Component/Level of Performance |
Unsatisfactory
|
Basic
|
Proficient
|
Distinguished
|
Demonstrates Knowledge of
Content Included in Unit and Pedagogy for Content-Based Instruction |
Displays little understanding of content and
pedagogy. There is little or no evidence
that the lessons draw upon course work. |
A basic understanding of content and
pedagogical knowledge. Inconsistent
application of course work. |
Solid understanding of content and pedagogy. Lessons draw on course work and other
professional literature. |
Knowledge of content and pedagogy is
extensive. Lessons draw extensively upon
course work and other professional literature. |
Demonstrates Knowledge of
Students |
Lessons reflect little or no attempt to gain
knowledge of student background, skill, or interests.
Adaptations for diverse students are not included. |
Lessons reflect some knowledge of student
background, skill, or interests. Adaptations
for diverse students are often not included or are not appropriate. |
Lessons demonstrate an adequate knowledge of
student background, skills, and interests. Lessons
sometimes contain adaptations for diverse students. |
Lessons reflect a thorough knowledge of
student background, skills, and interests. Lessons
contain extensive adaptations for diverse students. |
Selects Instructional Goals and
Objectives |
Objectives are not linked to state
standards, and the goals are not appropriate for the class. The lesson
does not have both content and language objectives. There is no
rationale for the lesson. |
Some objectives are not linked to state
standards, and many are not appropriate for the class.
Both content and language objectives are included, but
there may not be a balance between the content and linguistic focus of
the lesson. The rationale for the
lesson is unclear or inadequate. |
Objectives are linked to state standards and
most are appropriate for the class. There
is a balance between content and language objectives.
An adequate rationale is presented for the lesson. |
Objectives are linked to state standards and
are appropriate for the class. There is a
balance between content and language objectives, and they complement
one another. A clear and detailed
rationale is presented for the lesson. |
Designs Coherent Instruction |
The elements of the plan do not support the
stated instructional goals nor do they engage students in meaningful
learning. The lesson or unit lacks
structure. |
Some of the elements of the plan support the
stated instructional goals and engage students in meaningful learning. The lesson or unit has a recognizable
structure. |
Most of the elements of the plan support the
stated instructional goals and engage students in meaningful learning. The lesson or unit has a clearly defined
structure. |
All of the elements of the plan support the
stated instructional goals, and engage students in meaningful learning. The lesson or unit is coherent. |
Assesses Student Learning |
Assessment is not aligned with objectives. Criteria and standards are not stated. Assessments do not provide feedback that is
helpful for students. |
Assessment is partially aligned with goals. Criteria and standards are not clear to
students. Assessments provide feedback in a way that is minimally
helpful for the students. |
Assessment is aligned with goals. Criteria and standards are clear.
Assessments are appropriate to the lesson, but multiple
methods of assessment may not be present. Assessments
provide some feedback that is helpful to students. |
Assessments are aligned with goals. Criteria and standards are clear. Assessments
are appropriate to the lesson, and multiple methods of assessment are
included. Assessments provide extensive feedback that students can use
in learning. |
Scaffolding Instruction for
English Language Learners |
The lesson does not utilize any strategies
to scaffold content-based instruction for English language learners. The students may not be gaining access to the
core curriculum. |
The lesson utilizes at least one strategy to
scaffold content-based instruction for English language learners. This strategy may not enable students to gain
access to the core curriculum. |
The lesson utilizes a few strategies to
scaffold content-based instruction for English language learners. These strategies enable students to gain some
access to the core curriculum. |
The lesson utilizes multiple strategies to
scaffold content-based instruction for English language learners. These strategies enable students to gain
access to the core curriculum. |
Mechanics |
Mechanics are interfering with meaning |
Writing contains errors in grammar, syntax,
spelling, punctuation. |
Presentation/writing professional, with few
mistakes in grammar, syntax, spelling, punctuation. |
No mistakes. Excellent
understanding of all conventions. Sophisticated
grammar and syntax. |