Letter to Administrator Syllabus Rubric and List of Critera In this section, we have provided you with the following tools to help you acquire professional development credit for this workshop. If you are interested, we suggest that you print these items and discuss them with your administrator. Inquiry-based Learning Rubric This rubric is for your administrator to use to assess your completion of the assignment in the Implementation section of this workshop.

1. Learning Objectives

The facilitation plan focuses on "how we come to know" by concentrating on the development of specific skills to achieve student outcome.

The facilitation plan briefly focuses on "how we come to know" but doesn't fully concentrate on the development of specific skills to achieve student outcome.

The facilitation plan does not focus on "how we come to know" and does not concentrate on the development of specific skills to achieve student outcome.

2. Habits of Mind

The facilitation plan introduces the students to the rules of the discipline being studied and reinforces them throughout the plan.

The facilitation plan briefly introduces the students to the rules of the discipline being studied but does not clearly reinforce them throughout the plan.

The facilitation plan does not introduce the students to the rules of the discipline being studied and does not reinforce them throughout the plan.

3. Conceptual Theme

The facilitation plan connects lessons together conceptually according to a thematic framework grounded strongly in the discipline of study.

The facilitation plan loosely connects the lessons together according to a thematic framework that is not strongly grounded in the discipline of study.

The facilitation plan does not connect lessons together conceptually and does not use a thematic framework to ground the plan in the discipline of study.

4. Specific Content

The facilitation plan lists the standards-based content knowledge that the students will acquire at the end of the plan.

The facilitation plan does not list the standards-based content knowledge that the students will acquire at the end of the plan.

The lesson plan does not state what the students will produce at the end of the task and the finished product is not measurable.

5. Resource Materials

The facilitation plan utilizes relevant, hands-on, and authentic resource materials.

The facilitation plan utilizes some relevant, hands-on, and authentic resource materials.

The facilitation plan does not utilize any relevant, hands-on, or authentic resource materials.

6. Potential Roadblocks

The teacher assesses any problems the students have in learning the content knowledge and lists possible solutions and strategies for these roadblocks to learning.

The teacher briefly assesses the problems students have in learning the content knowledge but does not thoroughly list possible solutions or strategies for these roadblocks to learning.

The teacher does not assesses problems the students have in learning the content knowledge and does not list possible solutions and strategies for these roadblocks to learning.

7. Learners' Inquiry Attributes

The teacher thoroughly assesses the students' skills, habits of mind, and content knowledge before moving to the next step in the facilitation plan.

The teacher quickly assesses the students' skills, habits of mind, and content knowledge before moving to the next step in the facilitation plan.

The teacher does not assess the students' skills, habits of mind, and content knowledge before moving to the next step in the facilitation plan.

8. Questions Explored

The facilitation plan lists the main questions that the students will explore and various types of other questions.

The facilitation plan briefly lists the main questions that the students will explore but the types of questions are not diverse.

The facilitation plan does not list either the students will explore or the main questions that the questions various types of.

9. Ongoing Assessment

The teacher continually observes the students during inquiry activities, examines their work, and addresses their difficulties before judging their progress.

The teacher briefly observes the students during inquiry activities, examines their work, but does not address their difficulties before judging their progress.

The teacher does not observe the students during the inquiry activities, does not examine their work, and does not address their difficulties before moving on.

10. Professional Preparation

The teacher prepares ahead of time for the implementation of the facilitation plan and lists several professional resources used to develop the facilitation plan.

The teacher quickly prepares for the implementation of the facilitation plan and lists only a few professional resources used to develop the facilitation plan.

The teacher does not prepare ahead of time for the implementation of the facilitation plan and does not list professional resources used to develop the facilitation plan.

11. Goal Setting

The teacher lists the learning goals for the current facilitation plan and for future curriculum units.

The teacher lists few learning goals for the current facilitation plan and for future curriculum units.

The teacher does not list the learning goals for the current facilitation plan and does not list goals for future curriculum units.

List of Assessment Criteria This suggested list of criteria can be used as a guide for an administrator when determining the level of integration of the workshop topic into the overall school curriculum over a greater period of time. This list can also be used as a guide for teacher self-assessment. The degree to which students seek resolutions to problems, questions, and issues. The degree to which questions frame student learning. The degree to which students construct new knowledge. The degree to which students gather information and use their senses to make sense of the data. The degree to which students need to want to know information. The degree to which students develop habits of mind conducive to inquiry. The degree to which students transfer their knowledge to a variety of situations. The degree to which students see patterns and meanings in knowledge. The degree to which students reflect on how they come to know. The degree to which students are aware of the "bigger concepts" related to how the world changes, how the world is organized, and how things are interrelated. The degree to which classroom knowledge is generated from students' questioning. The degree to which an open system of student responses allows for multiple meanings. The degree to which the scientific method is applied to other subject areas. The degree to which the curriculum connects subjects together. The degree to which students apply knowledge to new concepts. The degree to which Bloom's Taxonomy is used to plan the curriculum. The degree to which the curriculum is student-centered. The degree to which problem solving is a part of the curriculum. The degree to which students are involved in hands-on activities. The degree to which students use their reasoning abilities. The degree to which students are actively involved in their learning. The degree to which the curriculum aligns itself with student outcomes. The degree to which materials and outside resources are integrated into the classroom. The degree to which classroom experiences are connected to real-world experiences. The degree to which the "unfamiliar" is incorporated into lessons. The degree to which student curiosity is integrated into lessons. The degree to which students explore the reasoning behind knowledge. The degree to which students talk about their learning behaviors. The degree to which students connect their findings to other processes. The degree to which students share their knowledge. The degree to which students self-initiate questioning. The degree to which questioning is used to introduce a unit. The degree to which a safe environment is created for student questioning. The degree to which teachers allow for student creativity and responsibility. The degree to which teachers acts as facilitators. The degree to which the lessons are connected to one another and tied to the content. The degree to which students are discovering new ways of doing activities.