iRubric: NBPTS Personal Rubric

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NBPTS Personal Rubric

This rubric is created to evaluate my achievement of the NBPTS in my degree program.

Rubric Code: D2X5BX

By jterry

Ready to use

Public Rubric

Subject: (General)

Type: Assignment

Grade Levels: Graduate

Keywords:

NBPTS

Subjects:

(General)

Types:

Assignment

Discuss this rubric

NBPTS Standards
	Poor 1 pts	Fair 2 pts	Good 3 pts
Knowledge of students	Poor Teachers of students with exceptional needs rarely use their knowledge of human development & learning and their skills as careful observers of students to understand student's knowledge, aptitudes, skills, interests, aspirations & values.	Fair Teachers of students with exceptional needs use their knowledge of human development & learning & their skills as careful observers of students to understand students, knowledge, aptitudes, skills,interests, aspirations and values most of the time.	Good Accomplished teachers of students with exceptional needs consistently use their knowledge of human development & learning& their skills as careful observers of students to understand students knowledge, aptittudes, skills,interests,aspirations & values.
Knowledge of Special education	Poor teachers of students with exceptional needs students rarely draw on their knowledge of the philosophical, historical and legal foundations of special education & their knowledge of effective special education practices to organize and design instruction. They draw on their specialized knowledge of specific disabilities to set meaningful goals for students.	Fair teachers of students with exceptional needs students draw on their knowledge of the philosophical, historical and legal foundations of special education & their knowledge of effective special education practices to organize and design instruction most of the time. They draw on their specialized knowledge of specific disabilities to set meaningful goals for studentsmost of the time.	Good Accomplished teachers of students with exceptional students draw on their knowledge of the philosophical, historical and legal foundations of special education & their knowledge of effective special education practices to organize and design instruction. They draw on their specialized knowledge of specific disabilities to set meaningful goals for students.
Communications	Poor Rarely teachers of students with exceptional needs know the importance of communications in learning. They know how to use communication skills to help students access, comprehend, and apply information; to help them acquire knowledge; & to enable them to develop and maintain interpersonal relationships.	Fair Most of the time teachers of students with exceptional needs know the importance of communications in learning. They know how to use communication skills to help students access, comprehend, and apply information; to help them acquire knowledge; & to enable them to develop and maintain interpersonal relationships.	Good Accomplished teachers of students with exceptional needs know the importance of communications in learning. They know how to use communication skills to help students access, comprehend, and apply information; to help them acquire knowledge; & to enable them to develop and maintain interpersonal relationships.
Diversity	Poor Rarely teachers of students with exceptional needs create an environment in which equal treatment, fairness, and respect for diversity are modeled, taught, and practiced by all, & they take steps to ensure access to quality learning opportunities for all students.	Fair teachers of students with exceptional needs create an environment in which equal treatment, fairness, and respect for diversity are modeled, taught, and practiced by all, & they take steps to ensure access to quality learning opportunities for all students most of the time.	Good Accomplished teachers of students with exceptional needs create an environment in which equal treatment, fairness, and respect for diversity are modeled, taught, and practiced by all, & they take steps to ensure access to quality learning opportunities for all students.
Knowledge of subject matter	Poor teachers of students with exceptional needs do not exhibit a core body of knowledge in the disciplines and draw on that knowledge to establish curricular goals,design instruction, facilitate student learning and assess student progress.	Fair teachers of students with exceptional needs have and use at times a core body of knowledge in the disciplines and draw on that knowledge to establish curricular goals,design instruction, facilitate student learning and assess student progress.	Good Accomplished teachers of students with exceptional needs command a core body of knowledge in the disciplines and draw on that knowledge to establish curricular goals,design instruction, facilitate student learning and assess student progress.
Meaningful Learning	Poor Rarely teachers of students with exceptional needs work with students to explore in purposeful ways important and challenging concepts, topics, and issues to build competence and confidence.	Fair Most of the time teachers of students with exceptional needs work with students to explore in ways important and challenging concepts, topics, and issues to build competence and confidence.	Good Accomplished teachers of students with exceptional needs work with students to explore in purposeful ways important and challenging concepts, topics, and issues to build competence and confidence.
Multiple paths to knowledge	Poor teachers of students with exceptional needs use one approach to help students strengthen understanding and gain command of essential knowledge and skills.	Fair teachers of students with exceptional needs use a couple of approaches to help students strengthen understanding and gain command of essential knowledge and skills.	Good Accomplished teachers of students with exceptional needs use a variety of approaches to help students strengthen understanding and gain command of essential knowledge and skills.
Social Development	Poor Rarely teachers of students with exceptional needs culitivate a sense of efficacy & independence in their students as they develop students' character, sense of civic and social responsiblity, respect for diverse individuals and groups, and ability to work constructively and collaboratively with others.	Fair Most of the time teachers of students with exceptional needs culitivate a sense of efficacy & independence in their students as they develop students' character, sense of civic and social responsiblity, respect for diverse individuals and groups, and ability to work constructively and collaboratively with others.	Good Accomplished teachers of students with exceptional needs culitivate a sense of efficacy & independence in their students as they develop students' character, sense of civic and social responsiblity, respect for diverse individuals and groups, and ability to work constructively and collaboratively with others.
Assessment	Poor teachers of students with exceptional needs design and use an assessment strategie to obtain useful and timely information about student learning and development and to help students reflect on their own progress.	Fair teachers of students with exceptional needs design and select a few assessment strategies to obtain useful and timely information about student learning and development and to help students reflect on their own progress.	Good Accomplished teachers of students with exceptional needs design and select a variety of assessment strategies to obtain useful and timely information about student learning and development and to help students reflect on their own progress.
Learning Environment	Poor Accomplished teachers of students with exceptional needs establish a careing, stimulating and safe community for learning in which democratic values are fostered and students assume responsibility for learning, show willingness to take intellectual risks,develop self-confidence and learn to work not independently but also collaboratively rarely	Fair teachers of students with exceptional needs establish a careing, stimulating and safe community for learning in which democratic values are fostered and students assume responsibility for learning, show willingness to take intellectual risks,develop self-confidence and learn to work not independently but also collaboratively most of the time	Good Accomplished teachers of students with exceptional needs establish a careing, stimulating and safe community for learning in which democratic values are fostered and students assume responsibility for learning, show willingness to take intellectual risks,develop self-confidence and learn to work not independently but also collaboratively.
Instructional resources	Poor Rarely teachers of students with exceptional needs select, adapt, create and use rich and varied resources, both human and material	Fair Most of the time teachers of students with exceptional needs select, adapt, create and use rich and varied resources, both human and material	Good Accomplished teachers of students with exceptional needs select, adapt, create and use rich and varied resources, both human and material.
Family Partnerships	Poor teachers of students with exceptional needs rarely work collaboratively with parents, guardians, and other caregivers to understand their children and to achieve common educational goals	Fair teachers of students with exceptional needs work collaboratively most of the time with parents, guardians, and other caregivers to understand their children and to achieve common educational goals	Good Accomplished teachers of students with exceptional needs work collaboratively with parents, guardians, and other caregivers to understand their children and to achieve common educational goals.
Reflective Practice	Poor teachers of students with exceptional needs rarely analyze, evaluate, and strengthen the quality of their practice.	Fair teachers of students with exceptional needs occasionally analyze, evaluate, and strengthen the quality of their practice.	Good Accomplished teachers of students with exceptional needs regularly analyze, evaluate, and strengthen the quality of their practice.
Contributing to the Profession	Poor Rarely teachers of students with exceptional needs work independently and collaboratively with colleagues and others to improve schools and to advance knowledge, policy, and practice in their field.	Fair Most of the time teachers of students with exceptional needs work independently and collaboratively with colleagues and others to improve schools and to advance knowledge, policy, and practice in their field.	Good Accomplished teachers of students with exceptional needs work independently and collaboratively with colleagues and others to improve schools and to advance knowledge, policy, and practice in their field.