DI-Rubric.pdf
The Scoring Rubric
Candidates must earn a 3 or 4 to successfully complete Task 2. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 2.
Score Level 4. The response provides evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to plan a developmentally-appropriate lesson based on state-adopted academic content standards for students or state-adopted frameworks; learn about students; plan for instruction; make adaptations to the plan to meet student needs; and reflect on the instructional planning. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed. Evidence is purposefully connected and reinforced across the response.
Planning Instruction andDesigning Learning Experiences for Students TPE 8, 9
The candidate learns about her or his students and uses this information to plan instruction, as evidenced by:
establishing clear and appropriate goals for student learning, based on state-adopted nnacademic content standards for students or state adopted framework
using relevant and appropriate methods to obtain information about selected students that nnmay influence instruction
obtaining detailed and relevant information about selected students such as linguistic nnbackground; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
planning relevant and appropriate instruction in relation to the content area and subject nnmatter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework
selecting or adapting relevant and appropriate instructional strategies, grouping strategies, nnand instructional materials to assist students to achieve learning goals and meet all students’ needs
Engaging andSupporting Students in Learning TPE 4, 6, 7
The candidate uses and adapts strategies and activities for instructional planning, as evidenced by:
using relevant and developmentally-appropriate strategies and activities according to nnpurpose and lesson content
making relevant and appropriate plans for students who have special needs or abilities
drawing upon detailed and relevant information about students’ backgrounds and prior nnlearning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language
knowing and applying relevant and appropriate instructional practices for English Language Development
Making Subject Matter Comprehensible toStudents TPE1
The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:
demonstrating a detailed and accurate understanding of subject-specific pedagogical skills nnfor teaching the state-adopted academic content standards or state-adopted framework to all students
Developing as a Professional Educator TPE13
The candidate reflects on connecting learning about students to instructional planning, as evidenced by:
providing detailed and relevant reflection on the results of the instructional planning and nnadaptations made in order to improve planning skills and teaching effectiveness
Score Level 3. The response provides evidence that clearly demonstrates the teacher candidate’s ability to select a developmentally appropriate lesson based on state-adopted academic content standards for students or state-adopted frameworks; learn about students; plan for instruction; make adaptations to the plan to meet student needs; and reflect on the instructional planning. The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.
Planning Instruction andDesigning Learning Experiences for Students TPE 8, 9
The candidate learns about her or his students and uses this information to plan instruction, as evidenced by:
establishing appropriate goals for student learning, based on state-adopted academic nncontent standards for students or state-adopted framework
using appropriate methods to obtain information about selected students that may influence instruction
obtaining relevant information about selected students such as linguistic background; nnacademic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
planning appropriate instruction in relation to the content area and subject matter to be nntaught and in accordance with state-adopted academic content standards for students or state-adopted framework
selecting or adapting appropriate instructional strategies, grouping strategies, and instructional nnmaterials to assist students to achieve learning goals and meet students’ needs
Engaging andSupporting Students in Learning TPE 4, 6, 7
The candidate uses and adapts strategies and activities for instructional planning as, evidenced by:
using developmentally-appropriate strategies and activities according to purpose and lesson content
making appropriate plans for students who have special needs or abilities
drawing upon relevant information about students’ backgrounds and prior learning, including nnstudents’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language
knowing and applying appropriate instructional practices for English Language Development
Making Subject Matter Comprehensible toStudents TPE 1
The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:
demonstrating an accurate understanding of subject-specific pedagogical skills for teaching nnthe state-adopted academic content standards or state-adopted framework to all students
Developing as a Professional Educator TPE13
The candidate reflects on connecting learning about students to instructional planning, as evidenced by:
providing relevant reflection on the results of the instructional planning and adaptations made in order to improve planning skills and teaching effectiveness
Candidates must earn a 3 or 4 to successfully complete Task 2. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 2.
Score Level 2. The response provides evidence that partially demonstrates the teacher candidate’s ability to select a developmentally-appropriate lesson based on state-adopted academic content standards for students or state-adopted frameworks; learn about students; plan for instruction; make adaptations to the plan to meet student needs; and reflect on the instructional planning. The preponderance of evidence provided for each of the following domains is minimal, limited, cursory, inconsistent, and/or ambiguous. Evidence is weakly connected across the response and may be inconsistent.
Planning Instruction andDesigning Learning Experiences for Students TPE 8, 9
The candidate minimally learns about her or his students and uses this information to plan instruction, as evidenced by:
establishing some appropriate and some inappropriate goals for student learning, based minimally or ambiguously on state-adopted academic content standards for students or state-adopted framework
using limited methods to obtain information about selected students that may influence instruction
obtaining cursory information about selected students such as linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
planning instruction that is not clearly or coherently related to the content area and subject matter to be taught and/or is minimally in accordance with state-adopted academic content standards for students or state-adopted framework
selecting or adapting instructional strategies, grouping strategies, and instructional materials that minimally assist students in achieving learning goals or that are inconsistent in meeting students’ needs
Engaging andSupporting Students in Learning TPE 4, 6, 7
The candidate minimally uses and adapts strategies and activities for instructional planning as, evidenced by:
Making Subject Matter Comprehensible to Students TPE 1
The candidate minimally knows the state-adopted content standards for students or state-adopted framework, as evidenced by:
Developing as a Professional Educator TPE13
The candidate minimally reflects on connecting learning about students to instructional planning, as evidenced by:
FOR the Level 1 rubric review the TPA candidate handbook. A score of 1 is not acceptable for UOPX requirements and will require remediation and an attempt at resubmitting the TPA task 2. Candidates must earn a 3 or 4 to successfully complete Task 2.
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