EVALUATION CRITERIA
WINTER 2005 CURRICULUM UNIT

General Description:

  1. Must be a multi-week unit (2-3 weeks)
  2. Should be focused on learning targets for your spring student teaching. IF you do not have a placement for spring yet, you can choose something you HAVE NOT done before, and anticipate being able to use in the future.
  3. Your internet project MAY be incorporated as ONE PART of this unit if it fits.
  4. Your unit must meet ALL of the state rubric requirements below.
1. The teacher candidate sets learning targets that address the Essential Academic Learning Requirements and the state learning goals.
 
 
Criterion
Met
Comments (evidence of performance)
A. Alignment The plan's learning targets are explicitly aligned with EALRs, state learning goals, district goals, and school and classroom goals. ! Met ! Not Met 
B. Meaningfulness/

Importance

 The plan's learning targets represent valuable learning and foster student critical thinking and problem solving. ! Met ! Not Met
C. Developmental and Instructional Appropriateness *The plan's learning targets are suitable for all students in the class and are adapted where necessary to the needs of individual students. ! Met ! Not Met
D. Accuracy The plan's learning targets define learning outcomes and can be assessed. ! Met ! Not Met
E. Multicultural Perspectives **The plan's learning targets are grounded in transformative multicultural knowledge, reasoning, performance skills, products, or dispositions. ! Met ! Not Met

 

* If your spring placement does NOT have students with disabilities, you should assume for the purposes of this unit that you have at least one student with learning disabilities (LD), one with ADHD, and one with behavior challenges.

** Whether or not your students are all Caucasian and middle class, you must incorporate TRANSFORMATIVE multicultural knowledge, products, dispositions, performance or reasoning.
 
 

2. The teacher candidate demonstrates knowledge of the characteristics of students and their communities.

Criterion
Met
Comments (evidence of performance)
A. Developmental Characteristics The plan reflects understanding of students’ developmental characteristics. **** ! Met ! Not Met
B. Exceptionalities The plan reflects understanding of students’ exceptionalities and special learning needs. See 1C ! Met ! Not Met
C. Cultural Backgrounds, Ethnicity, Language Development, Socioeconomic Status (SES), Gender The plan reflects understanding of students’ cultural backgrounds, ethnicity, first language development, English acquisition, SES, and gender.

See 1 E

 ! Met ! Not Met
D. Approaches to Learning The plan reflects understanding of students’ varied approaches to learning. **** ! Met ! Not Met
E. Prior Knowledge and Skills The plan reflects understanding of students’ knowledge and skills relative to the learning targets for each student, including those with special needs. ***** ! Met ! Not Met
F. Community Factors that Impact Student Learning The plan reflects understanding of how to use students’ community as support for activities, resources, and learning strategies. ! Met ! Not Met

*** Provide an explanation for how the unit addresses developmental characteristics for your spring quarter students.

**** Again, provide an explanation

*****Provide a diagram or explanation of how prior knowledge/skills are connected to the current lesson
 
 

3. The teacher candidate plans and establishes effective interactions with families to support student learning and well-being.

Criterion
Met
Comments (evidence of performance)
A. Appropriateness The plan’s interactions with families are specifically adapted to the language and level of understanding of each student and his or her family, including low-status/historically marginalized families.  ! Met ! Not Met 
B. Purpose The plan for family interaction provides and elicits information regarding student learning and well being, including low-status/historically marginalized families.  ! Met ! Not Met 
C. Cultural Responsiveness The plan’s interactions with families are culturally responsive for each student and his or her family. ! Met ! Not Met 
D. Two-Way Communications The plan provides adequate opportunities for families to engage in communication or activities to support student learning and well being. ! Met ! Not Met 

 
 
 

4. The teacher candidate designs assessment strategies that measure student learning.

Criterion
Met
Comments (evidence of performance)
Alignment The plan's assessment strategies are aligned with the learning targets. ! Met ! Not Met 
A. Technical Soundness The plan includes assessments that measure the student outcomes reflected in the learning targets. ! Met ! Not Met 
B. Formative and Summative Assessment The plan provides for the use of both formative and summative assessment data to evaluate impact on student learning. ****** ! Met ! Not Met 
C. Multiple Modes and Approaches The plan includes opportunities for students to engage in a variety of assessments that measure their performance relative to the learning targets. ! Met ! Not Met 
D. Feedback The plan includes opportunities for students to receive feedback regarding their performance relative to the learning targets. ! Met ! Not Met 

****** Provide Clear Pre assessment that accurately measures each student's knowledge/skills of learning target
 
 

5. The teacher candidate designs instruction based on research and principles of effective practice.

Criterion
Met
Comments (evidence of performance)
A. Alignment The plan’s learning activities are aligned with learning targets and assessments. ! Met ! Not Met 
B. Lesson Sequence The plan's learning activities account for prior learning and support the learning targets. ! Met ! Not Met 
C. Research-Based Pedagogy The plan is based on research and principles of effective practices that are developmentally appropriate, culturally responsive, gender sensitive, and inclusive of all students including low-status/historically marginalized students. ! Met ! Not Met 
D. Academic Knowledge and Perspective The plan describes how instructional strategies extend beyond the existing diversity of the students in the class and expand material to incorporate a range of transformative multicultural and gender-relevant subject matter content. ! Met ! Not Met 
E. Culturally Responsive Learning Activities The plan employs a variety of learning experiences that build on and recognize the academic competence of each student and encourages critical thinking and collaborative learning in a democratic and caring environment.  ! Met ! Not Met 
F. Materials and Resources The plan utilizes learning materials and engages in learning tasks that incorporate transformative multicultural and gender perspectives. ! Met ! Not Met 
G. Use of Technology The plan utilizes technology to support and enhance instruction and student learning. ! Met ! Not Met 
H. Heterogeneous Grouping The plan provides opportunities for students to engage in a variety of learning experiences including heterogeneous cooperative learning groups that build and recognize academic competence of all students, including low-status/historically marginalized students. ! Met ! Not Met 
I. Student Engagement The plan describes how students will become intrinsically motivated and engaged in their own learning. ! Met ! Not Met