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iRubric: COE Advanced Teacher Observation Instrument Valdosta State U rubric

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COE Advanced Teacher Observation Instrument Valdosta State U COE Advanced Teacher Observation Instrument Valdosta State U Levels of Assessment Level 1 = Indicator Not Demonstrated Level 2 = Indicator Partially Demonstrated Level 3 = Indicator Adequately Demonstrated Level 4 = Indicator Effectively Demonstrated Level 5 = Indicator Exceptionally Demonstrated Directions Directions: (a) Select the level of performance that reflects the practices observed for each indicator. (b) Write specific evidence observed for the indicator. (c) Stronger performances should be rated the higher numeral within that level. Rubric Code: Z9A545 By tfleeson Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Graduate

I. CONTENT AND CURRICULUM I. CONTENT AND CURRICULUM
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
I-A. Subject–Specific Content Conce 33 %	Level 1 Uncorrected teacher content/concept errors; uncorrected student errors	Level 2 Uncorrected teacher content/concept errors; uncorrected student errors	Level 3 Shows knowledge of content/concepts; corrects teacher and student errors	Level 4 Shows knowledge of content/concepts; corrects teacher and student errors	Level 5 Accurate content/concept knowledge; consistently helps students recognize and correct errors
I-B. Pedagogical Content (Instructi 33 %	Level 1 Uses inappropriate instructional method; little evidence of making content appropriate for diverse learners; lacks connections to students’ prior knowledge	Level 2 Uses inappropriate instructional method; little evidence of making content appropriate for diverse learners; lacks connections to students’ prior knowledge	Level 3 Uses appropriate instructional methods; makes content appropriate for diverse learners; connects learning to students’ prior knowledge	Level 4 Uses appropriate instructional methods; makes content appropriate for diverse learners; connects learning to students’ prior knowledge	Level 5 Consistently uses a variety of instructional methods; consistently makes content appropriate for diverse learners; consistently connects learning to students' prior knowledge
I-D. Content Connections (1, 33%) 33 %	Level 1 Little or no evidence of making connections to other subject areas; little or no evidence of making content relevant to students’ everyday lives	Level 2 Little or no evidence of making connections to other subject areas; little or no evidence of making content relevant to students’ everyday lives	Level 3 Connects content to other subject areas; makes content relevant to students’ everyday lives	Level 4 Connects content to other subject areas; makes content relevant to students’ everyday lives	Level 5 Consistently connects content to other subject areas: consistently makes content relevant to students' everyday lives; students demonstrate ability to make connections
II. KNOWLEDGE OF STUDENTS AND THEIR II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
II-C. Students’ Development (1, 100 100 %	Level 1 Not responsive to the intellectual, social, physical, and personal developmental needs of all students	Level 2 Not responsive to the intellectual, social, physical, and personal developmental needs of all students	Level 3 Responsive to the intellectual, social, physical, and personal developmental needs of all students	Level 4 Responsive to the intellectual, social, physical, and personal developmental needs of all students	Level 5 Consistently sensitive, alert, and responsive to the specific intellectual, social, physical, and personal developmental needs of all students
III. LEARNING ENVIRONMENTS
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
III-B. Classroom Environment (1, 25 25 %	Level 1 Inefficient management of time, space, and learning resources for diverse students’ learning; students not productively engaged	Level 2 Inefficient management of time, space, and learning resources for diverse students’ learning; students not productively engaged	Level 3 Appropriate management of time, space, and learning resources for diverse students’ learning; students actively engaged	Level 4 Appropriate management of time, space, and learning resources for diverse students’ learning; students actively engaged	Level 5 Consistent and appropriate management of time, space, and learning resources for diverse students' learning; active/equitable engagement of students
III-C. Classroom Management (1, 25% 25 %	Level 1 Little or no evidence of a management plan; reactive classroom management style; behavior not monitored ; inconsistent/inappropriate responses to student behavior	Level 2 Little or no evidence of a management plan; reactive classroom management style; behavior not monitored ; inconsistent/inappropriate responses to student behavior	Level 3 Follows classroom management plan; aware of student behavior; appropriate responses to student behavior; corrects misbehavior with minimal loss of instructional time	Level 4 Follows classroom management plan; aware of student behavior; appropriate responses to student behavior; corrects misbehavior with minimal loss of instructional time	Level 5 Consistently follows classroom management plan; proactive classroom management style; subtle/preventative monitoring; fair, respectful responses to student behavior; students monitor/adjust own behavior when appropriate
III-Ga. Communication (1, 25%) 25 %	Level 1 Errors in spoken/written language	Level 2 Errors in spoken/written language	Level 3 Error free spoken/written language	Level 4 Error free spoken/written language	Level 5 Consistently uses enriched/appropriate spoken/written language
III-Gb. Communication (1, 25%) 25 %	Level 1 Ineffective nonverbal communication; unclear directions; does not use effective questioning skills	Level 2 Ineffective nonverbal communication; unclear directions; does not use effective questioning skills	Level 3 Effective nonverbal communication; directions are clear or quickly clarified after initial student confusion; effective questioning and discussion strategies	Level 4 Effective nonverbal communication; directions are clear or quickly clarified after initial student confusion; effective questioning and discussion strategies	Level 5 Effective nonverbal communication; effective questioning stimulates discussion in various ways
IV. ASSESSMENT
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
IV-C Assessment (1, 100%) 100 %	Level 1 Inappropriate or no assessment of instructional objectives/outcomes/essential questions; assessments do not align with the instructional objectives/outcomes/essential questions and lesson procedures	Level 2 Inappropriate or no assessment of instructional objectives/outcomes/essential questions; assessments do not align with the instructional objectives/outcomes/essential questions and lesson procedures	Level 3 Uses appropriate assessments that align with the instructional objectives/outcomes/essential questions and lesson procedures	Level 4 Uses appropriate assessments that align with the instructional objectives/outcomes/essential questions and lesson procedures	Level 5 Consistently uses a variety of authentic and traditional assessments that align with instructional objectives/outcomes/essential questions and lesson procedures; assessments are used to modify learning goals for individuals and groups
V. PLANNING AND INSTRUCTION
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
V-B. Lesson Plan and Instruction (1 25 %	Level 1 Lesson plan and instruction lack clear organization and sequence; inefficient pacing of lesson; instruction does not extend most students’ understanding of concepts and/or content; components of the lesson plan are not aligned	Level 2 Lesson plan and instruction lack clear organization and sequence; inefficient pacing of lesson; instruction does not extend most students’ understanding of concepts and/or content; components of the lesson plan are not aligned	Level 3 Lesson plan and instruction are logically organized and sequenced; pacing appropriate; instruction extends students’ understanding of concepts and/or content; all components of the lesson plan are aligned	Level 4 Lesson plan and instruction are logically organized and sequenced; pacing appropriate; instruction extends students’ understanding of concepts and/or content; all components of the lesson plan are aligned	Level 5 Lesson plan and instruction consistently reflect findings from scientifically based research; appropriate organization and sequencing; appropriate pacing
V-C. Instructional Strategies (1, 2 25 %	Level 1 Inappropriate or no instructional strategies are used to engage and support learning; strategies inappropriately matched to subject matter; strategies used inappropriately	Level 2 Inappropriate or no instructional strategies are used to engage and support learning; strategies inappropriately matched to subject matter; strategies used inappropriately	Level 3 Plans for and uses appropriate strategies that engage and support student learning; strategies appropriately matched to subject matter; strategies used appropriately	Level 4 Plans for and uses appropriate strategies that engage and support student learning; strategies appropriately matched to subject matter; strategies used appropriately	Level 5 Consistently plans for and uses various strategies that engage and support diverse learners; provides multiple perspectives on key concepts, problems, and areas of knowledge
V-D. Monitoring and Adjustments (1, 25 %	Level 1 Does not monitor lesson or monitors lesson but adheres firmly to instructional plan; no adjustment for students who do not understand or who have already mastered the content	Level 2 Does not monitor lesson or monitors lesson but adheres firmly to instructional plan; no adjustment for students who do not understand or who have already mastered the content	Level 3 Monitors lesson; makes appropriate modifications to instructional plans during the lesson to address students’ needs; probes for understanding; uses students’ questions to direct instruction	Level 4 Monitors lesson; makes appropriate modifications to instructional plans during the lesson to address students’ needs; probes for understanding; uses students’ questions to direct instruction	Level 5 Consistently monitors lesson and provides constructive and ongoing feedback; consistently and successfully makes modifications before and during the lesson to address student needs
V-F. Resources and Technology (1, 2 25 %	Level 1 Little evidence of using resources and materials other than assigned textbook and/or worksheets; technology is used superficially and does not enhance instruction	Level 2 Little evidence of using resources and materials other than assigned textbook and/or worksheets; technology is used superficially and does not enhance instruction	Level 3 Uses a variety of appropriate materials and resources; resources enhance instruction for diverse learners; uses technology effectively	Level 4 Uses a variety of appropriate materials and resources; resources enhance instruction for diverse learners; uses technology effectively	Level 5 Consistently uses and monitors the effectiveness of a variety of appropriate materials and resources; resources consistently enhance instruction for diverse learners; students utilize resources, materials and technology in their learning
VI. PROFESSIONALISM
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
VI-D. Reflection (1, 100%) 100 %	Level 1 Does not examine his/her teaching; does not suggest modifications to improve teaching practices and student achievement	Level 2 Does not examine his/her teaching; does not suggest modifications to improve teaching practices and student achievement	Level 3 Examines own teaching; suggests modifications that would lead to improved teaching practices and student achievement	Level 4 Examines own teaching; suggests modifications that would lead to improved teaching practices and student achievement	Level 5 Consistently examines own performance in the classroom; provides evidence of modifying teaching practices to increase student achievement

Subjects:

Education

Types:

Assessment

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