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iRubric: Domain Three: Instruction rubric

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Domain Three: Instruction This is an adaptation of the Framework for Professional Development and teacher evaluation created by Charlotte Danielson. The Framework provides a common language for professional educators to discuss practice as it relates to student achievement and well being. The School District of West Allis West Milwaukee focuses feedback mostly for the purposes of improvement of practice. While this can and ultimately is an evaluation tool, the main function is to focus conversations about practice as it relates to student achievement. It is expected that all teachers, regardless of years of experience or level of expertise, have clearly identified practice improvement goals that relate to student achievement. Rubric Code: N73W53 By WestAllis Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Undergraduate, Graduate

Instruction Enter rubric description
	Unsatisfactory 1 pts	Basic 2 pts	Proficient 3 pts	Distinguished 4 pts
Communicating with Students
3A Expectations for learning Directions for students	Unsatisfactory Teacher directions and procedures are confusing to students.	Basic Teacher directions and procedures are clarified after initial student confusion or are excessively detailed.	Proficient Teacher directions and procedures are clear to students and contain an appropriate level of detail.	Distinguished Teacher directions and procedures are clear to students and anticipate possible student misunderstanding.
3A Expectations for learning Oral and written language	Unsatisfactory Teacher’s spoken language is inaudible, or written language is illegible. Spoken or written language may contain many grammar and syntax errors. Vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused.	Basic Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Vocabulary is correct but limited or is not appropriate to students’ ages or backgrounds.	Proficient Teacher’s spoken and written language is clear and correct. Vocabulary is appropriate to students’ age and interests.	Distinguished Teacher’s spoken and written language is correct and expressive, with well chosen vocabulary that enriches the lesson.
3A Expectations for learning Using questioning and discussion techniques	Unsatisfactory Teacher’s questions are virtually all of poor quality.	Basic Teacher’s questions are a combination of low and high quality. Only some invite response.	Proficient Most of the teacher’s questions are of high quality. Adequate time is available for students to respond.	Distinguished Teacher’s questions are of uniformly high quality with adequate time for students to respond. Students formulate many questions.
3A Expectations for learning Student participation	Unsatisfactory Only a few students participate in the discussion.	Basic Teacher attempts to engage all students in the discussion, but with only limited success.	Proficient Teacher successfully engages all students in the discussion.	Distinguished Student themselves ensure that all voices are heard in the discussion.
Engaging Students in Learing
3C Engaging Students in Learning Representation of Content	Unsatisfactory Representation of content is inappropriate and unclear or uses poor examples and analogies.	Basic Representation of content is inconsistent in quality. Some is done skillfully with good examples; other portions are difficult to follow.	Proficient Representation of content is appropriate and links well with students’ knowledge and experience.	Distinguished Representation of content is appropriate and links well with students’ knowledge and experience. Students contribute to representation of content.
3C Engaging Students in Learning Activities and Assignments	Unsatisfactory Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not engaged mentally.	Basic Some activities and assignments are appropriate to students and engage them mentally but others do not.	Proficient Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them.	Distinguished All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding.
3C Engaging Students in Learning Grouping of students	Unsatisfactory Instructional groups are inappropriate to students or to the instructional goals.	Basic Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional goals of a lesson.	Proficient Instructional groups are productive and fully appropriate to students or to the instructional goals of a lesson.	Distinguished Instructional groups are productive and fully appropriate to the instructional goals of a lesson. Students take the initiative to influence instructional groups to advance their understanding.
3C Engaging Students in Learning Instructional materials and resources	Unsatisfactory Instructional materials and resources are unsuitable to the instructional goals or do not engage students cognitively.	Basic Instructional materials and resources are partially suitable to the instructional goals, or students’ level of cognitive engagement is moderate.	Proficient Instructional materials and resources are suitable to the instructional goals and engage students cognitively.	Distinguished Instructional materials and resources are suitable to the instructional goals and engage students cognitively. Students initiate choice, adaptations or creation of materials to enhance their own purposes.
3C Engaging Students in Learning Structure and pacing	Unsatisfactory The lesson has not clearly defined structure, or the pacing of the lesson is too slow or rushed or both.	Basic The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.	Proficient The lesson has a clearly defined structure around which the activities are organized. Pacing or the lesson is inconsistent.	Distinguished The lesson’s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for all students.
Using Assessment in Instruction
eD Using Assessment in Instruction Quality: accurate, substantive, constructive and specific	Unsatisfactory Feedback is either not provided or is of uniformly poor quality.	Basic Feedback is inconsistent in quality: Some elements of high quality are present; others are not.	Proficient Feedback is consistently high quality.	Distinguished Feedback is consistently high quality. Provision is made for students to use feedback in their learning.
eD Using Assessment in Instruction Timeliness	Unsatisfactory Feedback is not provided in a timely manner.	Basic Timeliness of feedback is inconsistent.	Proficient Feedback is consistently provided in a timely manner.	Distinguished Feedback is consistently provided in a timely manner. Students make prompt use of the feedback in their learning.
Instruction
3E Instruction Lesson Adjustment	Unsatisfactory Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson	Basic Teacher attempts to adjust a lesson with mixed results.	Proficient Teacher makes a minor adjustment to a lesson and the adjustment occurs smoothly.	Distinguished Teacher successfully makes a major adjustment to a lesson.
3E Instruction Response to students	Unsatisfactory Teacher ignores or brushes aside students’ questions or interests.	Basic Teacher attempts to accommodate students’ questions or interests. The effects on the coherence of a lesson are uneven.	Proficient Teacher successfully accommodates students’ questions or interests.	Distinguished Teacher seized a major opportunity to enhance learning, building on a spontaneous event.
3E Instruction Persistence	Unsatisfactory When a student has difficulty learning, the teacher either gives up or blames the student or the environment for the student’s lack of success.	Basic Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to use.	Proficient Teacher persists in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of strategies.	Distinguished Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.

Subjects:

Education

Types:

Assessment

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