iRubric: Teacher PEP Plan rubric

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Teacher PEP Plan

Lesson plan evaluation as part of teacher PEP plan

Rubric Code: T94689

By Jaretta

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: Undergraduate, Graduate

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
Lesson Design Begin with the end in mind/Backwards design/Assessment FOR learning
Objectives/Goals 1 Objectives/goals are written in terms of learning outcomes – what STUDENTS will do, learn, understand	Ineffective - Does not meet goals Learning goals are not clearly defined. No evidence provided of what students or teachers will do.	Minimally effective - Progressing Learning goals are written in terms of teacher actions rather than student actions.	Effective - Meeting goals Learning goals are written in terms of what students will do, but do not contain any measure of performance.	Highly Effective - Exceeds goals Learning goals are clearly written in terms of student action, levels of thought, and measure of outcome.
Objectives/Goals 2 Objectives/goals contain all 3 parts (stem, verb, outcome)	Ineffective - Does not meet goals Learning goals contain none of the three parts of an objective.	Minimally effective - Progressing Learning goals contain a stem and a verb but no outcome.	Effective - Meeting goals Learning goals contain a stem, verb, and outcome, but the verb is passive or does not indicate level of learning/thought.	Highly Effective - Exceeds goals Learning goals clearly indicate a stem, active verb, and clear, measurable outcome.
Higher Order Thinking Objectives/goals utilize varying levels of Bloom’s Taxonomy	Ineffective - Does not meet goals Learning goals contain no verbs, and therefore no level of Bloom's Taxonomy is evident.	Minimally effective - Progressing Learning goals contain a passive verb that do not indicate a level of learning/thought aligning with Bloom's Taxonomy.	Effective - Meeting goals Learning goals contain verbs that demonstrate a level of Bloom's Taxonomy, but the level does not progress across learning goals, remains at lower-level thinking.	Highly Effective - Exceeds goals Learning goals contain verbs that indicate varying levels of Bloom's Taxonomy that progress from lower to higher level thinking.
Essential Skills Essential Skills are identified and aligned with written curriculum, objectives and state or Common Core standards	Ineffective - Does not meet goals Essential skills are not included or do not align with skills as outlined in written curriculum.	Minimally effective - Progressing Some essential skills are included but some may be missing or may be missing standards.	Effective - Meeting goals Essential Skills are included in lesson plans and aligned with the appropriate standards.	Highly Effective - Exceeds goals Essential skills are included in the lesson plan and, where appropriate, additonal skills needed are indicated. Lessons show progression of skills development.
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 Lessons are standard and static. Lack evidence of engaging material or activities.	Minimally effective - Progressing Lessons are basic and some attempt to provide engaging material and activities is evident.	Effective - Meeting goals Lessons are 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 Lessons are 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 Lessons provide only "textbook" learning with no opportunity for students to apply or experience real world applications.	Minimally effective - Progressing Lessons attempt to provide a real world connection, but no opportunities for students to practice or experience.	Effective - Meeting goals Lessons provide a real world connection and allow students to discuss, think about, or predict connections to their own lives or experiences.	Highly Effective - Exceeds goals Lessons provide both real world connections and experiential activities so that students are actively applying the connections to the material.
Instructional Methods Do the lessons include best practices for teaching for the content area and grade level of students? (PBL, Cooperative learning, Modeling, Check for understanding, etc)	Ineffective - Does not meet goals Lessons involve 0-1 best practices for instruction as discussed in the "17 Principles of Effective Instruction". (or no evidence)	Minimally effective - Progressing Lessons involve at least 2-6 best practices for instruction as discussed in the "17 Principles of Effective Instruction".	Effective - Meeting goals Lessons involve at least 7-11 best practices for instruction as discussed in the "17 Principles of Effective Instruction".	Highly Effective - Exceeds goals Lessons involve 11-17 best practices for instruction as discussed in the "17 Principles of Effective Instruction".
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 Th e 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.

Subjects:

Education

Types:

Assessment

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