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iRubric: Domain One: Planning and Preparation rubric

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Domain One: Planning and Preparation Domain One: Planning and Preparation This is an adaptation of the Framework for Professional Development and teacher evaluation created by Charlotte Danielson. The Framework provides a common language for professional educators to discuss practice as it relates to student achievement and well being. The School District of West Allis West Milwaukee focuses feedback mostly for the purposes of improvement of practice. While this can and ultimately is an evaluation tool, the main function is to focus conversations about practice as it relates to student achievement. It is expected that all teachers, regardless of years of experience or level of expertise, have clearly identified practice improvement goals that relate to student achievement. Rubric Code: Q73W6B By Irving4000 Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Graduate

Planning and Preparation Enter rubric description
	Unsatisfactory 1 pts	Basic 2 pts	Proficient 3 pts	Distinguished 4 pts
Demonstrating Knowledge of Content
1A Demonstrating Knowledge of Content and the structure of the discipline.	Unsatisfactory In planning and practice, teacher makes content errors or does not correct errors made by students.	Basic Teacher is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another.	Proficient Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.	Distinguished Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another an to other disciplines.
1A Knowledge of the prerequisite	Unsatisfactory Teacher's plans and practice indicate some awareness of prerequisite relationships important to student learning of the content.	Basic Teacher's plan and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.	Proficient Teacher's plans and practice reflect accurate understanind of prerequisite relationships among topics and concepts.	Distinguished Teacher's plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding.
1A Knowledge of content-related pedagogy	Unsatisfactory Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.	Basic Teacher's plans and practice reflect a limited range of pedagogical approaches or some approaches that are not suitable to the discipline or to the students.	Proficient Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.	Distinguished Teacher's plans and practice reflcet familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.
Demonstrating Knowledge of Students
1B Knowledge of child and adolescent development	Unsatisfactory Teacher displays little or no knowledge of the developmental characteristics of the age group.	Basic Teacher display's partial knowledge of the developmental characteristeics of the age group.	Proficient Teacher displays accurate understanding of the typical developmental characteristeics of teh age group, as well as exceptions to the general patterns.	Distinguished In addition to accurate knowledge of the typical developmental characteristeics of the age gourp and exceptions to the general patters, teacher displays knowledge of the extent to which individual students follow the general patterns.
1B Knowledge of the learning process	Unsatisfactory Teacher sees no value in understanding how students learn and does not seek such information.	Basic Teacher recognizes the value of knowing how students learn, but this knowldge is limited or outdated.	Proficient Teacher's knowledge of how students learn is accurate and current. Teahcer applies this to knowledge to the class as a whole and to groups of students.	Distinguished Teacher displays extensive and subtle understanding of how students learn and applies this to knowledge to individual students.
1B Knowledge of students'skills, knowledge and language proficiency	Unsatisfactory Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.	Basic Teacher recognizes the value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.	Proficient Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.	Distinguished Teacher displays knowledge of students'skills and knowledge for each students, including those with special needs.
1B Knowledge of students' special needs	Unsatisfactory Teacher displays little knowledge of student’s interests or cultural heritage and does not indicate that such knowledge is valuable.	Basic Teacher recognizes the value of understanding students’ interest or cultural heritage but displays this knowledge for the class only as a whole.	Proficient Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.	Distinguished Teacher displays knowledge of the interests or cultural heritage of each student.
Setting Instructional Outcomes
1C Setting Instructional Outcomes Value, sequence, and alignment	Unsatisfactory Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning.	Basic Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.	Proficient Goals are valuable in their level of expectations, conceptual understanding and importance of learning.	Distinguished Not only are the goals valuable but teacher can also clearly articulate how goals establish high expectations and relate curriculum frameworks and standards.
1C Setting Instructional Outcomes Clarity	Unsatisfactory Goals are either not clear or are not stated as student activities. Goals do not permit viable methods of assessment.	Basic Most goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessment.	Proficient Most goals are clear but may include a few activities. Most permit viable methods of assessment.	Distinguished All the goals are clear, written in the form of student learning and permit viable methods of assessment.
Instructional Outcomes Suitability for diverse learners	Unsatisfactory Goals are not suitable for the class.	Basic Most of the goals are suitable for most of the students in the class.	Proficient All the goals are suitable for most students in the class.	Distinguished Goals take into account the varying learning needs of individual students or groups.
Setting Instructional Outcomes Balance	Unsatisfactory Goals reflect only one type of learning and one discipline or strand.	Basic Goals reflect several types of learning but no effort at coordination or integration.	Proficient Goals reflect several different types of learning and opportunities for integration.	Distinguished Goals reflect student initiative in establishing important learning.
Demonstrating Knowledge of Resource
1D Knowledge of Resources Resources for teaching	Unsatisfactory Teacher is unaware of resources available through the school or district.	Basic Teacher displays limited awareness of resources available through the school or district.	Proficient Teacher is fully aware of all resources available through the school or district.	Distinguished In addition to being aware of school and district resources, teacher actively seeks other materials to enhance instruction, for example from professional learning organizations or through the community.
1D Knowledge of resources Resources for Students	Unsatisfactory Teacher is unaware of resources available to assist students who need them.	Basic Teacher displays limited awareness of resources available through the school or district	Proficient Teacher is fully aware of all resources available through the school or district and knows how to gain access for students.	Distinguished In addition to being aware of school and district resources, teacher is aware of additional resources available through the community.
Designing Coherent Instruction
1E Designing Coherent Instruction Learning activities	Unsatisfactory Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.	Basic Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research.	Proficient Most of the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research.	Distinguished Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.
1E Designing Coherent Instruction Instructional materials and resources	Unsatisfactory Materials and resources do not support the instructional goals or engage students in meaningful learning.	Basic Some of the materials and resources support the instructional goals, and some engage students in meaningful learning.	Proficient All materials and resources support the instructional goals, and most engage students in meaningful learning.	Distinguished All materials and resources support the instructional goals and most engage students in meaningful learning. There is evidence of student participation in selection or adapting materials.
1E Designing Coherent Instruction Instructional groups	Unsatisfactory Instructional groups do not support the instructional goals and offer not variety.	Basic Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety.	Proficient Instructional groups are varied, as appropriate to the different instructional goals.	Distinguished Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups.
1E Designing Coherent Instruction Lesson and unit structure	Unsatisfactory The lesson or unit has no clearly defined structure or the structure is chaotic. Time allocations are unrealistic.	Basic The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.	Proficient The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.	Distinguished The lesson’s or Unit’s structure is clear and allows for different pathways according to student needs.
Designing Student Assessment
1F Designing Student Assessments Congruence with Instructional Goals	Unsatisfactory Content and methods of assessment lack congruence with instructional goals.	Basic Some of the instructional goals are assessed through the proposed approach, but many are not.	Proficient All the instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than to others.	Distinguished The proposed approach to assessment is completely congruent with the instructional goals both in content and process.
1F Designing Student Assessments Criteria and Standards	Unsatisfactory The proposed approach contains no clear criteria or standards.	Basic Assessment criteria and standards have been developed, but they are either not clear or have not been clearly communicated to students.	Proficient Assessment criteria and standards are clear and have been clearly communicated to students.	Distinguished Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that students contributed to the development of the criteria and standards.
1F Designing Student Assessments Use for Planning	Unsatisfactory The assessment results affect planning for these students only minimally.	Basic Teacher uses assessment results to plan for the class as a whole.	Proficient Teacher uses assessment results to plan for individuals and groups of students.	Distinguished Students are aware of how they are meeting the established standards and participate in planning the next steps.

Keywords:

framework, teacher evaluation, domain, component, planning and preparation, classroom environment, classroom instruction, professional responsibilities

Subjects:

Education

Types:

Assessment

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