LESSON PLAN, IMPLEMENTATION, and REFLECTION - …



LESSON PLAN, IMPLEMENTATION, and REFLECTION - EVALUATION RUBRIC (based on Danielson’s Framework for Teaching)

| |Highly Effective |Effective |Developing |Ineffective |

|Student Learning |demonstrates an accurate and highly effective |demonstrates a generally accurate and |demonstrates a limited, partially accurate and|demonstrates a largely inaccurate and/or |

|Outcomes |application of relevant learning outcomes |effective application of relevant learning |partially effective application of relevant |ineffective application of relevant learning |

| |that are accurate, attainable, and appropriate|outcomes that are accurate, attainable, and |learning outcomes that are accurate, |outcomes that are accurate, attainable, and |

| | |appropriate |attainable, and appropriate |appropriate |

|NYS Learning |demonstrates an accurate and highly effective |demonstrates a generally accurate and |demonstrates a limited, partially accurate and|demonstrates a largely inaccurate and/or |

|Standards |application of the relevant content and |effective application of the relevant content |partially effective application of the |ineffective application of the relevant |

| |literacy standards aligned with the intended |and literacy standards aligned with the |relevant content and literacy standards |content and literacy standards aligned with |

| |student outcomes |intended student outcomes |aligned with the intended student outcomes |the intended student outcomes |

|Plan |plan represents the coordination of in-depth |teacher coordinates knowledge of content, of |some learning activities and materials are |series of learning experiences is poorly |

| |content knowledge, understanding of different |students, and of resources, to design a series|suitable to the instructional outcomes, and |aligned with the instructional outcomes and |

| |students’ needs and available resources |of learning experiences aligned to |represent a moderate cognitive challenge, but |does not represent a coherent structure; the |

| |(including technology), resulting in a series |instructional outcomes and suitable to groups |with no differentiation for different |activities and materials are not designed to |

| |of learning activities designed to engage |of students; learning activities have |students; instructional groups partially |engage students in active intelligent activity|

| |students in high-level cognitive activity, |reasonable time allocations, significant |support the instructional outcomes with an |and have unrealistic time allocations; |

| |differentiated, as appropriate, for individual|cognitive challenge, with some differentiation|effort at providing some variety; the learning|instructional groups do not support the |

| |learners; groups are varied as appropriate |for different groups of students; the learning|experience and/or unit plan has a recognizable|instructional outcomes and offer no variety. |

| |with some opportunity for student choice; the |experience plan and/or unit has clear |structure; the progression of activities is | |

| |learning experience and/r unit plan is clear |structure with appropriate and varied use of |uneven with most time allocations reasonable. | |

| |and allows for different pathways according to|instructional groups. | | |

| |diverse student needs | | | |

|Culture for |cognitively vibrant place characterized by a |culture is a cognitively busy place where |culture is characterized by little commitment |culture is characterized by a lack of teacher |

|Learning |shared belief in the importance of learning; |learning is valued by all with high |to learning by teacher or students. The |or student commitment to learning, and/or |

| |teacher conveys high expectations for learning|expectations for learning the norm for most |teacher appears to be only “going through the |little or no investment of student energy into|

| |for all students and insists on hard work; |students. The teacher conveys that with hard |motions,” and students indicate that they are |the task at hand. Hard work is not expected or|

| |students assume responsibility for high |work students can be successful; students |interested in completion of a task, rather |valued. Medium to low expectations for student|

| |quality by initiating improvements, making |understand their role as learners and |than quality. The teacher conveys that student|achievement are the norm |

| |revisions, adding detail, and/or helping |consistently expend effort to learn. Classroom|success is the result of natural ability |with high expectations for learning reserved |

| |peers. |interactions support learning and hard work. |rather than hard work; high expectations for |for only one or two students |

| | | |learning are reserved for those students | |

| | | |thought to have a natural aptitude for the | |

| | | |subject | |

|Managing Classroom|Instructional time is maximized due to |There is little loss of instructional time due|Some instructional time is lost due to only |Much instructional time is lost due to |

|Procedures |efficient classroom routines and procedures; |to effective classroom routines and |partially effective classroom routines and |inefficient classroom routines and procedures.|

| |students contribute to the management of |procedures; the teacher’s management of |procedures. The teacher’s management of |There is little or no evidence of the teacher |

| |instructional groups, transitions, and/or the |instructional groups and/or the handling of |instructional groups, transitions, and/or the |managing instructional groups, transitions, |

| |handling of materials and supplies; routines |materials and supplies are consistently |handling of materials and supplies is |and/or the handling of materials and supplies |

| |are well understood and may be initiated by |successful. With minimal guidance and |inconsistent, |effectively; there is little evidence that |

| |students. |prompting, students follow established |leading to some disruption of learning; With |students know or follow established routines |

| | |classroom routines. |regular guidance and prompting, students | |

| | | |follow established routines | |

|Engage Students in|Virtually all students are intellectually |learning tasks and activities are aligned with|learning tasks or prompts are |learning tasks and activities, |

|Learning |engaged in challenging content, through well |the instructional outcomes and are designed to|partially aligned with the instructional |materials, resources, instructional groups and|

| |designed learning tasks, and suitable |challenge student thinking, resulting in |outcomes but require only minimal thinking by |technology are poorly aligned with the |

| |scaffolding by the teacher, and fully aligned |active intellectual engagement by most |students, allowing most students to be passive|instructional outcomes, or require only rote |

| |with the instructional outcomes; there is |students with important and challenging |or merely compliant; pacing of the lesson may|responses. The pace of the lesson is too slow |

| |evidence of some student initiation of |content, and with teacher scaffolding to |not provide students the time needed to be |or rushed; few students are intellectually |

| |inquiry, and student contributions to the |support that engagement; |intellectually engaged. |engaged or |

| |exploration of important content; pacing of |pacing of the lesson is appropriate, providing| |interested. |

| |the lesson provides students the time |most students the time needed to be | | |

| |needed to intellectually engage with and |intellectually engaged. | | |

| |reflect upon their learning, and to | | | |

| |consolidate | | | |

| |their understanding; students may have some | | | |

| |choice in how they complete tasks and may | | | |

| |serve as resources for others | | | |

|Instructional |provides strong support with high-quality, |provides support with some relevant range of |provides limited support with few range of |provides little or no support with few, if any|

|Strategies |relevant range of strategies that promote |strategies that promote higher order thinking |strategies that promote higher order thinking |range of strategies that promote higher order |

| |higher order thinking and questioning skills,|and questioning skills, student collaboration,|and questioning skills, student collaboration,|thinking and questioning skills, student |

| |student collaboration, real life learning, and|real life learning, and inter-disciplinary |real life learning, and inter-disciplinary |collaboration, real life learning, and |

| |inter-disciplinary connections |connections |connections |inter-disciplinary connections |

|Assessment |provides strong support with high-quality, |provides support with some relevant range of |provides limited support with few range of |provides little or no support with few, if any|

| |relevant range of formative and summative |formative and summative assessments that |formative and summative assessments that |range of formative and summative assessments |

| |assessments that align with the intended |align with the intended learning outcomes |align with the intended learning outcomes |that align with the intended learning outcomes|

| |learning outcomes | | | |

|Reflection |Teacher makes a thoughtful and accurate |Teacher makes an accurate assessment of a |Teacher has a generally accurate impression of|Teacher does not know whether a lesson was |

| |assessment of a lesson’s effectiveness and the|lesson’s effectiveness and the extent to |a lesson’s effectiveness and |effective or achieved its instructional |

| |extent to which it achieved its |which it achieved its instructional outcomes |the extent to which instructional outcomes |outcomes, or teacher profoundly misjudges the |

| |instructional outcomes, citing many specific |and can cite general references to support the|were met; teacher makes general suggestions |success of a lesson; teacher has no |

| |examples from the lesson and weighing the |judgment. Teacher makes a few specific |about how a lesson could be improved. |suggestions for how a lesson could be |

| |relative strengths of each.; drawing on an |suggestions of what could be tried another | |improved. |

| |extensive repertoire of skills, teacher offers|time the lesson is taught. | | |

| |specific alternative | | | |

| |actions, complete with the probable success of| | | |

| |different courses of action. | | | |

-----------------------

PLANNING AND PREPARATION

ENVIRONMENT

ENVIRONMENT

INSTRUCTION

INSTRUCTION

PROFESSIONAL RESPONSIBITIES

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download