Cluster I Planning for Learner-Centered Instruction

Teacher Development Rubric (TDR)

UTeach Teacher / SAMPLE / UTeach Course / Apprentice Teaching
Observer / Pamela Powell / Date/Semester / March 9, 2009

The parenthetical notes, after each component title, refer to associated Portfolio Proficiencies.

Cluster I – Subject Matter Knowledge
Component 1a – The UTeach Teacher demonstrates an understanding of the subject at the target level.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Displays a limited understanding of the subject, making significant errors and is unaware or unable to correct inaccuracies. / Displays a general understanding of the subject, but makes occasional errors or does not respond well to questions. / Displays comprehensive understanding of the subject and can explain complex topics in a variety of ways, making connections and generalizations with previously learned content and responds knowledgeably to questions.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF BEGINNING COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE BEGINNING COMPETENCE WILL RESULT IN FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.

Evidence:

I have observed the Apprentice Teacher form her questions to help lead students to understand the concepts rather than simply giving them the answers. This skill requires her to understand the subject fully and ask the appropriate questions to help lead students to answering their own questions.

Component 1b – The UTeach Teacher is able to connect the subject content with pre-requisite content, future concepts, and other subjects.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Is unable to make connections to pre-requisite content, future concepts, or other subjects. / Makes some connections to pre-requisite content, future concepts, or other subjects. / Uses current material to deepen student understanding of previously learned material, of material in other classes, and prepares students for more advanced topics.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

I would like to see the Apprentice Teacher more consistently connect the concepts students are learning to their previous knowledge, future topics, related topics out side of mathematics (example - connections with Chemistry or Architecture), and to real world connections to which her students can identify.

Component 1c – The UTeach Teachers demonstrates an understanding of the philosophical and historical development of the subject.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Presents subject content in isolation from its philosophical, historical, or social significance. / Makes occasional references to broader significance of subject. / Brings out historical importance of subject material, its contribution to large ideas, or its significance in today's society.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

Similar to 1b, I would like to see the Apprentice Teacher do this a bit more consistently and fluidly in her lessons to help students understand “Why are we learning this?” and “Why is this important?”

Component 1d – The UTeach Teacher demonstrates an understanding of state and national standards and uses this knowledge to enhance student achievement.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Lacks an understanding of the state and national standards (Texas Teachers’ Code of Ethics, subject TEKS, classroom safety standards, and national content and performance standards) resulting in missed opportunities to enhance student achievement. / Demonstrates a general understanding of the state and national standards (Texas Teachers’ Code of Ethics, subject TEKS, classroom safety standards, and national content and performance standards) resulting in instruction and activities that enhance achievement for most students. / Has a thorough understanding of the state and national standards (Texas Teachers’ Code of Ethics, subject TEKS, classroom safety standards, and national content and performance standards) resulting in instruction that will likely lead students to high levels of learning and achievement.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

Beyond the book order of topics, it is important to see the big picture of the district curriculum and the national standards in mathematics. In the future, I would recommend look at that big picture as you design the flow of your lessons for the full year and attempting to connect the larger themes in units of student to help the students see the connections.

Cluster II – Equity and Inclusive Design
Component 2a – The UTeach Teacher allows students choice in their activities and relates those choices to different learning styles
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Creates lessons that lack options for students to learn in different learning styles. Neglects to think of student interests in designing lessons. Teaches general lessons which appeal to a generic student population. / Provides some connections to student interests and the content. Creates activities that relate to a few student learning styles. / Consistently provides multiple options for students to experience the concepts and tailors these options to the known learning styles of the students in the class.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

The Apprentice Teacher is at the beginning of using ILPS. She has implemented one solid ILP as a TIC TAC TOE providing choices to students based on kinesthetic, visual, auditory, group and individual styles of learning. Her effective management skills will allow her to try similar activities in the future.

Component 2b – The UTeach Teacher introduces the lesson, effectively manages time for students to progress through the activities, and summarizes the lesson with the students.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Presents lessons that lack a clear structure and flow. Omits giving students information about the lesson objective or the student’s responsibilities throughout the lesson. Fails to use time effectively to accomplish the activities in the lesson. Ends the class without a summary or closure. / Begins class timely and with a meaningful activity. Helps student progress through the activities of the lesson with little time wasted. Provides some closure at the end of the lesson and attempts to connect the lesson to the global goals of the class. / Establishes a classroom where students understand the general flow of the class and come prepared to participate actively in the lesson. Creates learning experiences that begin promptly with the start of class, flow seamlessly throughout the lesson, and end with closure and clarity. Promotes student understanding and retention by consistently connecting activities to the global goals of the class.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

I would like the Apprentice Teacher to end her classes more systematically and academically not concentrating on management/administrative issues, but rather with a review of concepts covered, lessons learned, and statements about connections of the content to future lessons.

Component 2c – The UTeach Teachers assesses individual accountability for the student work accomplished in the lesson.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Disregards the roles of students during group activities. Allows students to dominate activities and produce the results for the larger group. Fails to provide individual assessment and to promote individual accountability. / Creates activities that promote multiple students to work at accomplishing the task. Most students are active in the lesson. Collects some assessment to begin to gain information about what students understand in the lesson and what areas still require review. Understands in general if the class as a whole understands the concepts. / Designs activities to promote maximum student participation. Consistently uses mechanisms to gain individual student assessment and understands by the end of the lesson which students may need further clarification and review and which students have a strong understanding of the concepts.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

With systematic summaries and turned in or stamped class work, the Apprentice Teacher will improve her daily individual accountability for students working in her class.

Component 2d – The UTeach Teacher demonstrates an awareness of student diversity in their teaching (gender, ethnicity, students who are learning the content in a second language, accommodations for students with special needs).
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Implements curriculum that clearly disadvantages some students from fully participating. Gives advantages to students by providing more voice in discussion, greater access to resources, or more informative feedback. Disregards or is unaware of policies with regard to students with special needs in the classroom. Ignores or disregards the needs of students of a particular race, gender, religion, or cultural background. / Demonstrates knowledge of the cultural background of students and self-assesses teaching with regard to equity in teaching. Shows awareness of the needs of students and provides alternate strategies to accommodate them. Demonstrates awareness of the policies regarding students with special needs and attempts to provide appropriate accommodations for students in the classroom. Generally provides equitable learning opportunities for all students, and demonstrates awareness of any possible activities or behaviors that might limit student participation and learning. / Actively and consistently incorporates the life experiences and cultural values of the students in ways that enhance learning. Consistently accommodates the needs of students and takes advantage of student strengths to promote maximum learning. Designs classroom activities that take advantage of classroom diversity to maximize learning for all students. Identifies and fosters the strengths of each student, enabling all to reach their maximum potential.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

The Apprentice Teacher naturally has adjusted her teaching style to provide a comfortable and safe environment for all of her students to have access to learning. She is aware of special needs of her students and has begun to seamlessly provide for those needs to the benefit of the student as well as the class as a whole.

Cluster III – Teaching Preparation
Component 3a – The UTeach Teacher utilizes subject knowledge to design activities that promote interest, participation and learning for students at all ability levels.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Designs activities that do not allow students to participate in constructing their own understanding of the subject. Activities generally do not promote interest, participation, or learning of the subject. / Designs activities that allow students a limited participation in constructing their own understanding of the subject. Activities promote interest and participation for some students, but may lack depth of subject content and may not always promote student learning. / Student activities reflect instructor's deep understanding of the subject and are designed to include students consistently participating in constructing their own understanding of the subject. Activities promote interest, participation and learning for all students.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

The Apprentice Teacher is creative in her lesson design to promote interest and to aid motivation. She will need to continue and increase this practice to ensure more full participation of all students in the class.

Component 3b – The UTeach Teacher has knowledge of and makes use of materials, resources, technology, and lab equipment appropriate for their subject.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Lacks knowledge of or misuses materials, resources, and technology that would assist in teaching and in student learning. / Uses limited materials, resources, and technology that would assist in teaching and in student learning. / Consistently uses a variety of materials, resources, and technology appropriately to enhance learning for students.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

I would like to see the Apprentice Teacher use technology more fluidly in her classroom to display visuals, animations, and when appropriate calculator manipulations to further enhance the lessons and student understandings.

Component 3c – The UTeach Teacher prepares appropriate subject specific activities to assess learning for students of all abilities.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Does not prepare meaningful and varied subject specific assessments and activities to measure student learning and achievement. / Prepares subject specific assessments and activities that may lack variation and that provide limited feedback regarding student achievement. / Designs subject specific assessments and activities that vary appropriately in design and complexity. Assesses students frequently and varies instruction based on evidence of student understanding.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

I would like to see the Apprentice Teacher use a greater variety of assessments (foldables, quizzes, class work, homework, tests, posters, projects, oral questions, jeopardy competitions, etc.) to allow students to show their abilities more accurately.

Component 3d – The UTeach Teacher demonstrates an awareness of individual student needs and makes modifications to the instructional plan.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Plans activities and lessons that are not aligned with the background of the class and do not reflect knowledge of student skills, approaches to learning, interests, or cultural background. / Plans activities and lessons that are somewhat aligned with the background of the class, making some provisions for varying student skills, approaches to learning, interests, and cultural background. / Plans instruction to capitalize on the out-of-school knowledge of students while also giving consideration to student skills, approaches to learning, interests, and cultural background.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

I would like to see the Apprentice Teacher make more blatant references to the connections between the mathematics and the specific life experiences of her students.

Cluster IV – Classroom Environment
Component 4a – The UTeach Teacher manages student behavior and creates rapport with and among students in an environment of respect.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Fails to communicate clear expectations of classroom behavior, and minimally monitors or inappropriately responds to student misbehavior. Classroom interactions are not positive and may be characterized by sarcasm, put-downs, or conflict. / Demonstrates an awareness of student behavior, has established standards of conduct, but responds inconsistently or inappropriately to students. Classroom interactions are respectful. / Demonstrates an awareness of student behavior, has established clear standards of conduct, and consistently and appropriately responds to students. Classroom interactions are characterized by students who are considerate of others, time, and property.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

I would like to see the Apprentice Teacher more consistently and sternly address inappropriate language and behaviors in the classroom to include students talking across the classroom in non mathematics related conversations. A simply, “let’s get back to the mathematics” or ticks on the board for staying seconds after the bell, or keeping specific students after class for a few seconds and a student-teacher conversation might be possible steps in address this issues.

Component 4b – The UTeach Teacher effectively and safely uses physical space to enhance learning for all students.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Fails to use standard procedures in the physical environment, resulting in unsafe or inaccessible conditions for some students. The physical arrangement or technology does not support the lesson. / Consistently uses standard procedures in the physical environment resulting in students’ ability to complete activities without risk of physical harm. The physical arrangement and use of technology generally supports the learning activities. / Establishes a learning environment that is safe, and students contribute to ensuring that the physical environment supports the learning of all students. The physical arrangement and use of technology consistently supports the learning activities.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

NOTE: UTEACH REQUIRES A MINIMUM LEVEL OF ACCEPTABLE COMPETENCE IN THIS COMPONENT. FAILURE TO DEMONSTRATE A BASE LINE COMPETENCE WILL RESULT IN FAILURE OF THE FIELD COMPONENT PORTION OF THE ASSOCIATED COURSE.

Evidence:

The Apprentice Teacher has a classroom arrangement that is constructive to learning and provides her asses to students to answer questions.

Component 4b1 – The UTeach Science Teacher manages classroom, field, and laboratory materials to ensure the safety of all students and ethical care and treatment of organisms and specimens. (SCIENCE ONLY)
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Fails to use or instruct students in safe experimental procedures, plan productive student work in field settings, treat live organisms or specimens with respect and care. / Consistently uses and instructs students how to carry out experiments safely and ethically, respecting all life forms and protecting specimens from abuse, in the laboratory and in the field. / Establishes a learning environment where safety for all students and ethical treatment of living organisms or specimens is assured, but freedom to inquire about and experiment with natural phenomenon is integral to every task.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence: n/a – The Apprentice Teacher is certifying in mathematics.

Component 4c – The UTeach Teacher manages classroom procedures that maximize time for instruction.
UNSATISFACTORY / BEGINNING COMPETENT / ADVANCED COMPETENT
Fails to establish classroom routines and procedures resulting in significant loss of instructional time. / Establishes classroom routines and procedures, but may not consistently follow them resulting in loss of instructional time and student confusion. / Establishes classroom routines and procedures that are seamless in their operation, and students assume considerable responsibility for their smooth functioning resulting in maximized time for instruction.
Observer
U / BC / C / AC
0 / 1 / 2 / 3 / 4

Evidence:

I would like to see the Apprentice Teacher consistently use AGENDAS written on the board for students to see the flow of the lesson for the day. I would also like to see the consistent use of warm-ups to start the class that are somehow checked for accountability prior to being discussed as a class.