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Created with Taskstream ELED 3042/4042

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Unacceptable Acceptable Target Score/Level
E1: Teaching Context: 1.1 Complete context information Teaching context information incomplete. All teaching context items complete. Additional context details and insights included beyond those required.  
E2: Teaching Context: 1.2 Diversity information Incomplete information about the level of diversity within the class - required data missing from report. Level of diversity within the class indicated with regard to special needs, pattern of achievement, ages, languages, cultures, achievement/developmental levels, learning styles. Additional diversity descriptions and data provided beyond those required.  
E3: Description of Unit: 2.1 Description of Unit complete Description of unit incomplete. All description items completed Description extends beyond items required and/or is exceptionally well-written and insightful.  
E4: Description of Unit: 2.2 Content for ALL students Content does not include instruction for all students identified in teaching context. Content described for all students taught. Description extends beyond items required and/or is exceptionally well-written and insightful.  
E5: Description of Unit: 2.3 Length of unit of instruction Length of unit does not meet requirements. Unit covers at least five days/class periods. Length of unit meets requirements and demonstrates highly effective use of instructional time.  
E6: Description of Unit: 2.4 Two objectives of specific learner outcomes Has less than two objectives of specific learner outcomes and/or objectives do not include specific learner outcomes There are two or more objectives that clearly specify the learner outcomes. There are two or more objectives that clearly specify the learner outcomes with Bloom's taxonomy level indicated for each.  
E7: Description of Unit: 2.5 Higher order thinking objective Does not contain an objective that targets higher order thinking. At least one of the objectives targets higher order thinking skills. At least one of the objectives targets higher order thinking with Bloom's taxonomy level indicated.  
E8: Description of Unit: 2.6 Alignment with Louisiana Content Standards or other appropriate standards Does not provide Louisiana Content Standard or other appropriate standards aligned to objectives. Some objectives align with the Louisiana Content Standards and/or school improvement plan and/or analysis of student data The objectives align with the Louisiana Content Standards and/or school improvement plan and/or analysis of student data.  
E9: Description of Unit: 2.7 Identify and accommodate individual differences Lacks complete identification and/or accommodation of individual differences. Identifies individual differences and provides some accommodations for individual differences Identifies individual differences and provides specific accommodations for individual differences.  
E10: Description of Unit: 2.8 Appropriate accommodations for individual differences Accommodations missing or not appropriate for identified individual differences. The adjustments/accommodations are appropriate for some differences identified The adjustments/accommodations are appropriate for the differences identified.  
E11: Assessment Plan: 3.1 Clear, consistent description of assessment plan Description does not include all information and/or is not clear and/or consistent. Provides a description of the assessment plan throughout the Unit. Provides a clear description of the assessment plan throughout the Unit  
E12: Assessment Plan: 3.2 Pre-assessment method Pre-assessment method is missing or incomplete. Describes the pre-assessment method to be used. Provides complete and detailed description of pre-assessment method to be used.  
E13: Assessment Plan: 3.3 Pre-assessment aligned to objectives Pre-assessment is not aligned to stated objectives. Describes the pre-assessment method to be used Provides complete and detailed description of pre-assessment method to be used  
E14: Assessment Plan: 3.4 Copy of pre-assessment and directions No copy of pre-assessment instruction and/or directions provided. Sometimes provides copy of the pre-assessment instrument along with directions and information provided to students Provides copy of the pre-assessment instrument along with detailed directions and information provided to students  
E15: Assessment Plan: 3.5 Post-assessment method Post-Assessment method is missing or incomplete. Sometimes describes the post-assessment method to be used Describes the post-assessment method to be used  
E16: Assessment Plan: 3.6 Copy of post-assessment No copy of post-assessment instruction and/or directions provided. Sometimes provides copy of the post-assessment instrument Provides copy of the post-assessment instrument  
E17: Assessment Plan: 3.7 Post-assessment aligned to objectives Post-assessment is not aligned to stated objectives. Sometimes post-assessment measures the learner outcomes stated in the objective(s) Post-assessment measures the learner outcomes stated in the objective(s)  
E18: Assessment Plan: 3.8 Pre and Post assessments the same Pre- and post-assessments are not the same. Sometimes pre- and post-assessments measure the learner outcomes in the same way Pre- and post-assessments measure the learner outcomes in the same way  
E19: Assessment Plan: 3.9 Assessment methods align with objectives, content, and instructional methods Assessment methods do not align with objectives and/or content, and/or instructional methods. Some assessment methods used are in alignment with the objectives, content of the lesson, and methods of instruction Assessment methods used are in alignment with the objectives, content of the lesson, and methods of instruction  
E20: Assessment Plan: 3.10 Principles of good assessment Assessments do not adhere to principles of good test or performance assessment construction. Some assessments adhere to principles of good test or performance assessment construction Assessments adhere to principles of good test or performance assessment construction  
E21: Assessment Plan: 3.11 Content & Design of Test(s) Tests lack complete/clear directions and/or unambiguous test items, and/or appropriate organization, and/or specification of points awarded for each section Some tests have complete/clear directions, unambiguous test items, appropriate organization, and specification of points awarded for each section Tests have complete/clear directions, unambiguous test items, appropriate organization, and specification of points awarded for each sectionn  
E22: Assessment Plan: 3.12 Content & Design of Assignments/Activities Assignments/Activities lack complete/clear directions and/or specification for scoring/grading and/or specification of conditions for performance and/or specification of timeline(s) for completion Some assignments/Activities have complete/clear directions, specification for scoring/grading, specification of conditions for performance, and specification of timeline(s) for completion Assignments/Activities have complete/clear directions, specification for scoring/grading, specification of conditions for performance, and specification of timeline(s) for completion  
E23: Analyzing the Results: 4.1 Data of gain of each student from pre to post assessment Data of gain for each student from pre- to post-assessment is missing, or incomplete or incorrect. Sometimes shows the learning gain made by each student from pre- to post-assessment Always shows the learning gain made by each student from pre- to post-assessmentnt  
E24: Analyzing the Results: 4.2 Data Table Data table is missing or incomplete, or difficult to read because of poor labeling. Usually includes all data for analysis in clearly labeled table Includes all data for analysis in clearly labeled tablet  
E25: Analyzing the Results: 4.3 Data of pre and post assessment gain for each objective Data of pre and post assessment gain not provided for objectives in Unit Sometimes reports pre and post assessment gain for each objective in Unit Reports pre- and post-assessment gain for each objective in Unit.  
E26: Analyzing the Results: 4.4 Explanations of incomplete data and/or students with little or no gain between pre and post assessment Explanation of incomplete data and/or students with little or no gain between pre and post assessment is missing or incomplete or not meaningful Sometimes provides comments of possible explanation for students with incomplete data or little or no gain between pre and post assessments Provides comments of possible explanation for students with incomplete data or little or no gain between pre and post assessments  
E27: Reflecting on the Impact of Instruction: 5.1 Summary of data Summary of data is missing or incomplete or incorrect or not meaningful. Uses data to summarize assessment. Summary of data is concise, clear, and insightful beyond required items.  
Reflecting on the Impact of Instruction: 5.2 50% of students meet all of objectives Less than 50% of the students meet all of the objectives. More than 50% of the students meet all of the objectives. More than 60% of the students meet all of the objectives.  
E29: Reflecting on the Impact of Instruction: 5.3 80% of students not meeting all of the objectives make gains from pre to post assessment Less than 80% of students not meeting all of the objectives make gains from pre- to post-assessment. 80% of the students not meeting all of the objectives make gains from the pre- to the post-assessment. More than 80% of the students not meeting all of the objectives make gains from the pre- to post-assessment.  
E30: Reflecting on the Impact of Instruction: 5.4 Explanation for students who demonstrated little or no gain from pre to post assessment Explanation for students who demonstrated little or no gain from pre- to post-assessment is missing or incomplete or unclear. For each student who demonstrated little or no gain from pre-assessment to the post-assessment, there is an explanation provided as to what may have impaired the students' learning. For each student who demonstrated little or no gain from the pre-assessment to the post-assessment, there is detailed explanation provided as to what may have impaired the students’ learning  
E31: Reflecting on the Impact of Instruction: 5.5 Description of efforts to help students who did not meet the objectives Description of efforts to help students who did not meet the objectives is missing or incomplete or do not correctly address needs of students Usually describes efforts to help students who did not meet the objectives Describes efforts to help students who did not meet the objectivess  
E32: Reflecting on the Impact of Instruction: 5.6 Description of adjustments for future lessons based on findings Descriptions of adjustments for future lessons based on finding is missing or incomplete or adjustments are not appropriate for findings. Usually describes adjustments that will be made in future lessons taught Describes adjustments that will be made in future lessons taught  
E33Communication and Follow-Up: 6.1 Description of feedback methods to all groups Description of feedback methods to all groups is missing or incomplete. Usually describes at least two different methods of feedback to students, parents/caregivers, and colleagues Describes at least two different methods of feedback to students, parents/caregivers, and colleagues  
E34: Communication and Follow-Up: 6.2 Description of feedback methods prior to instruction, during instruction and after instruction to all groups Description of feedback methods prior to instruction, during instruction, and after instruction to all groups is missing or incomplete. Usually describes feedback methods prior to instruction, during instruction and after instruction to all groups Describes feedback methods prior to instruction, during instruction and after instruction to all groups  
E35: Communication and Follow-Up: 6.3 Explanation of how information learned as a result of communicating with all groups is used Explanation of how the information learned as a result of communicating with students, parents/caregivers, and/or colleagues is used is missing or incomplete. Sometimes explains how the information learned as a result of communicating with students, parents/caregivers, and colleagues is used Explains how the information learned as a result of communicating with students, parents/caregivers, and colleagues is used  
E36: Communication and Follow-Up: 6.4 Description of attempt to involve parents/caregivers and colleagues in the learning process Description of attempt to involve parents/caregivers and/or colleagues in the learning process is missing or incomplete. Sometimes describes attempt to involve parents/caregivers and colleagues in the learning process Describes attempt to involve parents/caregivers and colleagues in the learning process  
E37: Lesson Plan(s): 7.1 Lesson plan(s) included using ULM template All lessons are not included and/or are not in ULM template. Sometimes lesson plan(s) for unit of instruction are included using ULM template Lesson plan(s) for unit of instruction are included using ULM template  
E38: Lesson Plan(s): 7.2 Two measurable objectives - at least one that targets higher order thinking Lesson lacks two objectives that are measurable and/or as least one that targets higher order thinking. Only one objective included that are measurable and at least one targets higher-order thinking At least two objectives included that are measurable and at least one targets higher-order thinking with justifications for selection.  
E39: Lesson Plan(s): 7.3 Materials/Technology that match objectives and explanation of why they were chosen Materials/Technology do not match the objectives and/or no explanation of why they were chosen is given. Some of the materials/technology match the objectives, explain why they were chosen Materials/Technology match the objectives, explain why they were chosen  
E40: Lesson Plan(s): 7.4 Explanation if no supplemental materials used in unit of instruction No explanation provided for lack of supplemental materials incorporated into the lesson. Sometimes provides explanation if no materials other than the text, chalkboard and/or workbook are not incorporated into the lesson Provides explanation if no materials other than the text, chalkboard and/or workbook are not incorporated into the lesson  
E41: Lesson Plan(s): 7.5 Logically sequenced activities for students and teacher logically sequenced that develop content and match objectives Activities of students and teacher are not logically sequenced and/or do not develop the content and/or do not match the objectives. Sometimes activities of students and teacher are logically sequenced, develop the content, and match the objectives Activities of students and teacher are logically sequenced, develop the content, and match the objectives  
E42: Lesson Plan(s): 7.6 Continuous and systematic assessment Assessment is not continuos and/or systematic throughout the lesson Assessment is continuous and systematic throughout the lesson. Assessment is continuous and systematic throughout the lesson  
E43: Lesson Plan(s): 7.7 Preparation of students for assessment methods Students are not adequately prepared for the assessment methods used. Some students are prepared for the assessment methods used Students are prepared for the assessment methods used  
E44: Lesson Plan(s): 7.8 Description of student activities Student activities are missing or incomplete. Provides some clearly described student activities Provides clearly described student activities  
E45: Lesson Plan(s): 7.9 Description of teacher activities Teacher activities are missing or incomplete. Provides some clearly described teacher activities Provides clearly described teacher activities  
E46: Lesson Plan(s): 7.10 Description of student activities Activities do not match the objec6tives stated in the lesson plan. Some activities match the objectives stated in the lesson plan Activities match the objectives stated in the lesson plan  
E47: ACEI 2.3 Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data. Candidates lack in knowledge of number systems, number sense, algebra, geometry, measurement, statistics, probability, and lack proficiency in fostering K-6 student learning. Candidates have some sense of number systems, number sense, algebra, geometry, measurement, statistics, probability, and show positive impact on K-6 student learning. Candidates demonstrate a number of ways to
Number systems, number sense, algebra, geometry, measurement, statistics, probability, and facilitate students to be focused, coherent and resourceful in all areas.
 
E48: ACEI Standard 2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas —to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Candidates lack in knowledge of major concepts, modes of inquiry, information for promoting decisions of citizens in a culturally diverse democratic society and interdependent world, and knowledge of (1) culture
(2) time, continuity, and change (3)people, places, and environment
(4) individual development and identity (5)individuals, groups, and institutions
(6) power, governance, and authority
(7) production, distribution, and consumption
(8) science, technology, and society
(9) global connections
Candidates have some sense of major concepts, modes of inquiry, information for promoting decisions of citizens in a culturally diverse democratic society and interdependent world, and knowledge of (1) culture
(2) time, continuity, and change
(3) people, places, and environment
(4) individual development and identity
(5) individuals, groups, and institutions
(6) power, governance, and authority
(7) production, distribution, and consumption
(8) science, technology, and society
(9) global connections
Candidates demonstrate in – depth knowledge of
major concepts, modes of inquiry, information for promoting decisions of citizens in a culturally diverse democratic society and interdependent world, and knowledge of
(1) culture
(2) time, continuity, and change
(3) people, places, and environment
(4) individual development and identity
(5) individuals, groups, and institutions
(6) power, governance, and authority
(7) production, distribution, and consumption
(8) science, technology, and society
(9) global connections