iRubric: Transition Classroom Observations rubric

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Transition Classroom Observations

Using the Five Standards for Effective Pedagogy

Rubric Code: V22XCX

By lalgozzini

Ready to use

Private Rubric

Subject: (General)

Type: (Other)

Grade Levels: K-5, 6-8, 9-12, Undergraduate

Standards for Effective Pedagogy Teacher must Design and Enact Activities that demonstrate:
	Not Observed The Standard is NOT present. 0 pts	Emerging POOR One or more elements of the Standard are enacted 1 pts	Developing AVERAGE Partial enactment of the Standard is demonstrated 2 pts	Enacting GOOD Complete enactment of the Standard is demonstrated 3 pts	Integrating EXCELLENT Collaborates in Activities that demonstrate skillful Integration of Multiple Standards Simultaneously 4 pts
Productive Activity Teachers and Students Producing Together Points Given_______	Not Observed Joint Productive Activity NOT observed.	Emerging POOR a)Students are seated with partner or group b)Collaborate & assist one another OR instructed how to work in groups OR c)Contribute individual work to Joint Project.	Developing AVERAGE Students collaborate on a Joint Project	Enacting GOOD Students work in small group or fully inclusive whole-class activities in which teacher and students collaborate on Joint Project.	Integrating EXCELLENT The teacher Designs, Enacts, and Collaborates in Joint Productive Activities that demonstrate skillful Integration of Multiple Standards Simultaneously.
Language & Literacy Developement Developing Language & Literacy Across the Curriculum Points Given_____	Not Observed Language & Literacy Development is NOT observed.	Emerging POOR a)Listens & responds to student talk b)questions, c)rephrases, d)connects student comments to content OR e)explicitly models appropriate language OR f)L, S, R, W using content vocabulary	Developing AVERAGE Assists student language expression & development through incidental use of questioning, listening, rephrasing or modeling	Enacting GOOD Assists student languageexpression/ development through questioning, listening, rephrasing or modeling & activities generate language expression/ development of content vocabulary.	Integrating EXCELLENT Teacher designs, enacts, & collaborates in language development activities that demonstrate skillful integration of multiple standards simultaneously.
Contextualization Making Meaning-Connecting School to Students' Lives Points Given_____	Not Observed Contextualization is NOT observed.	Emerging POOR Teacher inquires about students' knowledge & experiences (school, home, community) OR classroom activities are connected only by topic.	Developing AVERAGE Teacher makes incidental connections between students: a)prior experience/knowledge & new activity OR some aspect of prior knowledge is included in instruction.	Enacting GOOD Teacher integrates the new activity/information with what students already know from home, school or community.	Integrating EXCELLENT Teacher designs, enacts, & collaborates in contextualized activities that demonstrate skillful integration of multiple standards simultaneously.
Challenging Activities Teaching Complex Thinking Points Given_____	Not Observed Challenging Activity is NOT observed.	Emerging POOR Teacher a) sets & presents standards for student performance b)accommodates students' varied ability c)connects instructional elements to academic concepts OR d) provides students with feedback.	Developing AVERAGE Teacher designs and enacts activities that advance student understanding to more complex levels, OR connects instructional elements to academic concepts.	Enacting GOOD Teacher presses, assists, & uses challenging standards to advance student understanding to more complex levels; connects instructional elements to academic concepts & provides feedback.	Integrating EXCELLENT Teacher designs, enacts, & collaborates in challenging activities that demonstrate skillful integration of multiple standards simultaneously.
Instructional Conversation Teaching Through Conversation Points Given_____	Not Observed Instructional Conversation is NOT observed.	Emerging POOR Teacher a) converses with students, OR b) uses questioning, listening, rephrasing or modeling to elicit student talk	Developing AVERAGE Teacher converses with a small group of students on an academic topic AND elicits student talk with questioning, listening, rephrasing, or modeling.	Enacting GOOD Teacher designs & enacts an instructional conversation with a clear goal by listening to assess/assist student understanding & questions for views, judgments, & rationales. All students included in IC.	Integrating EXCELLENT Teacher designs, enacts, and assists in instructional conversations that demonstrate skillful integration of multiple standards simultaneously.

Keywords:

developed by CREDE 2002

Subjects:

(General)

Types:

(Other)

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