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Rubric

Rubric for Performance Standards Domain Three: Assessment and Evaluation

Teacher Reflection: Reflects on teaching practice through careful examination of classroom evaluation and assessments.

PERFORMANCE LEVEL C
Advanced		 PERFORMANCE LEVEL B
Proficient		 PERFORMANCE LEVEL A
Developing
  1. The teacher reflects about group and individual performance using goals and objectives developed from academic content standards and state performance indicators.
  2. The concepts and thinking processes of content standards are examined to determine if they were presented in varied formats that would meet the needs of all students.
  3. The teacher constantly interacts with colleagues, seeking feedback and suggestions for materials, methods and activities to accommodate all students.
  4. The teacher reviews instruction to determine what additional interventions can be implemented to assist struggling students.
  1. The educator uses classroom assessments and evaluations as a framework for examining teaching practices.
  2. The concepts and thinking processes required in the content standards are examined for the class as a whole.
  3. The teacher occasionally seeks feedback from colleagues regarding materials, methods, and activities.
  4. Some attention is given to strategies, methods, activities and materials as a catalyst for student engagement with the academic content standards.
  1. Reflections are about lesson in general, with no framework evident for context.
  2. There is no evidence that content standards have been analyzed.
  3. The educator's reflections include an accurate description of classroom behaviors including sequence of events and teacher behaviors.
  4. The teacher tends to blame poor student performance on factors outside the classroom.

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