iRubric: AIG Classroom Evaluation Rubric

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AIG Classroom Evaluation Rubric

This rubric serves as an evaluation tool for teachers to evaluate their current situation as an AIG teacher.

Rubric Code: KXX757C

By pfrogers

Draft

Public Rubric

Subject: Education

Type: (Other)

Grade Levels: Graduate

AIG Classroom Evaluation Rubric This rubric serves as an evaluation tool for teachers to evaluate their current situation as an AIG teacher.
	Poor There is little orno evidence to show that best practices are being met. 1 pts	Fair Evidence is present that some best practices are being met as often as possible. 2 pts	Good Evidence is present, that best practices are being met as often as professionals in the discipline recommend. 3 pts
Student Identification The process at which students are identified for the AIG program	Poor -Instruments used for identification purposes are not in place or are unreliable and often give invalid data. -Persons involved in the identification process do not have skills in interpreting test score data and other identification info. -Students are not placed in services and provided instruction that matches needs identified in the screening and placement process because of lack of staff.	Fair -Instruments used for identification purposes are unreliable and often give invalid data. -Persons involved in the identification process have limited skills interpreting test score data and other identification info. -Students are placed in services and provided instruction that matches needs identified in the screening and placement process most of the time, as staff is available.	Good -Instruments used for identification purposes are valid and reliable. -Persons involved in the identification process have skills in interpreting test score data and other identification info. -Students are placed in services and provided instruction that matches needs identified in the screening and placement process.
Teacher Training/Prof. Dev. The training given to teachers of AIG identified students	Poor -Teachers selected to provide services to AIG students are not certified to teach those students. -No staff dev. plan is in place for teachers, support staff, or administrators. -Teachers have not been given training for working with AIG students. -Teachers do not use compacting skills when planning. -Teachers do not implement preassessment strategies prior to teaching units. -No attention is given to students of diverse populations.	Fair -Teachers selected to serve AIG students are either certified or in the process of receiving certification. -A staff dev. plan has been created and steps are underway to implement it. -Staff has received prof. dev., but time isn't allotted for preparation/practice of skills learned. - Teachers are beginning to gain comp. and use of compacting skills. -Teachers inconsistently implement preassessment strategies prior to teaching units. -Some attention is given to div	Good -Teachers who are selected to provide services to AIG students are certified in AIG. -A staff dev. plan has been created based on a needs assessment of teacher. sup. staff, and admin. -Staff has sufficient time to prepare/ practice skills learned during staff dev. workshops. -Teachers dev. and demonstrate greater competency and use of compacting skills. -Teachers implement preassessment strategies prior to teaching units. -Diverse pop. are given attention.
Curriculum The curriculum/model used by the AIG classroom teacher	Poor -The scope and sequence of the curriculum is not focused towards services offered to gifted students. -Curr. is structured to address very few of the needs of students defined and identified by the school district. -Curr. does not reflect content, process, and products that are differentiated from those of the regular curriculum and representative of the most current theory/research.	Fair -The scope and sequence will likely leading to stated goals of services offered to gifted students. -Curr. is structured to address most of the needs of students defined and identified by the school district. -Curr. reflects some differentiated content, process, and products that are differentiated from those of the regular curriculum and representative of the most current theory/research.	Good -There is a well-defined scope and sequence likely leading to stated goals of services offered to gifted students. -Curr. is structured to address needs of students defined and identified by the school district. -Curr. reflects differentiated content, process, and products that are differentiated from those of the regular curriculum and representative of the most current theory/research.
Teaching Strategies/Instruction The strategies used by the AIG classroom teacher	Poor -Very little, if any, products using the methodology of professionals in the gifted discipline are created by students. -Students are not exposed to complex and in-depth understandings of key concepts from the disciplines. -Students are rarely given the opportunity to dev. independence and confidence in planning for self-directed projects. -Instr. is not modified according to student interests, readiness, and learning style. -Acceleration and Enrichment are not provided.	Fair -Stud. produce real-life solutions to real problems using the methodology of professionals in the disc. on an occasional basis. - Stud. dev. some complex and in-depth understandings of key concepts from the disc. -Stud. are given some opportunity to dev. independence and confidence in planning for self-directed projects. -Instr. provides for some modification according to stud. interests, readiness, and learning style. -Instr. mods. include either acceleration or enrichme	Good -Students produce real-life solutions to real problems using the methodolgy of professionals in the discipline. - Students dev. more complex and in-depth understandings of key concepts from the disciplines. -Students dev. independence and confidence in planning for self-directed projects. -Instr. provides for modification according to student interests, readiness, and learning style. -Instr. modifications include both acceleration and enrichment as appropriate.
Guidance and Counseling The provisions made for counseling students that are identified AIG	Poor -Counselors are untrained and have no knowledge of working with gifted students. -There is no career and college guidance program present. -No services are provided for gifted underachievers. -No support is provided for gifted underachievers.	Fair -Counselors working with gifted students have limited knowledge and training about gifted students. -The career and college guidance program is available for gifted students but is not differentiated. -Limited services are provided for gifted underachievers (i.e. only when staff is on campus, will service be provided). -Limited support is provided to gifted underachievers (i.e. only when staff is on campus, will service be provided).	Good -The counselors working with gifted students have knowledge of and training to work with gifted students. -The career and college guidance program is differentiated for gifted students. -Gifted underachievers are provided services as gifted students. -There is adequate support for gifted underachievers.

Subjects:

Education

Types:

(Other)

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