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iRubric: COE Advanced Teacher Observation Instrument Valdosta State U rubric
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COE Advanced Teacher Observation Instrument Valdosta State U
COE Advanced Teacher Observation Instrument Valdosta State U
Levels of Assessment Level 1 = Indicator Not Demonstrated Level 2 = Indicator Partially Demonstrated Level 3 = Indicator Adequately Demonstrated Level 4 = Indicator Effectively Demonstrated Level 5 = Indicator Exceptionally Demonstrated Directions Directions: (a) Select the level of performance that reflects the practices observed for each indicator. (b) Write specific evidence observed for the indicator. (c) Stronger performances should be rated the higher numeral within that level.
Rubric Code:
Z9A545
By
tfleeson
Ready to use
Public Rubric
Subject:
Education
Type:
Assessment
Grade Levels:
Graduate
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I. CONTENT AND CURRICULUM
I. CONTENT AND CURRICULUM
Level 1
1 pts
Level 2
2 pts
Level 3
3 pts
Level 4
4 pts
Level 5
5 pts
I-A. Subject–Specific Content Conce
33 %
Level 1
Uncorrected teacher content/concept errors; uncorrected student errors
Level 2
Uncorrected teacher content/concept errors; uncorrected student errors
Level 3
Shows knowledge of content/concepts; corrects teacher and student errors
Level 4
Shows knowledge of content/concepts; corrects teacher and student errors
Level 5
Accurate content/concept knowledge; consistently helps students recognize and correct errors
I-B. Pedagogical Content (Instructi
33 %
Level 1
Uses inappropriate instructional method; little evidence of making content appropriate for diverse learners; lacks connections to students’ prior knowledge
Level 2
Uses inappropriate instructional method; little evidence of making content appropriate for diverse learners; lacks connections to students’ prior knowledge
Level 3
Uses appropriate instructional methods; makes content appropriate for diverse learners; connects learning to students’ prior knowledge
Level 4
Uses appropriate instructional methods; makes content appropriate for diverse learners; connects learning to students’ prior knowledge
Level 5
Consistently uses a variety of instructional methods; consistently makes content appropriate for diverse learners; consistently connects learning to students' prior knowledge
I-D. Content Connections (1, 33%)
33 %
Level 1
Little or no evidence of making connections to other subject areas; little or no evidence of making content relevant to students’ everyday lives
Level 2
Little or no evidence of making connections to other subject areas; little or no evidence of making content relevant to students’ everyday lives
Level 3
Connects content to other subject areas; makes content relevant to students’ everyday lives
Level 4
Connects content to other subject areas; makes content relevant to students’ everyday lives
Level 5
Consistently connects content to other subject areas: consistently makes content relevant to students' everyday lives; students demonstrate ability to make connections
II. KNOWLEDGE OF STUDENTS AND THEIR
II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING
Level 1
1 pts
Level 2
2 pts
Level 3
3 pts
Level 4
4 pts
Level 5
5 pts
II-C. Students’ Development (1, 100
100 %
Level 1
Not responsive to the intellectual, social, physical, and personal developmental needs of all students
Level 2
Not responsive to the intellectual, social, physical, and personal developmental needs of all students
Level 3
Responsive to the intellectual, social, physical, and personal developmental needs of all students
Level 4
Responsive to the intellectual, social, physical, and personal developmental needs of all students
Level 5
Consistently sensitive, alert, and responsive to the specific intellectual, social, physical, and personal developmental needs of all students
III. LEARNING ENVIRONMENTS
Level 1
1 pts
Level 2
2 pts
Level 3
3 pts
Level 4
4 pts
Level 5
5 pts
III-B. Classroom Environment (1, 25
25 %
Level 1
Inefficient management of time, space, and learning resources for diverse
students’ learning; students not productively engaged
Level 2
Inefficient management of time, space, and learning resources for diverse
students’ learning; students not productively engaged
Level 3
Appropriate management of time, space, and learning resources for diverse students’ learning; students actively engaged
Level 4
Appropriate management of time, space, and learning resources for diverse students’ learning; students actively engaged
Level 5
Consistent and appropriate management of time, space, and learning resources for diverse students' learning; active/equitable engagement of students
III-C. Classroom Management (1, 25%
25 %
Level 1
Little or no evidence of a management plan; reactive classroom management style; behavior not monitored ; inconsistent/inappropriate responses to student behavior
Level 2
Little or no evidence of a management plan; reactive classroom management style; behavior not monitored ; inconsistent/inappropriate responses to student behavior
Level 3
Follows classroom management plan; aware of student behavior; appropriate responses to student behavior; corrects misbehavior with minimal loss of instructional time
Level 4
Follows classroom management plan; aware of student behavior; appropriate responses to student behavior; corrects misbehavior with minimal loss of instructional time
Level 5
Consistently follows classroom management plan; proactive classroom management style; subtle/preventative monitoring; fair, respectful responses to student behavior; students monitor/adjust own behavior when appropriate
III-Ga. Communication (1, 25%)
25 %
Level 1
Errors in spoken/written language
Level 2
Errors in spoken/written language
Level 3
Error free spoken/written language
Level 4
Error free spoken/written language
Level 5
Consistently uses enriched/appropriate spoken/written language
III-Gb. Communication (1, 25%)
25 %
Level 1
Ineffective nonverbal communication;
unclear directions; does not use effective questioning skills
Level 2
Ineffective nonverbal communication;
unclear directions; does not use effective questioning skills
Level 3
Effective nonverbal communication; directions are clear or quickly clarified after initial student confusion; effective questioning and discussion strategies
Level 4
Effective nonverbal communication; directions are clear or quickly clarified after initial student confusion; effective questioning and discussion strategies
Level 5
Effective nonverbal communication; effective questioning stimulates discussion in various ways
IV. ASSESSMENT
Level 1
1 pts
Level 2
2 pts
Level 3
3 pts
Level 4
4 pts
Level 5
5 pts
IV-C Assessment (1, 100%)
100 %
Level 1
Inappropriate or no assessment of instructional objectives/outcomes/essential questions; assessments do not align with the instructional objectives/outcomes/essential questions and lesson procedures
Level 2
Inappropriate or no assessment of instructional objectives/outcomes/essential questions; assessments do not align with the instructional objectives/outcomes/essential questions and lesson procedures
Level 3
Uses appropriate assessments that align with the instructional objectives/outcomes/essential questions and lesson procedures
Level 4
Uses appropriate assessments that align with the instructional objectives/outcomes/essential questions and lesson procedures
Level 5
Consistently uses a variety of authentic and traditional assessments that align with instructional objectives/outcomes/essential questions and lesson procedures; assessments are used to modify learning goals for individuals and groups
V. PLANNING AND INSTRUCTION
Level 1
1 pts
Level 2
2 pts
Level 3
3 pts
Level 4
4 pts
Level 5
5 pts
V-B. Lesson Plan and Instruction (1
25 %
Level 1
Lesson plan and instruction lack clear organization and sequence; inefficient pacing of lesson; instruction does not extend most students’ understanding of concepts and/or content; components of the lesson plan are not aligned
Level 2
Lesson plan and instruction lack clear organization and sequence; inefficient pacing of lesson; instruction does not extend most students’ understanding of concepts and/or content; components of the lesson plan are not aligned
Level 3
Lesson plan and instruction are logically organized and sequenced; pacing appropriate; instruction extends students’ understanding of concepts and/or content; all components of the lesson plan are aligned
Level 4
Lesson plan and instruction are logically organized and sequenced; pacing appropriate; instruction extends students’ understanding of concepts and/or content; all components of the lesson plan are aligned
Level 5
Lesson plan and instruction consistently reflect findings from scientifically based research; appropriate organization and sequencing; appropriate pacing
V-C. Instructional Strategies (1, 2
25 %
Level 1
Inappropriate or no instructional strategies are used to engage and support learning; strategies inappropriately matched to subject matter; strategies used inappropriately
Level 2
Inappropriate or no instructional strategies are used to engage and support learning; strategies inappropriately matched to subject matter; strategies used inappropriately
Level 3
Plans for and uses appropriate strategies that engage and support student learning; strategies appropriately matched to subject matter; strategies used appropriately
Level 4
Plans for and uses appropriate strategies that engage and support student learning; strategies appropriately matched to subject matter; strategies used appropriately
Level 5
Consistently plans for and uses various strategies that engage and support diverse learners; provides multiple perspectives on key concepts, problems, and areas of knowledge
V-D. Monitoring and Adjustments (1,
25 %
Level 1
Does not monitor lesson or monitors lesson but adheres firmly to instructional plan; no adjustment for students who do not understand or who have already mastered the content
Level 2
Does not monitor lesson or monitors lesson but adheres firmly to instructional plan; no adjustment for students who do not understand or who have already mastered the content
Level 3
Monitors lesson; makes appropriate modifications to instructional plans during the lesson to address students’ needs; probes for understanding; uses students’ questions to direct instruction
Level 4
Monitors lesson; makes appropriate modifications to instructional plans during the lesson to address students’ needs; probes for understanding; uses students’ questions to direct instruction
Level 5
Consistently monitors lesson and provides constructive and ongoing feedback; consistently and successfully makes modifications before and during the lesson to address student needs
V-F. Resources and Technology (1, 2
25 %
Level 1
Little evidence of using resources and materials other than assigned textbook and/or worksheets; technology is used superficially and does not enhance instruction
Level 2
Little evidence of using resources and materials other than assigned textbook and/or worksheets; technology is used superficially and does not enhance instruction
Level 3
Uses a variety of appropriate materials and resources; resources enhance instruction for diverse learners; uses technology effectively
Level 4
Uses a variety of appropriate materials and resources; resources enhance instruction for diverse learners; uses technology effectively
Level 5
Consistently uses and monitors the effectiveness of a variety of appropriate materials and resources; resources consistently enhance instruction for diverse learners; students utilize resources, materials and technology in their learning
VI. PROFESSIONALISM
Level 1
1 pts
Level 2
2 pts
Level 3
3 pts
Level 4
4 pts
Level 5
5 pts
VI-D. Reflection (1, 100%)
100 %
Level 1
Does not examine his/her teaching; does not suggest modifications to improve teaching practices and student achievement
Level 2
Does not examine his/her teaching; does not suggest modifications to improve teaching practices and student achievement
Level 3
Examines own teaching; suggests modifications that would lead to improved teaching practices and student achievement
Level 4
Examines own teaching; suggests modifications that would lead to improved teaching practices and student achievement
Level 5
Consistently examines own performance in the classroom; provides evidence of modifying teaching practices to increase student achievement
Subjects:
Education
Types:
Assessment
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