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iRubric: Faculty Formation rubric

iRubric: Faculty Formation rubric

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Faculty Formation 
This document is intended to offer a structured formation program for teachers and administrators to identify strengths and areas that require additional attention with an emphasis that is based on Educational Mission and Ministry and Beyond Methodology as stated by the Brothers of the Sacred Heart.
Rubric Code: E6W4X
By jordanr504
Ready to use
Public Rubric
Subject: Vocational  
Type: Presentation  
Grade Levels: 6-8, 9-12

Powered by iRubric Faculty Formation
  Unsatisfactory

Little or no evidence of criteria being addressed.

1 pts

Satisfactory

Criteria is adequately being addressed.

2 pts

Good

Criteria has been addressed with additional enhancements evident.

3 pts

Very Good

Criteria standards have been exceeded and optimum learning conditions have been established and maintained.

4 pts

Integration of Gospel Values
Values in the Curriculum

Unsatisfactory

Inclusion of values in class discussion, activities, or in student assessment is not evident.
Satisfactory

Discussion of social justice responsibilities and personal values that are compatible with Catholic and Christian teaching is evident.
Good

Student engagement in class discussions that illustrate and emulate Catholic Christian values and social justice is evident.
Very Good

Student participation in class activities/projects that illustrate and emulate Catholic Christian values and social justice is evident and extended beyond the classroom experience.
Integration of Values

Unsatisfactory

Catholic social teachings are not evident or are minimally included into the presentation of the curriculum. Daily class prayer is not a part of the routine.
Satisfactory

Catholic social teachings that are included within the text and teaching materials found within the discipline are presented. For non-religion classes, some correlation to gospel values within the curriculum is evident. Daily class prayer is established as part of the routine.
Good

Evidence of a conscious effort to plan and present a correlated lesson that includes Catholic social teaching and its implications for the discipline being presented is present. Students are engaged and interactive with the teacher during the presentation.
Very Good

Evidence of a conscious effort to plan and present a correlated lesson that includes Catholic social teaching and its implications for the discipline being presented is present. Students are engaged and interactive with the teacher during the presentation. Recognition by students of their responsibility to work for justice and their willingness to assimilate this belief into action is evident.
Curriculum Content & Design
Curriculum Content & Design

Unsatisfactory

The curriculum is incomplete and/or lacking in depth and cohesiveness within the course and with other courses within the department. Student responsibility for their own learning is not compatible with their level of achievement.
Satisfactory

The curriculum is aligned with state/diocesan standards. Student responsibility for their own learning is not fully aligned with their level of achievement.
Good

The curriculum is aligned with state/diocesan standards and includes additional supplementation that adds depth to the curriculum. Student responsibility for their learning is properly aligned to their level of achievement.
Very Good

The curriculum is aligned with national standards, is complete and correlated within the course and the department, and includes supplementation that fully reinforces the content presented. Student responsibility for their learning is properly aligned to their level of achievement.
Preparation for Class
Preparation for Class

Unsatisfactory

Teacher is uncertain about content, has little evidence of class structure and preparation and/or has not fully utilized the entire class period. Too much dependence on quiet seat work is evident to compensate for under preparation of the lesson.
Satisfactory

Teacher has a structured lesson plan that utilizes the full period.
Good

Teacher has a structured lesson plan that responds to student questions, demonstrates subject matter competence, and utilizes an established routine for the full period.
Very Good

Teacher has a structured lesson plan that includes transitions to and through interactive activities which fosters student engagement and demonstrates content competence while effectively utilizing the full period.
Instructional Method
Instructional Presentation Methods

Unsatisfactory

Presentation is primarily lecture-based with little or no student interaction.
Satisfactory

Presentation is lecture based with limited questioning and interaction with students.
Good

Presentation has two different learning strategies within the lesson, student interaction is evident in written and/or oral forms and technology is incorporated into the presentation.
Very Good

Presentation incorporates several learning strategies that address student learning styles, has student-centered activities with emphasis on learning that transcends the classroom, and encourages higher order thinking skills.
Instructional Communication Skills

Unsatisfactory

Directions/explanations to students are unclear or incomplete and impede student understanding of what they are to be doing or the content they are to be learning.
Satisfactory

Directions/explanations are complete but have to be repeated frequently in different ways to reach the full understanding of the students. Student questions are answered as they come up but little use of questioning by the teacher is done for assessment and engagement of the students.
Good

Directions/explanations are complete and effective in communicating to students. Questions by students are well answered by the teacher. Teacher questioning of the students flows through the curriculum and fosters general engagement of the students.
Very Good

Directions/explanations provided by the teacher reflect proper usage of the English language, include demonstrations as appropriate, are complete and clear, and are able to be acted upon by the students with no difficulty in understanding. Questioning skills result in effective student responses and engagement reflecting content mastery.
Management Techniques
Management Routines

Unsatisfactory

Classroom routines are not evident or are poorly established. The tone of the class is tense or aimless and much time is spent trying to repeatedly establish order and class productivity.
Satisfactory

Classroom routines are evident but not fully established requiring frequent reinforcement. Teaching and learning are going on but with interruption.
Good

Classroom routines are evident and established requiring minimal reinforcement. Teaching and learning are occurring with little or no interruption.
Very Good

Classroom routines are evident and established; the tone of the class is notably positive and enthusiastic as teaching and learning are occurring with little or no interruption.
Disciplinary Protocols

Unsatisfactory

Discipline protocols are poorly established; the tone of the class is notably disorganized, mutual respect for and by students and teacher is not clearly evident.
Satisfactory

Discipline protocols are established and the class is organized. Student - teacher relationships are mostly respectful and business-like.
Good

Discipline protocols are established, the tone of the class is respectful and pleasant, and students are engaging in the day's lesson.
Very Good

Discipline protocols are established, the tone of the class is respectful and enthusiastic, and an effective classroom presence is evident.
Assessment Practices
Assessment Practices

Unsatisfactory

Assessment is limited to objective type tests and quizzes that only include T-F, multiple choice, and matching type items that emphasize memorization techniques.
Satisfactory

Assessment includes objective and subjective based written tests and quizzes that require student comprehension and application skills.
Good

Assessment includes written tests/quizzes that promote higher order thinking skills of analysis, synthesis, and evaluation.
Very Good

Assessment includes written tests/quizzes that promote higher order thinking skills of analysis, synthesis, and evaluation. Other methods such as portfolios, reports, essays, and projects are included in the assessment of the student's performance.
Assessment Feedback

Unsatisfactory

Return of assessments are unreasonably late based on the nature and circumstances of the assessment and/or offer no or very little insight to the student about areas needing improvement.
Satisfactory

Assessments are returned in a reasonable time and feedback points out deficiencies for students.
Good

Assessments are returned promptly and offer students clear explanation of deficiencies in written form and by oral review with the class.
Very Good

Assessments are returned promptly and offer students a clear explanation of deficiencies in written form. During the oral review with the class the teacher also has students correct their work in written form for future study.




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