Scoring Rubric ESL
Evidence of Student Learning
Name: Conor Scott
Compone 5 4
nt
1. Well written, detailed
narrative of the school.
Part A Completed
Class contextual factors,
Learning including all elements
Context, below:
Topic and 2. Classroom model (e.g.
Objective
inclusion, resource room,
s etc.) Completed
3. Class size Completed
CEC 1, 2, 4. Gender Completed
3, 5
5. Exceptionalities
Completed
InTASC 1, 6. Cultural and linguistic
2, 3, 4, 7
differences Completed
7. Oral and written
language development.
Completed
5 pts 8. Aligns with Maryland
Common Core State
Attachment B: Rubric
Well written, detailed
narrative of the school
and class contextual
factors, including most (4-
5) elements below:
*Classroom model (e.g.
inclusion, resource room,
etc.)
*Class size
*Gender
*Exceptionalities
*Cultural and linguistic
differences
*Oral and written language
development.
*Aligns with Maryland
Common Core State
Standards (MCCSS).
*Cites the standards and
Essential Skills and
Date: March 5, 2017
Total: 25/25=100%
3 2 1
Narrative of the school Narrative of the school Description of the
and class contextual and class contextual school and class
factors, including most factors, including some contextual factors
(4-5) elements below: (2-3) elements below: not in narrative
form. Less than 3
*Classroom model (e.g. elements are
inclusion, resource included:
*Classroom model (e.g. room, etc.)
inclusion, resource room,
*Classroom model
etc.) *Class size (e.g. inclusion,
*Class size *Gender resource room,
etc.)
*Gender *Exceptionalities
*Class size
*Exceptionalities *Cultural and linguistic
differences *Gender
*Cultural and linguistic
differences *Oral and written *Exceptionalities
language development.
*Oral and written *Cultural and
linguistic
language development. *Does not align with
Maryland Common Core differences
*Aligns with Maryland State Standards
Common Core State *Oral and written
(MCCSS). language
Standards (MCCSS).
*Cites the standards and
*Incomplete citation of development.
standards and Essential *Does not align
Essential Skills and
 Standards (MCCSS).
Completed
9. Cites the standards and
Essential Skills and
Knowledge from the MCCSS.
Completed
http://mdk12.msde.maryland.
gov/instruction/commoncore/
For all objectives:
10. The teacher candidate
will write relevant and
measurable objectives for
the specific learning to
result from this series of
lessons that will ultimately
lead to student attainment
of standards from the
MCCSS and the students
IEP. Completed
Part B 1. Describes a pre-
assessment instrument
that will enable you to
Assessm identify students prior
ent Plan knowledge and learning
needs. Completed
2. Plans and describes
CEC 4, 5 formative assessment
strategies to use
throughout the lessons
InTASC 6,
Knowledge from the
MCCSS.
For most objectives:
The teacher candidate will
write relative and
measurable objectives for
the specific learning to
result from this series of
lessons that will ultimately
lead to student attainment
of standards from the
MCCSS and the students
IEP.
*Develops a summative
unit assessment aligned
with the selected MCCSS
standards and Essential
Skills and Knowledge.
*Describes a pre-
assessment instrument
that will enable you to
identify students prior
knowledge and learning
needs. *All assessments
Knowledge from the Skills and Knowledge with Maryland
MCCSS. from the MCCSS. Common Core
State Standards
For some objectives: (MCCSS).
For some objectives: The teacher candidate *No citation of
will write relevant OR standards and
The teacher candidate measurable objectives
will write relative and Essential Skills and
for the specific learning
measurable objectives for Knowledge from
to result from this series
the specific learning to the MCCSS.
of lessons that
result from this series of will ultimately lead to
lessons that
student attainment of
will ultimately lead to standards from the *Objectives are
student attainment of missing or not
MCCSS and the
standards from the students IEP. measurable or
MCCSS and the students meaningful
IEP.
*Develops a summative *Summative unit *Summative
unit assessment aligned assessment is not assessment not
with the selected clearly aligned with the included or not
MCCSS standards and selected standards and aligned with the
Essential Skills and Essential Skills and selected MCCSS
Knowledge. Knowledge. standards and
Essential Skills
*Describes a pre- *Describes a pre- and Knowledge.
assessment instrument assessment instrument
that will enable you to but connection to prior *Pre-assessment
identify students prior knowledge is not not included or
knowledge and learning not aligned with
7 Completed (pre-assessment, needs. clearly evident. the selected
formative assessments MCCSS indicators,
3. Develops a summative and summative *Summative *Assessments are not goals and
unit assessment aligned assessment) align with assessment and pre clearly aligned with objectives
5 pts with the selected MCCSS each other and unit goals assessment must be each other or learning
standards and Essential and objectives aligned with other goals *Assessments are
Skills and Knowledge. assessments and unit not clearly
Completed *Plans and describes goals and objectives. *Formative assessment aligned with each
formative assessment strategies are other or learning
4. All assessments (pre- strategies to use *Plans and describes referenced but not goals
assessment, formative throughout the lessons formative assessment described throughout
assessments and strategies to use the lessons *Formative
summative assessment) *Assessments include throughout the lessons assessment
align with each other and appropriate principles of *Assessments do not strategies not
unit goals and objectives UDL or differentiation *When applicable, uses include UDL or included or not
Completed scoring tools to assess differentiation aligned with the
*When applicable, uses learning principles selected *MCCSS
5. Assessments include scoring tools to assess standards and
appropriate principles of learning *Describes procedures *Some assessments
for collecting data for are included Essential Skills
UDL or differentiation and Knowledge.
Completed *Describes procedures for lessons and unit.
collecting data for lessons *Narrative not included
*Descriptions written in or unclear *Assessments do
http://udlexchange.cast.or and unit. not include UDL
g/home narrative form
*Descriptions written in or differentiation
6. When applicable, uses narrative form *All assessments are principles
scoring tools to assess included
*All assessments are *Assessments not
learning Completed included
included and presented in
7. Describes procedures a professional manner *Narrative not
for collecting data for included
lessons and unit.
Completed

8. All assessments are

included and presented in
a professional manner.
Completed
*Narrative descriptions
are clear, well written and
thorough Completed
Part C *Well written, detailed
narrative that addresses
11-12 elements below:
Instructi
1. Shares objectives of each
on lesson with students in age
appropriate language to
ensure that they understand
CEC 1, 3, their expectations for
4, 5 achievement of the selected
MCCSS standards and
Essential Skills and
Knowledge and students
InTASC 2,
4, 5, 6, 7, IEP goals and objectives.
8 Completed
2. Analyzes pre-assessment
data to ensure that the
objectives for each day are
appropriate and revise if
5 pts necessary. Completed
3. Motivates and engages
students. Completed
4. Introduces new
knowledge/content.
Completed
5. Models new skills, and
allow opportunities for
guided practice, then
independent practice with
feedback. Completed
6. Encourages critical and
creative thinking skills
Completed
7. Uses formative
assessment to check for
*Well written, detailed
narrative that addresses
9-10 elements below:
*Shares objectives of each
lesson with students in age
appropriate language to
ensure that they
understand their
expectations for
achievement of the
selected MCCSS standards
and Essential Skills and
Knowledge and students students IEP goals and
IEP goals and objectives.
*Analyzes pre-assessment
data to ensure that the
objectives for each day are
appropriate and revise if
necessary.
*Motivates and engages
students.
*Introduces new
knowledge/content.
*Models new skills, and
allow opportunities for
guided practice, then
independent practice with
feedback.
*Encourages critical and
creative thinking skills
*Uses formative
assessment to check for
understanding
*Incorporates UDL or
Narrative that Narrative that Below elements not
addresses 9-10 elements addresses 8 or less described in
narrative form:
below:*Shares objectives elements below:
of each lesson with
students in age
*Shares objectives of
appropriate language to *Shares objectives of
each lesson with
ensure that they each lesson with students in age
understand their students in age appropriate language
expectations for to ensure that they
appropriate language to
achievement of the understand their
ensure that they expectations for
selected MCCSS understand their
standards and Essential
achievement of the
expectations for selected MCCSS
Skills and Knowledge and achievement of the standards and
selected MCCSS Essential Skills and
objectives. Knowledge and
standards and Essential
students IEP goals
*Analyzes pre- Skills and Knowledge and objectives.
assessment data to and students IEP goals
and objectives. *Analyzes pre-
ensure that the assessment data to
objectives for each day *Analyzes pre- ensure that the
are appropriate and assessment data to objectives for each
revise if necessary. ensure that the
day are appropriate
and revise if
*Motivates and engages objectives for each day necessary.
students. are appropriate and
revise if necessary. *Motivates and
*Introduces new
engages students.
knowledge/content. *Motivates and engages
*Introduces new
students. knowledge/content.
*Models new skills, and
allow opportunities for *Introduces new *Models new skills,
guided practice, then knowledge/content. and allow
opportunities for
independent practice *Models new skills, and guided practice, then
with feedback.
allow opportunities for independent practice
guided practice, then with feedback.
*Encourages critical and
creative thinking skills independent practice *Encourages critical
with feedback. and creative thinking
*Uses formative skills
assessment to check for *Encourages critical and
creative thinking skills *Uses formative
assessment to check
understanding Completed
8. Incorporates UDL or
differentiated instruction to
address each students
learning needs, cultural
diversity, and language
development. Completed
9. Gives descriptive, clear
feedback to students.
Completed
10. Summarizes important
points of the lesson.
Completed
11. Administers appropriate
assessment(s). Completed
differentiated instruction to
address each students
learning needs, cultural
diversity, and language
development.
*Gives descriptive, clear
feedback to students.
*Summarizes important
points of the lesson.
*Administers appropriate
assessment(s).
understanding *Uses formative for understanding
assessment to check for
*Incorporates UDL or *Incorporates UDL or
understanding differentiated
differentiated instruction
instruction to address
to address each students *Incorporates UDL or each students
learning needs, cultural differentiated instruction learning needs,
diversity, and language to address each cultural diversity, and
development. students learning language
development.
needs, cultural diversity,
*Gives descriptive, clear and language *Gives descriptive,
feedback to students. development. clear feedback to
students.
*Summarizes important *Gives descriptive, clear
points of the lesson. feedback to students. *Summarizes
important points of the
*Administers appropriate *Summarizes important lesson.
assessment(s). points of the lesson. *Administers
appropriate
*Administers appropriate assessment(s).
assessment(s).
Part D 1. Displays data using *Displays data using *Displays data using *Data displays using *Displays data
appropriate visual (e.g. appropriate visual (e.g. appropriate visual appropriate visual using
chart, graph, anecdotal chart, graph, anecdotal (e.g. chart, graph, (e.g. chart, graph, appropriate
Analysis records, etc.) records, etc.) anecdotal records, anecdotal records, visual (e.g.
& Completed etc.) etc.) incomplete chart, graph,
*Computes the
Instruct anecdotal
2. Computes the percentage of change *Computes the *Incomplete or
ional records, etc.)
percentage of change from pre to post percentage of change inaccurate
Decisio not included
from pre to post assessments in order to from pre to post computation of the
n
assessments in order to measure student assessments in order percentage of *Computation of
Making
measure student growth. to measure student change from pre to the percentage
growth. Completed growth. post assessments in of change from
*Well written narrative
order to measure pre to post
CEC 1, 3, 3. Disaggregates data which identifies and
student growth. assessments in
4, 5 based upon various examines all elements
*Narrative which order to
contextual factors below: *Narrative which
identifies and measure
identified in Part A. identifies and
examines all student growth
InTASC Completed examines only one
elements below: not included
2, 4, 7, 8 *Patterns of element below:
4. Well written and
achievement, or lack of *Elements not
thorough narrative
achievement, of addressed or
which identifies and *Patterns of
selected MCCSS *Patterns of not addressed in
examines all elements achievement, or lack
standards and Essential achievement, or lack narrative form.
below: of achievement, of
5 pts 5. Patterns of
Skills and Knowledge,
selected MCCSS
of achievement, of
selected MCCSS
*Identifies and standards and
achievement, or lack of standards and
describes needed Essential Skills and
achievement, of Essential Skills and
instruction, Knowledge,
selected MCCSS Knowledge,
interventions and
standards and Essential *Identifies and
assessment to address *Identifies and
Skills and Knowledge. describes needed
lack of student describes needed
Completed instruction,
achievement. instruction,
interventions and
6. Identifies and interventions and
assessment to
describes needed assessment to
address lack of
instruction, address lack of
interventions and student achievement. student
assessment to address achievement.
lack of student
achievement.
Completed
Part E *Well written, detailed *Well written, detailed Narrative addresses Narrative addresses Elements not
narrative addresses all narrative addresses three elements two elements below: addressed or
five elements below: four elements below: below: not addressed in
*Provides a data-
Reflecti narrative form
1. Provides a data- *Provides a data-based *Provides a data- based reflection on
on &
based reflection on the reflection on the based reflection on the effectiveness of
Self
effectiveness of effectiveness of the effectiveness of instructional
Evaluati
instructional strategies instructional strategies instructional strategies and
on
and intervention. and intervention. strategies and intervention.
Completed intervention.
*Describes and cites *Describes and cites
CEC 6, 7 2. Describes and cites evidence of how *Describes and cites evidence of how
evidence of how instruction influenced evidence of how instruction
instruction influenced student learning, instruction influenced influenced student
InTASC student learning, addressing the cultural, student learning, learning, addressing
9, 10 addressing the cultural, linguistic and learning addressing the the cultural,
linguistic and learning differences of the cultural, linguistic and linguistic and
differences of the students. learning differences of learning differences
students Completed the students. of the students.
*Lists at least two
3. Lists at least two implications from this *Lists at least two *Lists at least two
5 pts implications from this instructional activity implications from this implications from this
instructional activity based on student instructional activity instructional activity
based on student achievement data for based on student based on student
achievement data for changes to your future achievement data for achievement data for
changes to your future instructional activities. changes to your changes to your
instructional activities. future instructional future instructional
* Identifies two forms of
Completed activities. activities.
collaboration and
4. Identifies at least explains how * Identifies one form * Forms of
two forms of collaborating with other of collaboration and collaboration not
collaboration and school based explains how present.
explains how professionals could collaborating with
*Lists two personal
collaborating with other assist in developing the other school based
professional learning
school based above changes to professionals could
goals based on CEC
professionals could future instructional assist in developing standards that
assist in developing the activities the above changes to emerged from your
above changes to future future instructional reflection and
*Lists two personal
instructional activities. activities experiences with this
professional learning
Completed unit.
goals based on CEC *Lists two personal
5. Lists two personal standards that professional learning
professional learning emerged from your goals based on CEC
goals based on CEC reflection and standards that
standards that emerged experiences with this emerged from your
from your reflection and unit. reflection and
experiences with this experiences with this
unit. Completed unit.