Element Levels of Performance

1. Content -
Approaches Meets Standard(3): Above Standard(4): Well Above Standard(5): The
Multiple
Standard(2): The The teacher uses The teacher uses multiple teacher uses multiple assessments
Assessments
teacher uses assessments that are assessments that are that are aligned with the
assessments that are aligned with the aligned with the instructional objectives and the
only partially aligned instructional objectives instructional objectives instructional methodology to
with the instructional and the instructional and the instructional provide a larger sample of student
objectives (e.g., not methodology. methodology to provide a performance. The informal
all objectives larger sample of student assessments build on each other,
assessed) or the performance. and lead to a formal assessment
instructional that is inclusive of relevant content
methodology. and the informal assessment
criteria.
2. Content - Clear
Approaches Meets Standard(3): Above Standard(4): Well Above Standard(5): The
Criteria
Standard(2): The The teacher provides The teacher provides teacher provides clear criteria for
criteria for assessment clear criteria for clear criteria for assessment that allow students to
are not clear and assessment that allow assessment that allow self-assess across assessments, and
students aren't able to students to self-assess, students to self-assess, provides feedback that addresses
evaluate their own and provides some and provides feedback the criteria and helps students
work or limited feedback that helps that addresses the establish goals for learning.
feedback may make it students establish goals criteria.
difficult for students for learning.
to establish goals for
learning.

Approaches Meets Standard(3): Above Standard(4): Well Above Standard(5): The

Standard(2): The The assessments are The assessments are assessments are designed to
assessments do not designed to designed to accommodate accommodate all differences among
 take a range of accommodate at least multiple differences learners in the classroom (e.g.,
learners with different one difference among among learners in the variation in challenge) and include
approaches to learning learners in the classroom classroom (e.g., variation implementation that accommodates
into account. There is (e.g., variation in in challenge) and include any specific needs of special
accommodation of challenge) and include implementation that education students.
specific needs of implementation that accommodates any
special education accommodates any specific needs of special
students. specific needs of special education students.
education students.
4. Critical
Approaches Meets Standard(3): Above Standard(4): Well Above Standard(5): The
Thinking -
Standard(2): The The student work and The student work and the student work and the teacher's
Clear Record
teacher's evaluation the teacher's evaluation teacher's evaluation and evaluation and analysis provide a
and analysis provide a and analysis provide a analysis provide a clear detailed record of what the student
general sense of what basic record of what the record of what the has learned, and results are
the student has student has learned, and student has learned, and communicated to the student in
learned and results are results are results are clearly detail.
communicated to the communicated to the communicated to the
student in a student. student.
rudimentary way.
5. Critical
Approaches Meets Standard(3): Above Standard(4): Well Above Standard(5): The
Thinking -
Standard(2): The The teacher evaluates The teacher evaluates teacher evaluates student work
Effective
teacher's evaluation of student work and uses student work and uses the from multiple assessments, and uses
Teaching
student work is not the information to information to develop the information to develop concrete
entirely accurate and develop concrete concrete conclusions conclusions about the effectiveness
uses the information in conclusions about the about the effectiveness of of his or her teaching. Specific
ways to plan changes effectiveness of his or his or her teaching. examples of student work are used
just for the class as a her teaching. Specific examples of to illustrate these conclusions and
whole. student work are used to to suggest ways to improve
illustrate these instruction.
 conclusions.
6. Critical
Approaches Meets Standard(3): Above Standard(4): Well Above Standard(5): The
Thinking - Plan
Standard(2): The The teacher uses the The teacher uses the teacher uses the evaluation
Instruction
teacher's evaluation of evaluation information evaluation information to information to plan instruction for
student work is not to plan instruction for plan instruction for individuals and the class at multiple
entirely accurate. individuals and the class, individuals and the class levels, and to provide detailed
Feedback to and to provide basic at multiple levels, and to feedback to individuals using
individuals may be feedback to individuals. provide detailed feedback multiple modes of representation.
limited or not to individuals.
instructive.
7. Facilitating Approaches Above Standard(3): The Above Standard(4): The Well Above Standard(5): The
Inquiry Standard(3): The teacher demonstrates at teacher demonstrates at teacher scaffolds, assesses,
teacher demonstrates least one of the least three of the provides feedback, and reflects on
at least one of the following: scaffolds, following: scaffolds, students’ scientific practices.
following: scaffolds, assesses, provides assesses, provides
assesses provides feedback, and reflects feedback, and reflects on
feedback, and reflects on students’ scientific students’ scientific
on students’ scientific practices. practices.
practices.
8. Understanding Well Above Standard Well Above Standard Well Above Standard (5): Well Above Standard (5): The
Inquiry (5): The teacher (5): The teacher The teacher demonstrates teacher scaffolds, assesses, provides
demonstrates at least demonstrates at least at least three of the feedback, and reflects on students’
one of the following: two of the following: following: assesses, scientific explanations, including
assesses, provides scaffolds, assesses, provides feedback, and their claims, evidence, and
feedback, and reflects provides feedback, and reflects on students’ reasoning.
on students’ scientific reflects on students’ scientific explanations,
explanations, including scientific explanations, including their claims,
their claims, evidence, including their claims, evidence, and reasoning.
and reasoing. evidence, and reasoning.
9. Please leave comments specifically based on the above rubric