1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. COMMON RUBRIC FOR A LESSON PLAN Expanded Version 2016

2. Development of the Common Rubric for a Lesson Plan 2013-2014: A faculty-led process coordinated by the Professional Education Assessment Committee (PEAC), the Office of Planning & Research, and the PEU, developed a common rubric for a lesson plan to evaluate student lesson plans. This process resulted in a common rubric, rating system, and rating language. Spring 2014: PEAC and PEEB (Professional Education Executive Committee) voted to support the Common Rubric for a lesson plan Fall 2014 & Spring 2015: The Common Rubric for a Lesson Plan was implemented during the student teaching clinical experience and in methods courses. Pilot data and user feedback were collected. Fall 2015: The PEAC committee reviewed faculty feedback and CAEP standards to develop an expanded rubric. The PEAC and PEEB committee passed implementation of the expanded Common Rubric for a Lesson Plan to increase consistency of scoring and ease of use. Fall 2015: For use as a common assessment, the PEAC committee recommended collecting the scores and lesson plans from the final methods pre-student teaching and student teaching lesson plans.

3. What CAEP standards align with the common rubric?  The Common Rubric for a Lesson Plan aligns directly with CAEP Standard 1: Candidate Knowledge, Skills, and Professional Dispositions, which calls for teacher candidates to demonstrate an understanding of the 10 InTASC standards. The common rubric aligns with 7 out of 10 InTASC standards common to lesson plans across disciplines.  These seven InTASC standards are:  Standard #1: Learner development  Standard #2: Learning differences  Standard #4: Content knowledge  Standard #5: Application of content  Standard #6: Assessment  Standard #7: Planning for instruction  Standard #8: Instructional strategies

4. How are student lesson plans scored using the Common Rubric for a Lesson Plan?  The Common Rubric for a Lesson Plan, in alignment with the InTASC standards, examines five aspects of a lesson plan that will be used to evaluate student development across the PEU. These five areas are:  Preparing for Instruction  Instructional Strategies  Assessment  Learner Development and Differences  Content knowledge and Application of Content  A sixth category—program or course specific requirements—allows criteria specific to individual programs, course syllabi, and pre-student teaching and student teaching requirements to be added to the instrument. This category is can be used for program level evaluation of student development. However, this data will not be compiled for use in the assessment of the B.S. in Ed. program for CAEP.

6. How are student lesson plans scored using the Common Rubric for a Lesson Plan?  Each of the areas on the Common Rubric for a Lesson Plan is given one whole number score based on a rating of 4, 3, 2, 1, or N/A.  When completed, the rubric will have five or possibly six whole number scores listed. These scores are not totaled or averaged. There are no factional values.  The scores correspond to the following explanation:  4 = Fully Developed - Most components in this section are “proficient”  3 = Adequately Developed - The section consists of a fairly even mix of “basic” and “proficient” components  2 = Developing - Most components of this section are “basic”  1 = Underdeveloped - Many of components in this section are unsatisfactory. Major and consistent problems are evident in the lesson  N/A = Not Applicable-This category indicates that the area the lesson plan does not apply to the lesson plan.

7. Pilot Data

11. What we learned…  Difficult to differentiate between a score of 2 and 3  Collection of rubric scores and actual lesson plans is cumbersome  University coordinators typically do not have access to Blackboard  Difficult for ratings to remain consistent across the PEU  Is a 3 on the common rubric for a 300 level course equivalent to a 3 on the common rubric during a candidates student teaching experience?  University coordinators are rating the teaching of the lesson plan which may inflate scores on the common rubric

12. Section 1: Preparing for Instruction Expanded Version Preparing for InstructionNot ApplicableUnsatisfactoryBasicProficient 1.Learning Objectives This category was not applicable to the completion of this specific lesson planning assignment. Learning objectives are not identified or are not measurable. Learning objectives are identified, but one or two objectives are not measurable or are not clearly written; or some relevant learning objectives are missing. Measurable learning objectives are identified. 1.Standards Alignment This category was not applicable to the completion of this specific lesson planning assignment. None of the learning objectives are well aligned with the state or national standard(s) identified for the lesson; or no state or national standard is identified for the lesson. One or two learning objectives are not well aligned with the state or national standard(s) identified for the lesson. All learning objectives are well aligned with the state or national standard(s) identified for the lesson. 1.Resource Planning This category was not applicable to the completion of this specific lesson planning assignment. Appropriate materials, resources, and tools are not identified and/or their management is not planned for. Or the management plan contains major or consistent problems. Appropriate materials, resources, and tools are identified and their management is planned for, but the plan lacks detail or is missing important components. Appropriate materials, resources, and tools are identified and their management is carefully planned for. 1.Sequencing of Instruction This category was not applicable to the completion of this specific lesson planning assignment. Sequence of procedures and transitions is not presented or contains major or consistent problems. Sequence of procedures and transitions is presented, but lacks clarity or needs some revision in sequence. Sequence of procedures and transitions is clear and logical. 1.Time Estimates This category was not applicable to the completion of this specific lesson planning assignment. Time allotted for each component of the lesson is not identified. Time allotted for each component of the lesson is identified, but over- or under-estimates the time requirements for one or more components Time allotted for each component of the lesson is identified and achievable. 1.Level of Detail This category was not applicable to the completion of this specific lesson planning assignment. Lesson does not include an appropriate level of detail. Lesson is missing only one or two details that would be needed for others to successfully present the lesson. Lesson includes an appropriate level of detail (conveys a mental picture; could be followed by others). 1.Grammar This category was not applicable to the completion of this specific lesson planning assignment. Lesson contains several misspellings or grammatical errors. Lesson contains a few misspellings or grammatical errors. Lesson has been edited for proper grammar, spelling, and punctuation.

13. Section 2: Instructional Strategies Expanded Version Instructional StrategiesNot ApplicableUnsatisfactoryBasicProficient 1.Alignment with Objectives This category was not applicable to the completion of this specific lesson planning assignment. Instructional strategies are not presented or are not at all aligned with learning objectives. Some parts of the lesson are not well aligned with the learning objectives. Instructional strategies are aligned with learning objectives. 1.Best Practices This category was not applicable to the completion of this specific lesson planning assignment. Instructional strategies do not reflect discipline-specific best practices or contain major or consistent problems. Instructional strategies reflect discipline-specific best practices, but some parts of the lesson require revision. Instructional strategies reflect discipline-specific best practices. 1.Student Engagement This category was not applicable to the completion of this specific lesson planning assignment. Lesson design is not engaging or student-centered, and does not link to prior knowledge. Lesson design is engaging and student centered, but does not link to prior knowledge; or links to prior knowledge but is not engaging and student-centered. Lesson design is engaging, student- centered, and links to prior knowledge. 1.Technology This category was not applicable to the completion of this specific lesson planning assignment. Technology is used inappropriately or is not used when it should be. Technology is appropriately used, but the plan could be improved in this area. Technology is used, when appropriate, to enhance student learning. 1.Student Reflection This category was not applicable to the completion of this specific lesson planning assignment. Lesson design does not provide opportunities for student reflection and closure. Lesson design provides opportunities for student reflection and closure, but these parts of the lesson need to be strengthened. Lesson design provides opportunities for student reflection and closure.

14. Section 3: Assessment Expanded Version AssessmentsNot ApplicableUnsatisfactoryBasicProficient 1.Alignment with Objectives This category was not applicable to the completion of this specific lesson planning assignment. Assessments are not identified or are not aligned with learning objectives. Assessments are somewhat aligned with learning objectives, but the assessments should be revised to improve this alignment. Assessments are aligned with learning objectives. 1.Formative Assessment This category was not applicable to the completion of this specific lesson planning assignment. Lesson design does not include opportunities for formative assessment and feedback. Lesson design includes opportunities for formative assessment and feedback, however these assessments need to be strengthened. Lesson design includes opportunities for formative assessment and feedback. 1.Assessment Tools This category was not applicable to the completion of this specific lesson planning assignment. Appropriate assessment tools are not included. Appropriate assessment tools are included, but are not complete. Appropriate assessment tools are included. 1.Description of Tools This category was not applicable to the completion of this specific lesson planning assignment. Distinctions are not made among tools for formative and summative purposes. Distinctions are made among tools for formative and summative purposes, but these distinctions need to be clarified. Distinctions are made among tools for formative and summative purposes.

15. Section 4: Learner Development and Learner Differnces Expanded Version Learner Development and Learner Differences Not ApplicableUnsatisfactoryBasicProficient 1.Developmental Level This category was not applicable to the completion of this specific lesson planning assignment. Instructional strategies and/or assessments are not developmentally appropriate. Most of the instructional strategies and assessments are developmentally appropriate, however one or two parts of the lesson require revision in this area. Instructional strategies and assessments are developmentally appropriate and challenging for all students. 1.Differentiated Instruction This category was not applicable to the completion of this specific lesson planning assignment. The instructional strategy proposed will not meet the needs of some learners. More than one Instructional strategy is used, but more variety should be included to address the needs of diverse learners. A variety of instructional strategies are used to address the needs of diverse learners. 1.Differentiated Assessment This category was not applicable to the completion of this specific lesson planning assignment. Student understanding is not assessed or major or consistent problems are evident in this area. Student understanding can be demonstrated in only one way. Student understanding can be demonstrated in a variety of ways. 1.Accommodations This category was not applicable to the completion of this specific lesson planning assignment. Possible accommodations for individual student needs are not identified or major or consistent problems are evident in this area. Possible accommodations for individual student needs are identified, but this area of the plan needs to be clarified or revised. Possible accommodations for individual student needs are identified, when appropriate.

16. Section 5: Content Knowledge and Application of Content Expanded Version Content Knowledge and Application of Content Not ApplicableUnsatisfactoryBasicProficient 1.Content Knowledge This category was not applicable to the completion of this specific lesson planning assignment. Many and/or major inaccuracies in content knowledge are demonstrated. A few minor inaccuracies in content knowledge are demonstrated. Accurate content knowledge is demonstrated. 1.Application of Content This category was not applicable to the completion of this specific lesson planning assignment. Authentic contexts for concepts are not incorporated. Authentic contexts for concepts are incorporated, but are not engaging or relevant for students. Authentic contexts for concepts are incorporated (e.g. relevance to local and global issues).

17. Final Scoring Underdeveloped (1) Many of components in this section are unsatisfactory. Major and consistent problems are evident in the lesson. Developing (2) Most components of this section are “basic”. Adequately Developed (3) The section consists of a fairly even mix of “basic” and “proficient” components. Fully Developed (4) Most components in this section are “proficient”. Planning for Instruction Instructional Strategies Assessments Learner Development and Learner Differences Content Knowledge and Application of Content Overall Evaluation: Based on your evaluation of the individual components of each category above, provide an overall rating for each subsection of the rubric.