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.