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iRubric: DELIVERY OF INSTRUCTION rubric

iRubric: DELIVERY OF INSTRUCTION rubric

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DELIVERY OF INSTRUCTION 
Rubric Code: C646X8
By tsoul11
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric DELIVERY OF INSTRUCTION
Uses instructional practices that reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accomodate diverse learning styles, needs, interests, and levels of readiness.
  EXEMPLARY

4 pts

PROFICIENT

3 pts

NEEDS IMPROVEMENT

2 pts

UNSATISFACTORY

1 pts

STUDENT ENGAGEMENT

Employs a variety of content based and content oriented teaching techniques from teacher directed, to less teacher directed approaches.
EXEMPLARY

Uses mulitiple effective teaching strategies, materials, and lcassroom practices that engage and motivate students as active learners and problem-solvers.
PROFICIENT

Uses effective strategies, materials, and classroom practices to foster student learning. Students explore, discuss, and apply ideas being taught. Methods of delivery usually complement the content and demand higher-order thinking.
NEEDS IMPROVEMENT

Uses a limited range of classroom strategies, materials, and practices with some mixed success. Some students are disengaged. Does on often consider the means of delivery is approriate to the content.
UNSATISFACTORY

Uses only one or two teaching strategies and types of materials; lessons fail to reach most students. Students often sit passively or work exclusively with textbooks or worksheets.
STUDENT ATTENTION

Distributes his/her instructional attention throughout the classroom proportionally, (i.e. Is the teacher visually monitoring all students even while working with a particular student? Do all students have equal access to teacher time, attention, feedback and praise?)
EXEMPLARY

Uses multiple effective strategies to distribute his/her time amongst all students. Through active planning and prep, students are carefully monitor. Each student has time to meet with the teacher for feedback and praise.
PROFICIENT

Teacher effectively distributes his/her time amongst all students. He/she is able to effectively monitor the entire class. Each student has time to meet with the teacher for feedback and praise.
NEEDS IMPROVEMENT

Teacher has a limited ability to distribute their time amongst students. He/she has a difficult time monitoring class when working with an individual student. Students have varying abilities to meet with the teacher for feedback or praise.
UNSATISFACTORY

Teacher spends most of their time focused upon only a few students in class. He/she has a difficult time monitoring the class. Students lack the ability to meet with the teacher for feedback or praise.
REFLECTION

Demonstrates flexibility and responsiveness by adjusting the lesson when appropriate.
EXEMPLARY

Reflects on a daily basis on the effectiveness of lessons and units and regularly improves them; regularly reflects on classroom dynamics and relationships with students and families.
PROFICIENT

Frequently reflects on the effectiveness of lessons and units and typically attempts to improve them; occasionally reflects on classroom dynamics and relations with students and families.
NEEDS IMPROVEMENT

Generally reflects on the effectiveness of insturction at the end of a teaching unit or semester but does not frequently refine instruction or consider classroom dynamics and relationships with students and families.
UNSATISFACTORY

Does not reflect on the effectiveness of insturction when teaching is unsuccessful an/or does consider classroom dynamics or relationships with students and families.
METHODS OF DELIVERY

Delivery of instruction is based upn sound instructional practices including engaging activities appropriate wait-time, reinforcement of students knowledge
EXEMPLARY

Methods of delivery consistently complement the content and demand use of higher order thinking skills. He/she uses many varied methods of delivery to keep students engaged in content.
PROFICIENT

Methods of delivery usually complement the content and demand higher-order thinking. He/she uses several methods of delivery to keep students engaged.
NEEDS IMPROVEMENT

Does on often consider the means of delivery is approriate to the content. He/she rarely uses differing methods of delivery.
UNSATISFACTORY

Students often sit passively or work exclusively with textbooks or worksheets. He/she does not vary the methods of instruction.
CLARITY

Presents material clearly and explicitly, makes connections, and uses vivid and appropriate language.
EXEMPLARY

Consistently presents material clearly, utilizing effective questions and well-chosen examples and vivid and accurate language. Differentiates language as needed and checks understanding to ensure clarity across all students.
PROFICIENT

Uses effective questions, clear explanations, appropriate language and relevant examples to present material. Often checks understanding to ensure clarity across most students.
NEEDS IMPROVEMENT

Presents material with occasional inaccuracies in language or explanation and few relevant examples, or rarely checks for understanding to ensure clarity.
UNSATISFACTORY

Often presents material in a confusing way, and uses language that is incorrect. Does not check for understanding.
DIFFERENTIATION

Differentiates, scaffolds, and identifies pre-requisite skills, concepts and vocabulary needed for insturctin to accommodate students learning needs.
EXEMPLARY

Challenges every child using appropriate content and pedagogy, scaffolds instruction, and uses flexible groupings. Work is appropriately matched to the learning needs of every student.
PROFICIENT

Scoffolds instruction and uses flexible groupings with some success. Work is often appropriately matched to the learning needs of each student.
NEEDS IMPROVEMENT

Attempts to differentiate and scaffold instruction. Occasionally uses flexible groupings.
UNSATISFACTORY

Fails to attempt to differentiate or scaffold instruction. Work is not matched to the learning needs of most students.




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