variety some evidence of parent/community communications. Parents/community members are periodically invited in to contribute to student learning. Learning exchanges that involve parents/community members or resources are planned into unit or lesson but may be tangential to the learning objectives. Evidence exists that teacher provides detailed and frequent information about what is occurring in the classrooms to students; families.

Teacher collaborates frequently with parents and community members in order to advance their instructional program with high positive impact in the classroom. Classroom exhibits substantial of evidence of parent/community communication (e.g. posts of newsletters or other information about community events). Parents/community members are regularly invited in to contribute to student learning. Learning exchanges are structured into planned unit or lesson that involve parents/community members.

Parents/community members are Parents/community members are rarely invited in to contribute to occasionally invited in to contribute to student learning. student learning. Learning exchanges that involve parents/community members or resources are planned, but not executed or are exclusively intended for fun. Learning exchanges that involve parents/community members or resources are incorporated, but are largely for fun and not directly connected to learning objectives.

No evidence exists that the teacher provides information about what is occurring in the classroom to students families.

Evidence exists that teacher provides information about what is occurring in the classrooms to students families (e.g. class newsletter, parent post cards/notices, etc.)

Evidence exists that teacher provides detailed OR frequent information about what is occurring in the classrooms to students families.

Evidence exists that teacher provides detailed and frequent information about what is occurring in the classrooms to students families. Students help prepare the information that will be sent to families. Evidence exists that teacher provides detailed information about the students progress in the classroom to their families, allowing the student to help reflect on the material presented to their families.

No evidence exists that teacher provides information about the students progress in the classroom to their families.

Evidence exists that teacher Evidence exists that teacher provides provides information about the information about the students progress students progress in the in the classroom to their families. classroom to their families, but only when required by the school.

Evidence exists that teacher provides detailed information about the students progress in the classroom to their families.

Artifacts of Teaching & Records of

Essential Required in Professional Learning Profile (ePortfolio)

Evidence of school/community involvement or parent communications with reflections about how it contributed to understanding of students, growth as teacher, etc.

Suggested
Videotaped conference with parent or student Sample newsletters to parents.

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Teach For America Interim Certification Program

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Practice

Sample letters to parents.

Program Outcome 9: Reflect on Practice & Leadership, And Contribute Professionally to the Learning Community

u
Pre-Novice

v
Novice

w
Beginning Proficiency
Teacher has a general impression of the effectiveness of a lesson, and what outcomes were met.

x
Advanced Proficiency
Teacher is able to make an accurate assessment of a lessons effectiveness, but is only able to provide general support for his/her claims.

y
Exemplary
Teacher is able to make an accurate assessment of a lessons effectiveness, citing specific examples to support his/her claim. Teacher uses this information as a way to improve practice. Teacher actively seeks out professional development opportunities that will enhance their practice based on feedback provided from colleagues and supervisors. Collects multiple of artifacts of practice (e.g., videos, student work, feedback from colleagues, etc), and uses them to reflect and improve upon practice. Builds relationships with colleagues based on mutual respect and support. Teacher also takes a leadership role in building these relationships and using them to enhance their own and others practice. Becomes involved in the school community, and takes a leadership role in at least one area. Understand the context in which the school exists to become an integral member of the school community. Identify and participate in local, state, or national professional organizations, using resources from these organizations to implement innovations in the classroom.

Shows a lack of attempt or action Teacher attempts to gauge the effectiveness of the lesson, but does not use appropriate information to gauge which objectives were met. Teacher attends only mandated professional developments.

Observable as a part of professional record or through conversation with teacher

Teacher actively seeks out professional development opportunities.

Teacher actively seeks out professional development opportunities that will enhance their practice Collects multiple of artifacts of practice (e.g., videos, student work, feedback from colleagues, etc), and uses them to reflect upon practice. Builds relationships with colleagues based on mutual respect and support. Teacher also takes a leadership role in building these relationships.

Haphazardly collects artifacts and Collects multiple of artifacts of practice records of practice. (e.g., videos, student work, feedback from colleagues, etc). Is cordial with colleagues, but does not collaborate with them extensively. Builds relationships with colleagues based on mutual respect and support.

Teacher is only involved in the school community as required by the school (e.g., attends mandatory meetings, etc.).

Becomes involved in the school community. Understand the context in which the school exists to become member of the school community.

Becomes involved in the school community, and takes a leadership role when available and necessary. Understand the context in which the school exists to become an integral member of the school community. Identify and participate in local, state, or national professional organizations, using resources from these organizations to implement innovations in the classroom.

Identify local, state, or national professional organizations.

Identify and participate in local, state, or national professional organizations.

Artifacts of Teaching & Records of Practice

Essential Required in Professional Learning Profile (ePortfolio)

Statement of Philosophy of Teaching (year 1) the discipline Metareflection about how teaching experience has impacted you and what lessons will be carried forward into other ventures as a leader (year 2)

Suggested
Professional blog or journal entries.

University of Michigan School of Education

Teach For America Interim Certification Program

17