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iRubric: Teacher PEP Plan rubric

iRubric: Teacher PEP Plan rubric

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Teacher PEP Plan 
Teacher PEP Plan
Lesson plan evaluation as part of teacher PEP plan
Rubric Code: L94B66
By jeffgricar
Draft
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Lesson Planning
Evaluation of Lesson Plan design
  Ineffective - Does not meet goals

1 pts

Minimally effective - Progressing

2 pts

Effective - Meeting goals

3 pts

Highly Effective - Exceeds goals

4 pts

Instructional Methods/Best Practice
Research-based and schoolwide implemented instructional methods/programs utilization
Engagement

Are the lessons designed to engage all students?
Ineffective - Does not meet goals

Lesson is standard and static. Lack evidence of engaging material or activities.
Minimally effective - Progressing

Lesson is basic and some attempt to provide engaging material and activities is evident.
Effective - Meeting goals

Lesson is varied, and evidence of engaging material and activities is present, however the material may only be engaging to a portion of the students.
Highly Effective - Exceeds goals

Lesson is well-varied and offer numerous materials and methods for student interaction and engagement.
Authentic Instruction

Are the lessons relevant and meaningful examples of authentic learning/real world experiential learning?
Ineffective - Does not meet goals

Lesson provides only "textbook" learning with no opportunity for students to apply or experience real world applications.
Minimally effective - Progressing

Lesson attempts to provide a real world connection, but no opportunities for students to practice or experience.
Effective - Meeting goals

Lesson provides a real world connection and allow students to discuss, think about, or predict connections to their own lives or experiences.
Highly Effective - Exceeds goals

Lesson provides both real world connections and experiential activities so that students are actively applying the connections to the material.
Student-centered learning

Is the lesson student-centered as opposed to teacher-centered?
Ineffective - Does not meet goals

Lesson is entirely teacher centered, with the teacher delivering all content and little to no student participation.
Minimally effective - Progressing

Lesson is heavily teacher centered with teacher delivering content and some time for independent practice.
Effective - Meeting goals

Lesson is about 50/50 in terms of teacher-centered and student-centered. Lesson shows evidence of student involvement throughout the lesson.
Highly Effective - Exceeds goals

Lessons are heavily student-centered with teacher in role of facilitator and students leading through inquiry, discussion, or collaboration .
Monitoring

Does the lesson permit for monitoring of student progress?
Ineffective - Does not meet goals

Lesson alllows little to no time for feedback, monitoring or checks for understanding.
Minimally effective - Progressing

Lesson allows time for monitoring, but only at the end of the lesson.
Effective - Meeting goals

Lesson allows time for monitoring during the lesson throughout with use of guided and independent practice.
Highly Effective - Exceeds goals

Lesson allows time for continuous monitoring throughout included guided and independent practice; and it allows for immediate feedback through formative assessment.
Integration of skills

Does the lesson provide adequate practice to permit consolidation and integration of skills?
Ineffective - Does not meet goals

Lesson shows limited use of skills or application.
Minimally effective - Progressing

Lesson utilizes one skill at several different levels throughout the lesson.
Effective - Meeting goals

Lesson utilizes many different skills throughout the lesson but does not allow for use of many skills at the same time.
Highly Effective - Exceeds goals

Lesson utilizes different skills throughout the lesson and allows for integration of two or more of those skills throughout the lesson.
Prior Knowledge

Does the lesson build on prior knowledge and instruction?
Ineffective - Does not meet goals

The lesson does not build on or access students' prior knowledge.
Minimally effective - Progressing

The lesson builds on previous lessons in content but not in level of learning.
Effective - Meeting goals

The lesson accesses students' prior knowledge about a topic and builds on previous lessons.
Highly Effective - Exceeds goals

The lesson accesses and builds on students' prior knowledge and experiences. Lessons are sequential in content and level of learning.
Rigor

Does the level include varying levels of rigor?
Ineffective - Does not meet goals

Lessons do not include much rigor in content. High expectations for student achievment and performance are not evident.
Minimally effective - Progressing

Lessons include some rigor, but lessons neither increase in rigor nor challenge students.
Effective - Meeting goals

Lessons include a steady increase in rigor. Expectations are clear.
Highly Effective - Exceeds goals

Lessons include varying levels of rigor. Material is designed to challenge students and evidence of high expectations is present.
Assessment

Does the lesson plan include a method of formative assessment to check for understanding and provide feedback on student progress?
Ineffective - Does not meet goals

No assessment is present for individual lessons.
Minimally effective - Progressing

Lessons include a method of assessment but the assessment does not allow for feedback to students.
Effective - Meeting goals

Lessons include a method of assessment that checks for understanding and allows for feedback to students by the next lesson.
Highly Effective - Exceeds goals

Lessons include formative assessments carefully designed to be aligned to the lesson's essential skills and standards. Assessment provides meaningful feedback to teacher and student.
Differentiation
Modifications

Does the lesson plan permit adjustment for students with different abilities?
Ineffective - Does not meet goals

Lesson plans do not include any modifications for students with different abilities.
Minimally effective - Progressing

Lesson plans include general modifications for students with different abilities.
Effective - Meeting goals

Lesson plans include modifications that are scaffolded into levels of beginner, intermediate, and advanced.
Highly Effective - Exceeds goals

Lesson plans include modifications for each individual student's abilities.
Level of Learning

Does the lesson provide for adequate coverage of the content to be learned for all students? (level of learning)
Ineffective - Does not meet goals

Lessons allow for coverage of the materials at one basic level for all students.
Minimally effective - Progressing

Lessons allow for coverage of the materials at one basic level, differentiated by student grade levels.
Effective - Meeting goals

Lessons cover materials at a basic level and allow for some deeper understanding.
Highly Effective - Exceeds goals

Lessons cover materials in depth and allow for deep understanding and application of content.
Re-Teaching

Does the lesson provide for adequate assistance for students who do not learn from the initial procedure?
Ineffective - Does not meet goals

Lessons progress and do not allow for review or reteaching, either at the beginning of the next lesson or throughout the lesson.
Minimally effective - Progressing

Lessons progress and allow for review at the beginning of each lesson but show no evidence of reteaching through different methods of instruction.
Effective - Meeting goals

Lessons progress and allow for review at the beginning of each lesson and/or the end of a unit, but show no evidence of reteaching through different methods of instruction.
Highly Effective - Exceeds goals

Lessons progress and allow for review at the beginning/end of lessons and units. Evidence of reteaching topics as needed is present in lessons.
Learning Styles

Does the lesson apply to various learning styles and multiple intelligences?
Ineffective - Does not meet goals

Lessons are basic and static in terms of types of activities. No evidence of lessons being geared towards different learning styles is present.
Minimally effective - Progressing

Lessons offer numerous activities that apply to different learning styles, but multiple intelligences are not addressed.
Effective - Meeting goals

Lessons offer a variety of activities over several lessons that apply to different learning styles and multiple intelligences.
Highly Effective - Exceeds goals

Lessons offer various activities in each lesson that apply to different learning styles and multiple intelligences.




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