by Armstrong COE Administrator

Planning Key Assessment Rubric [Su15]

Page List

Assessment

Template

Common Key Assessment
Candidates undergoing this assessment must use the Armstrong's Planning (Lesson Plan) Key Assessment Template when planning their lesson.

Planning Key Assessment Rubric

Planning Key Assessment Rubric
Emerging (1 pt) Developing (2 pts) Proficient (3 pts) Exemplary (4 pts)
Context for Learning and Classroom Demographics INTASC-2013.1 INTASC-2013.2 INTASC-2013.4 INTASC-2013.7 INTASC-2013.8 Articulates basic demographic information. Clearly articulates class demographics and exhibits a knowledge of students: gender, race, ethnicity, language, students with IEPs, ELL, , gifted students. Clearly articulates class demographics and exhibits a knowledge of students: gender, race, ethnicity, language, students with IEPs, ELL s, gifted students, and struggling readers and/or underperforming students . Clearly articulates class demographics and exhibits a knowledge of students: gender, race, ethnicity, language, students with IEPs, ELL, struggling readers, gifted students and identifies specific academic gaps in academic knowledge and student needs.
Central Focus of Lesson INTASC-2013.1 INTASC-2013.4 INTASC-2013.5 INTASC-2013.7 INTASC-2013.8 The central focus is stated with alignment to some of the lesson elements. Establishes a central focus and purpose for the lesson that is aligned with lesson goals, the GPS-CC, lesson strategies, activities and materials. Establishes a central focus and purpose for the lesson that is aligned with lesson goals, the GPS-CC, lesson strategies, activities and materials and is evident throughout the lesson. Establishes a central focus and purpose for the lesson that is aligned with lesson goals, the GPS-CC, lesson strategies, activities and materials and is evident throughout the lesson and articulates college and career readiness standards and goals.
Prerequisite skills/ prior academic knowledge/ learning (1.000, 20%) INTASC-2013.1 INTASC-2013.2 INTASC-2013.4 INTASC-2013.5 INTASC-2013.7 Prerequisite skills mentioned have a weak or/no relationship to the central focus and/or goals of lesson. Prerequisite skills mentioned relate to the central focus and goals of lesson. Prerequisite skills mentioned relate to the central focus and goals of lesson and consider the developmental needs of students. Prerequisite skills mentioned relate to the central focus and goals of lesson, consider the developmental needs of students, and articulate group and individual learning gaps.
Academic Lanaguage Supports INTASC-2013.1 INTASC-2013.2 INTASC-2013.4 INTASC-2013.5 INTASC-2013.8 Supports address language function and/or vocabulary. Supports address language demand, and at least one other language function. Supports address language demand, vocabulary, and at least one other language function and are aligned with the central concept. Supports address language demand, vocabulary, and at least one other language function, are aligned with the central concept and are designed to meet needs of students with differing needs.
Instructional Materials & Resources INTASC-2013.1 INTASC-2013.2 INTASC-2013.3 INTASC-2013.4 INTASC-2013.5 Materials/resources selected demonstrate some alignment with central focus and lesson goals and objectives. Materials/resources selected demonstrate developmental appropriateness, knowledge of student skill level; alignment with central focus and lesson goals and objectives. Materials/resources selected demonstrate developmental appropriateness, knowledge of student skill level; alignment with central focus and lesson goals and objectives, and college and career readiness standards. Materials/resources selected demonstrate developmental appropriateness, knowledge of student skill level both whole group and individuals; alignment with central focus and lesson goals and objectives, and college and career readiness standards.
Instructional Technology INTASC-2013.1 INTASC-2013.2 INTASC-2013.3 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 INTASC-2013.7 INTASC-2013.8 Technology activities are aligned with the central focus. Technology demonstrates most contemporary practices, the technology activities planned are aligned with the central focus, are developmentally appropriate. Technology demonstrates most contemporary practices, is used by both teacher and students to enhance the quality of instruction and learning or assessment, the technology activities planned are aligned with the central focus, are developmentally appropriate. Technology demonstrates most contemporary practices, is used by both teacher and students to enhance the quality of instruction and learning or assessment, the technology activities planned are aligned with the central focus, are developmentally appropriate and address whole group and individual needs.
Lesson Objectives INTASC-2013.1 INTASC-2013.2 INTASC-2013.3 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 INTASC-2013.7 Lesson objectives are aligned with the central focus. Lesson objectives provide clear and measureable outcomes, they are aligned with the central focus, the GPS-CC. Lesson objectives provide clear and measureable outcomes, they are aligned with the central focus, the GPS-CC, are individualized based on students’ needs articulated in the context for learning. Lesson objectives provide clear and measureable outcomes, they are aligned with the central focus, the GPS-CC, are individualized based on students’ needs articulated in the context for learning, and address both whole group and individual learning needs.
Lesson Introduction INTASC-2013.1 INTASC-2013.2 INTASC-2013.3 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 INTASC-2013.7 INTASC-2013.8 Lesson introduction establishes the context for learning. Lesson introduction clearly assesses prior knowledge; establishes the context for learning. Lesson introduction clearly assesses prior knowledge and academic development; engages student interest in the concept, and establishes the context for learning. Lesson introduction clearly assesses prior knowledge and academic development; engages student interest in the concept in a highly creative manner, and establishes the context for learning.
Learning Strategies/ Activities INTASC-2013.1 INTASC-2013.2 INTASC-2013.3 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 INTASC-2013.7 INTASC-2013.8 Learning Strategies and Activities selected are aligned with central focus and lesson goals and objectives. Learning Strategies and Activities selected demonstrate developmental appropriateness, knowledge of student skill level; alignment with central focus and lesson goals and objectives. Learning Strategies and Activities selected demonstrate developmental appropriateness, knowledge of student skill level; alignment with central focus and lesson goals and objectives, and college and career readiness standards. Learning Strategies and Activities selected demonstrate developmental appropriateness, knowledge of student skill level both whole group and individuals; alignment with central focus and lesson goals and objectives, and college and career readiness standards and are justified by researched based pedagogical practice.
Closure of lesson INTASC-2013.2 INTASC-2013.3 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 The lesson closing demonstrates alignment of the lesson’s objectives. The lesson closing demonstrates a alignment of the lesson’s central focus and objectives and uses planned academic language. The lesson closing demonstrates a careful alignment of the lesson’s central focus and objectives, uses the planned academic language, and serves to enhance the overall lesson. The lesson closing demonstrates a careful alignment of the lesson’s central focus and objectives, provides an opportunity for discussion and or feedback and serves to enhance the overall lesson.
Assessment (2.000, 40%) INTASC-2013.1 INTASC-2013.2 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 Assessment of this lesson is linked directly to the central focus. Assessment of this lesson is linked directly to the central focus and the lesson’s objectives and is developmentally appropriate. Assessment of this lesson is linked directly to the central focus and the lesson’s objectives, is developmentally appropriate, and has a means to provide directed feedback to students. Assessment of this lesson is linked directly to the central focus and the lesson’s objectives, has a means to provide directed feedback to students, addresses both whole group and individual learning needs based on the established context for learning.
Commentary/ Reflection (2.000, 40%) INTASC-2013.1 INTASC-2013.2 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 Commentary
provides reflection on the quality of the elements of the lesson.
Commentary
provides reflection on the quality of the elements of the lesson, and provides suggestions for improving the lesson.
Commentary
provides reflection on the quality of the elements of the lesson, provides suggestions for improving the lesson by citing data from assessment directly.
Commentary
provides reflection on the quality of the elements of the lesson, citing data from assessment directly, and analyzes the data to provide suggestions for improving the lesson.
Content Knowledge/Content Pedagogy INTASC-2013.1 INTASC-2013.2 INTASC-2013.3 INTASC-2013.4 INTASC-2013.5 INTASC-2013.6 INTASC-2013.7 INTASC-2013.8 Lesson represents understanding of content. Lesson represents an in-depth understanding of content; the content knowledge is reflected throughout the lesson. Lesson represents an in-depth understanding of content and; the content knowledge is reflected throughout the lesson and is demonstrated through the use and assessment of academic language. Lesson represents an in-depth understanding of content and research-based content pedagogy; the content knowledge is reflected throughout the lesson and is demonstrated through the use and assessment of academic language.
Overall written quality of the lesson/professionalism INTASC-2013.5 INTASC-2013.9 Lesson plan explains each lesson segment, grammar & writing style are in need of editorial review. Lesson exhibits clear descriptions of each segment; the language and writing style are logical and explain the lesson in detail with few grammatical errors. Lesson exhibits clear descriptions of each segment; the language and writing style are logical and lesson segments show clear and consistent connections throughout the plan with few grammatical & errors. Lesson exhibits clear descriptions of each segment; the language and writing style are logical and lesson segments show clear and consistent connections due to the attention to detail and accurate writing, citations are accurately cited throughout.

Standards

INTASC-2013.1
Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
INTASC-2013.2
Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
INTASC-2013.3
Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
INTASC-2013.4
Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
INTASC-2013.5
Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
INTASC-2013.6
Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
INTASC-2013.7
Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
INTASC-2013.8
Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
INTASC-2013.9
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Context

A Unit Key Assessment that measures a candidate’s ability to plan lessons.   The Planning Key Assessment rubric became effective for pilot Spring 2013. The rubric was revised during Summer 2013, Fall 2013 (revised to delete extraneous rubric element "Procedures") based on piilot data. The Fall 2014 rubric become was archived 30 Jun 15 with editoral revisions being made (itemized below). The Planning Key Assessment rubric has been effective since Spring 2015 (20 Jan 15).

Fall 2014 editorial changes:

  • Add text "Classroom context" to "Class Demographics" making "Classroom Context/ Demographics"
  • Add text "knowledge" to "Prerequisite skills"
  • Add element "Central Focus"
  • Add element for "Academic Language"
  • Add text "Commentary" to "Reflection"