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iRubric: Standard Four Instructional Planning rubric
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Standard Four Instructional Planning
Standard Four Instructional Planning
Teacher shall understand instructional planning, design long and short term plans based upon knowledge of subject matter, students, community and community
Rubric Code:
M2BX45
By
bmerrillvac
Draft
Public Rubric
Subject:
(General)
Type:
Project
Grade Levels:
(none)
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NJ Teacher Standards
Absent
(N/A)
Ocassionally
(N/A)
Present
(N/A)
Profoundly Present
(N/A)
Instructional Planning 4
Absent
Plans disjointed and do not meet needs of students
Ocassionally
Teacher plans but fall short don't meet needs of students
Present
Teachers lessons help students learn, lessons well planned and successful
Profoundly Present
Plans emphasize variety of modalities, emphasize student learning
Students are accountable for their own learning
Resources
Absent
Instructional material are unsuitable to meet instructional goals and needs of students
Ocassionally
Resources are suitable for most students.
Present
Resources and instructional materials suited for the diverse needs of the students Students are engaged
Profoundly Present
Teacher seeks to actively enhance instruction and meet needs of students using materials and a variety of resourses
Instructional Approaches
Absent
All students required to achieve same level of profiency on assignments. No adaptations
Ocassionally
Lessons show some differentiation but not enough to meet needs of class
Present
Instruction addresses most learning styles of learners
Profoundly Present
Instruction addresses all learning styles.
Students observed being participants, self-directed and active listeners
Accesses prior knowledge
Absent
Lessons disjointed no clear connection to previous lessons
Ocassionally
Insructional activities are generally related.
Students make some connections
Present
Teacher clearly links information to previous lesson by specific reference point
Profoundly Present
Teacher is proactive The teachers use of content is appropriate and links well with students prior knowledge
Enter Title
Learning Environment
Learning Environment
Absent
Most students are not engaged, show no interest,not focused and /not paying attention
Students do not share ideas
Ocassionally
Expectations and procedures not clear, inconsistient
Lessons use some techniques to help sutdents develop individual responsibilty
Present
Expectations and procedures clear
Some management techniques used, most students responsive
Profoundly Present
Instructional time appropriately and effectively used Management provides consistent, fair with appropriate response to student behavior
Learning Environment
Absent
Students are not productively engaged in learning
Interactions between teacher and students indicate lack of cooperation, communication and respect
Ocassionally
Interactions between teacher and studnets inconsistent in coorperation and communication. Some sudents have internalized mutual respect
Present
Interactions between teacher and students generally cooperative, communative and respectful
Most students demonstrate mutual respect
Profoundly Present
Teacher inspires respectful environment nuturing cooperation and communication
Studentsdemonstrate internalized mutual respect
Assessment
Assessment
Absent
Little or no feedback is given. Assessment results have little or no impact
Ocassionally
Feedback is given inconsistently. No use of assessment to improve instruction
Present
Feedback is consistently provided in a timely manner. Feedback is constructive and allows for indivualized instruction
Profoundly Present
Feedback is consistently provided in a timely manner. Feedback is equitable, constructive and provided in many ways and provides insight for lesson adjustments.
Keywords:
New Teacher Rubric
Subjects:
(General)
Types:
Project
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