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.
Academic Standards Rubric
This rubric is for your administrator to use to assess your completion of the assignment in the Implementation section of this workshop.
1. Assignment and Task
The lesson plan is grounded in student actions that can be assessed by the teacher in order to demonstrate student knowledge.
The lesson is grounded in few student actions such the teacher can not fully assess what the students can do in order to demonstrate what they know.
The lesson plan is not concerned with student action; instead, the topic is presented from a textbook only.
2. Standards Addressed
The lesson plan is aligned with relevant district standards.
The lesson plan is aligned with a few district standards that are not central to the lesson.
The lesson plan is not aligned with any district standards.
3. Scoring Guide
The teacher collaborates with the students to develop a scoring guide that helps them identify a superb product that completes the task and meets the standards.
The teacher develops a scoring guide with little student input that helps mostly the teacher to identify a superb product that completes the task and standards.
The teacher develops a scoring guide without the student input and dictates what a superb product should look like to complete the task.
4. Final Product
The lesson plan clearly states what the students will produce at the end of the task and insists on a measurable product.
The lesson plan is unclear about what the students will produce at the end of the task and what the product will measure.
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. Instructional Strategies
The teacher uses multiple strategies to present the lesson in order to help the students meet the necessary standards.
The teacher uses a few different strategies to present the lesson and does not clearly meet all the necessary standards for student learning.
The teacher uses only the lecture method to present the lesson and does not meet all the necessary standards for student learning.
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 standards determine the goals of the classroom.
The degree to which standards determine the content of the teaching.
The degree to which standards determine student performances.
The degree to which standards are used to apply to all students.
The degree to which benchmarks are used to assess teaching.
The degree to which lessons align with the standards.
The degree to which expectations regarding the standards are made clear to the students.
The degree to which scoring guides for standards are posted in the classroom.
The degree to which standards are known for each discipline.
The degree to which the objectives are known for each standard.
The degree to which student-centered activities are used to teach the standards, as opposed to teaching-to-the-test using rote activities.
The degree to which students are assessed for "mastery."
The degree to which writing is incorporated in explaining the underlying processes and principles behind the standards.
The degree to which national standards are integrated into the curriculum.
The degree to which scoring guidelines are used to assess student writing.
The degree to which textbooks are aligned with the standards.
The degree to which professional development activities are based on the standards.
The degree to which teachers talk about the standards with each other.