DOMAIN 1: PLANNING AND PREPARATION – TEACHER EVALUATION RUBRIC
1a:
Selecting
Instructional
Goals
Teacher’s goals for learning are at
an inappropriate level or are
stated only as instructional
activities, and the goals do not
permit viable methods of
assessment.
Teacher’s goals for learning are of
moderate value or suitability for
students in the class consisting of a
combination of goals and activities,
some of which permit viable
methods of assessment.
Teacher’s goals for learning are
appropriate for most students in
the class; the goals reflect
opportunities for integration and
permit viable methods of
assessment.
Teacher’s goals for learning expect high-
level learning and the goals cultivate
high-learning expectations relating to
curriculum frameworks and standards;
they are adapted, where necessary, to
the needs of individual students and
permit viable methods of assessment.
1b:
Designing
Coherent
Instruction
The various elements of the
instructional design do not
support the stated instructional
goals or engage students in
meaningful learning and the
lesson or unit has little or no
defined structure.
Some of the elements of the
instructional design support the
stated instructional goals and
engage students in meaningful
learning, while others do not.
Teacher’s lesson or unit has a
recognizable structure.
Most of the elements of the
instructional design support the
stated instructional goals and
engage students in meaningful
learning and the lesson or unit has
a clearly defined structure.
All of the elements of the instructional
design support the stated instructional
goals, engage students in meaningful
learning, and show evidence of student
input. Teacher’s lesson or unit is highly
coherent and has a clear structure.
1c:
Demonstrating
Knowledge of
Content and
Pedagogy
Teacher displays little
understanding of the subject, or
structure of the discipline, or of
content-related pedagogy.
Teacher’s content and pedagogical
knowledge represents basic
understanding but does not extend
to connections with other
disciplines or to possible student
misconceptions or alternative
thinking.
Teacher demonstrates solid
understanding of the content and
its prerequisite relationships and
connections with other disciplines.
Teacher’s instructional practices
reflect current pedagogical
knowledge including alternative
thinking.
Teacher’s knowledge of the content and
pedagogy is extensive, showing evidence
of a continuing search for improved
practice. Teacher actively builds on
knowledge of prerequisites and
misconceptions when describing
instruction or seeking causes for student
misunderstanding while allowing for
alternative thinking.
1d:
Demonstrating
Knowledge of
Students
Teacher makes little or no attempt
to acquire knowledge of students’
backgrounds, skills, or interests
and does not use such information
in planning.
Teacher demonstrates partial
knowledge of students’
backgrounds, skills, and interests
and attempts to use this knowledge
in planning for the class as a whole.
Teacher demonstrates thorough
knowledge of students’
backgrounds, skills, and interests
and uses the knowledge to plan
for diverse groups of students.
Teacher demonstrates thorough
knowledge of students’ backgrounds,
skills, and interests and uses this
knowledge to plan for individual student
learning.
1e:
Designing
Student
Assessments
Teacher’s plan for assessing
student learning contains no clear
criteria or standards, is poorly
aligned with the instructional
outcomes, or is inappropriate for
many students. The results of
assessment have minimal impact
on the design of future instruction.
Teacher’s plan for student
assessment is partially aligned with
the instructional outcomes, without
clear criteria, and inappropriate for
some students. Teacher uses
assessment results to plan for
future instruction for the class as a
whole.
Teacher’s plan for student
assessment is aligned with the
instructional outcomes, uses clear
criteria, and is appropriate to the
needs of most students. Teacher
intends to use assessment results
to plan for future instruction for
diverse groups of students.
Teacher’s plan for student assessment is
fully aligned with the instructional
outcomes and uses clear criteria and
standards that show evidence of student
contribution to his or her development.
Assessment methodologies have been
adapted for individuals, and the teacher
uses assessment results to plan future
instruction for individual students.
