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Unit Plans 
Unit Plans
This rubric is used to assess all unit plans submitted to meet requirements of the Heritage University Teacher Education Programs.
Rubric Code: C3XXX7
By mallina
Ready to use
Public Rubric
Subject: (General)  
Type: Assignment  
Grade Levels: (none)

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  Unacceptable

0 pts

Developing

1 pts

Adequate

2 pts

Distinguished

3 pts

Goals, EALRs/GLEs, Learning Targets

Unacceptable

• Goals, EALRs/GLEs, or learning targets are missing or incomplete. • Learning targets are not written in terms of student performance. • Learning targets are vague, un-measurable, or not aligned with EALRs.
Developing

• Goals, EALRs/GLEs, and learning targets are included and complete. • Learning targets are written in terms of student performance. • Learning targets are adequately specific and measurable, but may be poorly aligned. • There may be too many or too few EALRs/GLEs or leanring targets.
Adequate

• Goals, EALRs/GLEs, and learning targets are included and complete. • Learning targets are written in terms of student performance. • Learning targets are specific, measurable, and well aligned. • The number of EALRs/GLEs and learning targets is appropriate.
Distinguished

• Goals, EALRs/GLEs, and learning targets are clear, appropriate and complete. • Learning targets are written in terms of student performance. • Learning targets are specific, measurable, and well aligned. • The number of EALRs/GLEs and learning targets is appropriate. • Learning targets reflect a variety of perfomances at higher (reasoning levels of Bloom's Taxanomy) • EARLs/GLEs and learning targets reflect intergration accross content areas
Curriculum and Activities

Unacceptable

• Curriculum or activites are not consistent with learning targets. • Curriculum or activites are extremely vague. • Gross incaccuracies in curriculum.
Developing

• Curriculum and activites are weakly linked with learning targets. • Curriculum and activites are summarized or outlined though organization may be weak. • Curriculum may be inaccurate in places.
Adequate

• Curriculum and activites are consistent with learning targets. • Curriculum and activities are age appropriate. • Curriculum is accurate.
Distinguished

• Curriculum and activites are consistent with learning targets, well organized, and age appropriate. • Curriculum is accurate. • Curriculum and activites reflect a strong focus on higher level thinking.
Planning for Differentiation

Unacceptable

• No attention to diversity in any dimension.
Developing

• Little attention is given to differentiating instruction. • Multicultural perspectives are only weakly considered. • Attention to diversity is vague or shallow. • Technology, if applied, may not be integrated in a meaningful way to support learning.
Adequate

• Teaching strategies and/or materials are varied. • Consideration of students varied needs is evident. • Curriculum and activites reflect cultural sensitivity and attention to diverse perspectives and learning styles. • Technology, when appropriate, is meaningfully integrated to support learning.
Distinguished

• Teaching/learning strategies and materials are varied. • Consideration of students varied needs is explicit. • Curriculum and activites reflect a strong focus on higher level thinking. • Technology is meaningfully intergrated to strongly support critical and/or creative thinking. • Curriculum and activites reflect focus on transformative multicultural knowledge.
Assessment

Unacceptable

• No assessment included. • Assessment is not consistent in any way with the stated learning targets.
Developing

• Assessment is included but may not address all purposes. • Assesment may not employ methods appropriate to stated learning targets.
Adequate

• Assessment addresses al three purposes (diagnostic, formative, summative). • Assessment employs methods (selected response, constructed response, performance assessment, or personal communication) consistent with types of learning targets. • A variety of assesstment methods are used over time.
Distinguished

• Assessment addresses all three purposes (diagnostic, formative, summative). • Assessment employs methods (selected response, constructed response, performance assessment, or personal communication) consistent with types of learning targets. • A variety of assessment methods are used over time. • Specific samples of questions, performance tasks, and appropriate rubrics are included. • Assessments are explicitly linked to opportunities to adjust instruction.
Org, Grammar and Spelling

Unacceptable

• Poorly organized. • Frequent problems with grammar and/or spelling.
Developing

• The basic organization of the unit plan is complete and can be navigated. • Grammar and spelling are adequate, though there may be some patterns of concern still to be addressed.
Adequate

• Organization is clear and follows proscribed format. • Only a few problems with grammar or spelling.
Distinguished

• Organization is very clear. • Grammar and spelling are impecable.



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