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Rubric
Rubric for Performance Standards Domain Two: Teaching Strategies
Research-based Practices: Uses research-based classroom strategies that are grounded in high order thinking, problem-solving, and real world connections for all students.
- The teacher relates the content to students' prior knowledge, experiences, and backgrounds through strategies that foster student ownership of the work. Emphasis is given to dependability, positive disposition toward work, cooperation, adaptability, and self-discipline.
- The teacher creates instructional scenarios that focus on developing higher order thinking skills required in the modern workplace such as problem-solving and decision-making.
- In addition to Performance Level B, the teacher organizes and monitors differentiated, independent, and group work that allows for full and varied participation of all students.
- The teacher provides differentiated tasks to meet the varied learning styles and needs of students. An understanding of the concepts, tools of inquiry, and structures of the discipline is evidenced through research-based strategies that support the standards and promote student engagement.
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- Practice and review activities reinforce students' learning through linkages with other learning. Developing employability skills is emphasized as important for all grade levels.
- Methods and activities center on recall, comprehension, and application of the content, with some attention to higher order thinking processes.
- Students are encouraged to interact with the teacher and other students through planned activities for sharing knowledge and developing perspectives.
- The teacher uses some strategies that are research-based and there is evidence of attempts to differentiate instruction for diverse learners.
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- Students are provided with activities that are related to the content but may not be connected to real world experiences.
- The methods and activities used by the teacher emphasize recall and rote drill without attention to the development of higher order thinking processes.
- The classroom is teacher-centered with minimum student participation. Student activities are completed independently as silent seatwork.
- Students are provided with activities from the textbook, specific to the content but are not differentiated for varied needs or learning styles.
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(Adapted from the Tennessee Department of Education's Framework for Evaluation and Professional Growth)
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