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Rubric

Rubric for Performance Standards Domain Two: Teaching Strategies

Knowledge of Content: Demonstrates a deep understanding of central concepts, assumptions, structures, and pedagogy of the content area.

PERFORMANCE LEVEL C
Advanced		 PERFORMANCE LEVEL B
Proficient		 PERFORMANCE LEVEL A
Developing
  1. The teacher conveys the content correctly with coherence and precision, communicating key concepts linked to students' prior understanding and future learning.
  2. The lesson is paced appropriately with multiple representations and explanations of the content to assure students' understanding.
  3. Activities, including higher order questioning, are used to develop higher order thinking processes.
  4. The role of the teacher varies in the instructional process (i.e. instructor, facilitator, coach, audience) according to the content and purposes of instruction and the needs of students; feedback is immediate and specific.
  5. Technology to facilitate student learning is integrated into the lesson.
  1. The content is presented correctly. Definitions, examples, and explanations are chosen to encourage student understanding of concepts.
  2. Content is presented with connections to students' previous learning and the pacing is determined by the difficulty of the material.
  3. The teacher uses some activities and questioning that cause higher order thinking.
  4. Students are provided opportunities for small group interaction to make the subject matter meaningful, with feedback focused on the whole class.
  5. Technology is used as a supplement to the lesson in the classroom, but is not imbedded in the lesson.
  1. Students are provided access to definitions, examples, and explanations. Information given to students may have a few inconsistencies or errors.
  2. The appropriateness of the pacing and the clarity of the presentation vary. Clarification occurs only when students ask questions.
  3. Instructional activities, including questioning, primarily focus upon literal recall.
  4. Instruction primarily occurs with the whole class, with general, non-specific feedback from the teacher.
  5. The use of technology is treated as a separate class or separate skill.

(Adapted from the Tennessee Department of Education's Framework for Evaluation and Professional Growth)
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