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iRubric: PLANNING AND PREPARATION rubric

iRubric: PLANNING AND PREPARATION rubric

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PLANNING AND PREPARATION 
Rubric Code: F652B2
By tsoul11
Draft
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: 9-12

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  MASTERY

4 pts

PROFICIENT

3 pts

NEEDS IMPROVEMENT

2 pts

UNSATISFACTORY

1 pts

ALIGNMENT TO FRAMEWORKS

Draws on
content standards of the relevant curriculumframeworks to plan
sequential units of study, individual lessons and learning activities
that make learning cummulative and advance student learning.
MASTERY

Has an
in depth plan for the year with state standards and assessments.
Consistantly designs lesson plans based on "best practice"i.e backward
design,rubrics, etc.
PROFICIENT

Plans
the year with a focus on helping students meet state standards as
measured by external assessments. designs lessons that reflect an
understanding of "best practice"
NEEDS IMPROVEMENT

Little
evidence of a plan that aligns with state standards and assessments.
Lesson plans have a vague unit goal and pathways for reaching the goal.
Planning does not reflect "best practice"
UNSATISFACTORY

Has
little knowledge of state standards and unit/lesson plans do not reflect
alignment. Lesson plans are aimed at keeping students occupied.
PLANNING AND PREP

Plans lessons with clear objectives and relevant measurable outcomes.
MASTERY

Consistently, demonstrates expert knowledge in content area. Consistently scaffolds
lessons that ensure learning is cummulative and advances student
learning.
PROFICIENT

Has a depth of knowledge in subject area. Demonstrates the ability to scaffold lessons that advances student learning.
NEEDS IMPROVEMENT

Demonstrates little knowledge in subject area. Minimal scaffolding is evident that promotes student learning.
UNSATISFACTORY

Has no knowledge of subject area. Does not scaffold information that supports advancement of student learning.
MATERIALS

Identifies appropriate materials and resources that promote further learning by all students.
MASTERY

Designs lessons using an appropriate mix of high quality, current learning materials and adapts them when needed. Consistently identifies appropriate resources that promotes learning for all students.
PROFICIENT

Designs lessons that use an appropriate mix of materials and adapts them when needed. Demonstrates the ability to identify appropriate resources that promote learning for all students.
NEEDS IMPROVEMENT

Plans lessons that involve a mixture of learning materials of varied quality and does not usually modify them when needed. Demonstrates limited ability to identify appropriate resources that promote learning for all students.
UNSATISFACTORY

Designs lesson that rely mainly on textbooks, workbooks, or worksheets and does not modify them when needed. Is unable to identify appropriate resources that promote learning for all students.
TIME MANAGEMENT

Schedule maximizes instructional time through individual, small group and whole group activities with little down time.
MASTERY

There is
a consistent routine to the classroom that is understood by all
students.Consistently uses individual, small group and whole group
activities that promote student learning with little down time.
PROFICIENT

Demonstrates
a classroom routine that most students understand. Does use individual,
samll group and whole group activities to promote student learning.
NEEDS IMPROVEMENT

Classroom
routine is sporadic as is student understanding of
routine. Instructional time does not use individual, small group and
whole group activities. Significant down time is observed.
UNSATISFACTORY

There
is no classroom routine. Instruction is aimed at keeping students
occupied with no use of individual, small group or whole group
activities.
ASSESSMENT

Draws on results of formal and informal assessments to closely monitor student learning.
MASTERY

Prepares
high quality formative and summative assignments aligned to standard
learning goals. Studies and uses data to immediately adjust instruction
and fine tune teaching and differentiated instruction.
PROFICIENT

Plans
on the spot and unit assessment aligned to standard learning goals. Uses
formative and sumative assessments to check for understanding and
adjusts instruction.
NEEDS IMPROVEMENT

Relies on a narrow set of assessment strategies. Does not adjust instruction effectively.
UNSATISFACTORY

Uses
only summative assessments that are premade and written shortly before
they are administered. Does not analyze assessment data.




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