10 Professional Practice Rubric Note: The rubrics for Domains 1, 2 and 3 comprise the teacher observation instrument. The rubrics for Domains 1, 2, 3 and 4 comprise the Professional Practice portion of the teacher evaluation instrument. Domain 1: Planning and Preparation LEVEL OF PERFORMANCE Component INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 1a: Demonstrating Knowledge of Content and Pedagogy The teacher’s planning and preparation display lack of knowledge of the content to be taught. The teacher’s planning and preparation display content knowledge but do not make connections with other parts of the discipline or with other disciplines. The teacher’s planning and preparation display content knowledge and makes connections within the discipline and with other disciplines to the real world and with the learner. The teacher’s planning and preparation display content knowledge that reflects and/or includes the appropriate content and process standards. The teacher makes frequent and meaningful connections within the discipline and with other disciplines to the real world and to the learner. The teacher’s planning and preparation display lack of knowledge and understanding of instructional practices. The teacher’s planning and preparation display understanding of prerequisite knowledge and instructional practices, although such knowledge may be incomplete or inaccurate. The teacher’s planning and preparation display understanding of prerequisite knowledge and instructional practices. The teacher’s planning and preparation display understanding of prerequisite knowledge and instructional practices, and anticipates student misunderstandings. 1b: Demonstrating Knowledge of Students The teacher demonstrates lack of knowledge of students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests, and special needs, and does not seek such understanding. The teacher indicates the importance of understanding students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests, and attains this knowledge for the class as a whole. The teacher displays knowledge of students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests, and special needs, and attains this knowledge for groups of students. The teacher seeks and demonstrates knowledge of students’ developmental stages, backgrounds, cultures, skills, language proficiencies, interests from a variety of sources, and attains this knowledge for individual students. 1c: Designing Coherent Instruction to Meet Instructional Outcomes The teacher’s long and short-term planning does not provide engaging activities, does not utilize available resources, and does not differentiate learning activities. The teacher’s long and short-term planning is aligned to the curriculum but inconsistently provides engaging activities, utilizes available resources, and differentiates learning activities. The teacher’s long and short-term planning provides rigorous engaging activities that are aligned to the curriculum, utilizes available resources, and differentiates learning activities. The teacher’s long and short-term planning provides rigorous engaging activities that are aligned to the curriculum, utilizes available resources, and differentiates learning activities to make them meaningful for all students.
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