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iRubric: Standard Four Instructional Planning rubric

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)

Powered by iRubric 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.



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