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Rubric
Rubric for Performance Standards Domain One: Planning
Content-Based Instruction and Evaluation: Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community.
- The teacher designs instructional plans and evaluations based on state and classroom assessments.
- Instructional plans are aligned with state academic content standards and state assessments with developmental needs of students identified within the instructional plan.
- The teacher develops instructional plans that include research-based strategies, methods, activities, and materials that are age appropriate and aligned with content standards.
- Student assessments and evaluations are aligned to the goals and objectives and provide ample opportunity for students to demonstrate what they know.
- In addition to Performance Level B, the teacher designs inquiry assessments that require complex, higher order thinking across the content areas.
- Materials and technology are carefully selected to facilitate, extend, and enrich student learning and achievement within the content area. Community resources are included in ways that are respectful of the community culture.
- Curricular goals, students' experiences, and real life career choices are clearly imbedded within the instructional plans.
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- The teacher designs whole class instruction using classroom assessment data.
- Plans reflect developmental needs in short-term learning but may not show connections to end of year indicators or benchmarks.
- There is some evidence of methods, activities, and materials that are research-based.
- Student assessments and evaluations are generally designed in varied formats for the whole class, including but not limited to, multiple choice, matching, short answer, and essay.
- Plans include carefully designed learning experiences that require the integration of knowledge and skills from related subject areas.
- Materials and technology are chosen based on their relevance to the topic and support the achievement of goals and objectives. Community resources are occasionally used.
- The teacher plans activities for students that are related to career pathways and are relevant to real life.
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- Methods and activities that relate to the textbook are the primary guide for instructional planning.
- Some consideration is given to student developmental levels.
- Materials and methods are selected based on their relevance to instructional objectives and textbook.
- Student assessments and evaluations are generally designed for the whole class in an objective format for ease of scoring.
- Learning experiences provide opportunities for the integration of knowledge and skills from related subject areas.
- Materials and technology are chosen based on their relevance to the textbook. Community resources are not evidenced.
- The teacher plans activities for students that are related to careers.
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(Adapted from the Tennessee Department of Education's Framework for Evaluation and Professional Growth)
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