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iRubric: Strategic Teacher rubric

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Strategic Teacher Strategic Teacher Teaching in a planned but flexible way, able to adapt curriculum and use assessment for learning Maintaining a positive classroom climate Rubric Code: H587W4 By msangie Ready to use Public Rubric Subject: Humanities Type: (Other) Grade Levels: K-5, 6-8, Graduate

Strategic Teacher Teaching in a planned but flexible way, able to adapt curriculum and use assessment for learning Maintaining a positive classroom climate Working with the students
	Beginning Teacher is unplanned or rigid, has poor management skills and little understanding of assessment or instructional techniques 1 pts	Developing Teacher has a basic grasp of planning , assessment , management and instruction and is beginning to respond to the needs of the students 2 pts	Well Developed Teacher understands the need for planning,individualizing instruction and assessment and has tthe skills to manage, motivate and instruct the students 3 pts	Exemplary Teacher has clear long term goals, uses a variety of assessment, involves students in setting criteria and assessing their own understanding , is a ireflective practitioner 4 pts
Resourceful Planning -planning with an end in mind -individualization adaptibility grouping evaluation of plans	Beginning is often unplanned or follows a rigid formula little consideration of individual learning or social needs. Plans may be unchanged for years or may not exist. little or no self-evaluation	Developing plans day by day has some understanding of individual needs but little accomodation of them beginnning to change plans and reteach some simple evaluation of plans' success	Well Developed plans by the week is beginning to vary instruction for individuals needs somewhat flexible if the children are struggling some ability grouping evaluates plans' success	Exemplary plans for long term goals and scaffolding plans for individual needs flexible: changes plans if the students are not successful ability and interest grouping, partner work . reflective on plan's success and failure
Assessment using various forms of assessment criteria analyzing data changing instructional focus involving students in assessment	Beginning uses only paper and pencil tests no criteria shared with students does not analyze results does not use assessment to guide teaching does not involve students in assessment	Developing uses mainly paper and pencil tests vague criteria some analysis some attempt to reteach occasionally involves students in assessment	Well Developed uses a variety of tests, conferences and projects clear criteria for most assignments, students often ivolved in setting criteria. often analyzes student work and reteach concepts often involve students in self and peer assessment	Exemplary uses a wide variety of assessments clear criteria students are involved in setting criteria. analyzes data and reteaches as needed students self and peer assess regularly
Instruction motivating students clear pedagogically sound instruction using open ended tasks	Beginning often unable to motivate the children lessons are rigid , didactic, tasks are rigid, only one right answer	Developing sometimes able to motivate the children lessons are somewhat flexible, usually didactic, information based tasks are usually rigid, sometimes choices are given	Well Developed often able to motivate the children lessons are varied in tone and balance teacher and student activity tasks are sometimes open ended, some choices are given	Exemplary almost always able to motivate students lessons include explicit teaching of cognitive skills and actively involve students in their learning tasks are open ended and high inference many choices
Classroom Climate tone, classroom mangement, mentoring style discipline, use of restitution,	Beginning keeps an inconsistent tone :permissive and hostile discipline inconsistent uses guilt and punishment	Developing keeps a fairly calm tone most of the time has clear rules and consequences- manager role, but is sometimes inconsistent	Well Developed usually keeps a calm friendly but firm tone can lose it but aware of need to apologise beginning to take on monitor mentor role as well as manager role	Exemplary almost always keeps a calm, friendly but assertive tone models calming down and making amends learning to weave between mentor and manager as needed

Keywords:

planning, assessment, instruction, classroom climate

Subjects:

Humanities

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