Evaluation
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score | |
|---|---|---|---|---|---|
|
Visual Content
| Activities and materials do not support identified learning goals | Activities and materials somewhat support and begin to align with identified learning goals | Activities and materials support and align well with identified learning goals | Activities and materials perfectly align with and support identified learning goals | |
|
Visual Activities
| Activities are confusing or poorly planned and inappropriate to student population | Activities show some planning and are not inappropriate to student population | Activities are engaging, well planned, and appropriate to student population | Activities are highly engaging, well planned, and appropriate to student population - students respond with enthusiasm | |
|
Visual Materials
| Materials are inappropriate and/or unsafe for student use in the classroom and do not support activities and standards | Materials are not unsafe, somewhat developmentally appropriate, and begin to support activities and standards | Materials are appropriate and realistic for student use in the classroom and support activities and standards | Materials are engaging, appropriate and realistic for student use in the classroom and support activities and standards outstandingly | |
|
Auditory Content
| Activities and materials do not support identified learning goals | Activities and materials somewhat support and begin to align with identified learning goals | Activities and materials support and align well with identified learning goals | Activities and materials perfectly align with and support identified learning goals | |
|
Auditory Activities
| Activities are confusing or poorly planned and inappropriate to student population | Activities show some planning and are not inappropriate to student population | Activities are engaging, well planned, and appropriate to student population | Activities are highly engaging, well planned, and appropriate to student population - students respond with enthusiasm | |
|
Auditory Materials
| Materials are inappropriate and/or unsafe for student use in the classroom and do not support activities and standards | Materials are not unsafe, somewhat developmentally appropriate, and begin to support activities and standards | Materials are appropriate and realistic for student use in the classroom and support activities and standards | Materials are engaging, appropriate and realistic for student use in the classroom and support activities and standards outstandingly | |
|
Kinesthetic Content
| Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
|
Kinesthetic Activities | Activities are confusing or poorly planned and inappropriate to student population | Activities show some planning and are not inappropriate to student population | Activities are engaging, well planned, and appropriate to student population | Activities are highly engaging, well planned, and appropriate to student population - students respond with enthusiasm |
|
|
Kinesthetic Materials | Materials are inappropriate and/or unsafe for student use in the classroom and do not support activities and standards | Materials are not unsafe, somewhat developmentally appropriate, and begin to support activities and standards | Materials are appropriate and realistic for student use in the classroom and support activities and standards | Materials are engaging, appropriate and realistic for student use in the classroom and support activities and standards outstandingly |
|
|
Teacher Presentation: Communication and Timing |
Information and instructions are unclear and hard to follow, and lesson is confusing and timing is not appropriate |
Teacher can be heard and communicates all necessary information and instructions, there are some but not many timing problems |
Teacher communicates information clearly, instructions are easy to follow, and time is appropriately used |
Teacher communicates information very clearly, instructions are brief and easy to follow, and lesson flows cohesively with no confusion or wasted time |
|
|
Teacher Presentation: Student engagement and feedback |
Teacher does not involve students or ask for student feedback and does not assess student progress toward learning goals |
Teacher asks for some student feedback and assesses student progress toward learning goals at least once |
Students are involved in the lesson and able to consistently give and receive feedback, teacher consistently assesses student progress toward learning goals |
Students are involved in the lesson, teacher consistently assesses student progress toward learning goals |
|
|
Writer Lesson Plan: Content |
Lesson plan content is communicated inaccurately, unclearly or not at all, with poor spelling and grammar |
Lesson plan content is communicated with few mistakes, some level of clarity |
Lesson plan content is communicated clearly and accurately with no more than two spelling or grammar mistakes |
Lesson plan content is communicated clearly and accurately with no spelling or grammar mistakes |
|
|
Writer Lesson Plan: Format |
Lesson plan is not formatted, does not make use of font size, bullets and numbering, intentation or other formatting tools |
Lesson plan is somewhat formatted, uses at least one of the following tools: font size, bullets and numbering, intentation, alignment |
Lesson plan is formatted for clarity, makes use of font size, bullets and numbering, intentation and other appropriate formatting tools |
Lesson plan is expertly formatted, uses several tools to ensure clarity, contains no formatting errors |
|