ࡱ> ac`5@ */bjbj22 +lXX& mNNNNRRRf...8fDfbbxxx?AAAAAA$R!eRKeNNxxzNxRx??JRxV =n~.K0!!ffNNNN!Rdeeffd dffLESSON PLAN, IMPLEMENTATION, and REFLECTION - EVALUATION RUBRIC (based on Danielsons Framework for Teaching) Highly EffectiveEffectiveDevelopingIneffectiveStudent Learning Outcomesdemonstrates an accurate and highly effective application of relevant learning outcomes that are accurate, attainable, and appropriatedemonstrates a generally accurate and effective application of relevant learning outcomes that are accurate, attainable, and appropriatedemonstrates a limited, partially accurate and partially effective application of relevant learning outcomes that are accurate, attainable, and appropriatedemonstrates a largely inaccurate and/or ineffective application of relevant learning outcomes that are accurate, attainable, and appropriateNYS Learning Standardsdemonstrates an accurate and highly effective application of the relevant content and literacy standards aligned with the intended student outcomes demonstrates a generally accurate and effective application of the relevant content and literacy standards aligned with the intended student outcomesdemonstrates a limited, partially accurate and partially effective application of the relevant content and literacy standards aligned with the intended student outcomesdemonstrates a largely inaccurate and/or ineffective application of the relevant content and literacy standards aligned with the intended student outcomesPlanplan represents the coordination of in-depth content knowledge, understanding of different students needs and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity, differentiated, as appropriate, for individual learners; groups are varied as appropriate with some opportunity for student choice; the learning experience and/r unit plan is clear and allows for different pathways according to diverse student needsteacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students; learning activities have reasonable time allocations, significant cognitive challenge, with some differentiation for different groups of students; the learning experience plan and/or unit has clear structure with appropriate and varied use of instructional groups. some learning activities and materials are suitable to the instructional outcomes, and represent a moderate cognitive challenge, but with no differentiation for different students; instructional groups partially support the instructional outcomes with an effort at providing some variety; the learning experience and/or unit plan has a recognizable structure; the progression of activities is uneven with most time allocations reasonable.series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure; the activities and materials are not designed to engage students in active intelligent activity and have unrealistic time allocations; instructional groups do not support the instructional outcomes and offer no variety.Culture for Learningcognitively vibrant place characterized by a shared belief in the importance of learning; teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.culture is a cognitively busy place where learning is valued by all with high expectations for learning the norm for most students. The teacher conveys that with hard work students can be successful; students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work.culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate that they are interested in completion of a task, rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subjectculture is characterized by a lack of teacher or student commitment to learning, and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium to low expectations for student achievement are the norm with high expectations for learning reserved for only one or two studentsManaging Classroom ProceduresInstructional time is maximized due to efficient classroom routines and procedures; students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies; routines are well understood and may be initiated by students.There is little loss of instructional time due to effective classroom routines and procedures; the teachers management of instructional groups and/or the handling of materials and supplies are consistently successful. With minimal guidance and prompting, students follow established classroom routines.Some instructional time is lost due to only partially effective classroom routines and procedures. The teachers management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, leading to some disruption of learning; With regular guidance and prompting, students follow established routinesMuch instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher managing instructional groups, transitions, and/or the handling of materials and supplies effectively; there is little evidence that students know or follow established routinesEngage Students in LearningVirtually all students are intellectually engaged in challenging content, through well designed learning tasks, and suitable scaffolding by the teacher, and fully aligned with the instructional outcomes; there is evidence of some student initiation of inquiry, and student contributions to the exploration of important content; pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding; students may have some choice in how they complete tasks and may serve as resources for otherslearning tasks and activities are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement; pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.learning tasks or prompts are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most students to be passive or merely compliant; pacing of the lesson may not provide students the time needed to be intellectually engaged.learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes, or require only rote responses. The pace of the lesson is too slow or rushed; few students are intellectually engaged or interested.Instructional Strategiesprovides strong support with high-quality, relevant range of strategies that promote higher order thinking and questioning skills, student collaboration, real life learning, and inter-disciplinary connectionsprovides support with some relevant range of strategies that promote higher order thinking and questioning skills, student collaboration, real life learning, and inter-disciplinary connectionsprovides limited support with few range of strategies that promote higher order thinking and questioning skills, student collaboration, real life learning, and inter-disciplinary connectionsprovides little or no support with few, if any range of strategies that promote higher order thinking and questioning skills, student collaboration, real life learning, and inter-disciplinary connectionsAssessmentprovides strong support with high-quality, relevant range of formative and summative assessments that align with the intended learning outcomesprovides support with some relevant range of formative and summative assessments that align with the intended learning outcomesprovides limited support with few range of formative and summative assessments that align with the intended learning outcomesprovides little or no support with few, if any range of formative and summative assessments that align with the intended learning outcomesReflectionTeacher makes a thoughtful and accurate assessment of a lessons effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each.; drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action.Teacher makes an accurate assessment of a lessons effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.Teacher has a generally accurate impression of a lessons effectiveness and the extent to which instructional outcomes were met; teacher makes general suggestions about how a lesson could be improved.Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson; teacher has no suggestions for how a lesson could be improved.  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