Rubric for Content Knowledge: (Questions1-4)
Fulfills the following Standards/Outcomes/Propositions:
NSTA: 1. Science content, 2. Nature of Science, 3. Inquiry, 4. Issues, 9. Safety and Welfare
NCATE: Content knowledge, Application of Knowledge
NBPTS: 2. Content knowledge
Skill / Exceptional / Acceptable / UnsatisfactoryDepth and Breadth of Content
(Question 1) / Clearly articulates a deep understanding of the major concepts, principles, theories, laws, and interrelations in the science field(s) of study. / Understands the major concepts, principles, theories, laws, and interrelations in the science field(s) of study. / Poor understanding of the major concepts, principles, theories, laws, and interrelations in the science field(s) of study.
Unifying Ideas
(Question 1) / Clearly understands and can provide numerous examples of the unifying concepts of science. / Understands and can provide examples of the unifying concepts of science. / Has poor understanding and provides very shallow or no examples of the unifying concepts of science.
Nature of Science
(Question 2) / Narrative and artifact selection demonstrate a deep understanding of the nature of science and scientific inquiry. / Narrative and artifact selection demonstrate an acceptable understanding of the nature of science and scientific inquiry. / Narrative and artifact selection demonstrate a poor understanding of the nature of science and scientific inquiry.
Inquiry
(Question 3) / Deeply understands and articulates the distinction between the different forms of inquiry and can apply and explain the pedagogical impact of each to teaching situations. Can accurately define and give examples of key terms in science such as theory, law, etc. / Distinguishes different forms of inquiry and can correctly apply each to teaching situations. Can accurately define key terms in science such as theory, law, etc. / Distinction between different forms of inquiry poor or inaccurate. Ability to apply different forms of inquiry to teaching situations poor or lacking. Can accurately define few or no key terms in science such as theory, law, etc.
Science-Technology-Society
(Question 4) / Can identify and articulate the importance of current trends, issues, and knowledge gain in science and effectively use these trends to instruct students in content and the nature of science / Can identify current trends, issues, and knowledge gains in science and can effectively use these trends to instruct students in content and the nature of science. / Cannot identify current trends, issues, and knowledge gains in science
OR
Cannot effectively use these trends to instruct students in content and the nature of science.
Rubrics for Pedagogical Knowledge (Questions 7-10)
Fulfills the following Standards/Outcomes/Propositions:
NSTA: 5. General skills in teaching, 6. Curriculum
NCATE: Pedagogical knowledge, Application of Learning, Diversity
NBPTS: 1. Commitment to student learning, 3. Monitoring and managing learning
Skill / Exceptional / Acceptable / UnsatisfactoryBeliefs About Teaching and Learning
(Question 7 & 8) / Beliefs about teaching and learning are clearly articulated; substantial support is included in the narrative and artifact selection. / Beliefs about teaching and learning are articulated; adequate support is included in the narrative and artifact selection. / Beliefs about teaching and learning are poorly articulated.
Student Learning
(Question 7 & 8) / Clearly understands and can give multiple examples of hw to build upon prior beliefs (or misconceptions), knowledge, experiences, and interests of students. / Understands and can build upon prior beliefs (or misconceptions), knowledge, experiences, and interests of students. / Understanding of how to build upon prior beliefs (or misconceptions), knowledge, experiences, and interests of students is lacking or poorly articulated.
Curriculum/ Standards
(Question 9) / Understands the curricular recommendations of the state and national science standards and gives multiple examples of how to access or create resources and activities that are consistent with the standards. / Understands the curricular recommendations of the state and national science standards and can identify, access, or create resources and activities that are consistent with the standards. / Doesn’t understand the curricular recommendations of the state and national science standards OR cannot identify, access, or create resources and activities that are consistent with the standards.
Diversity
(Question 10) / Clearly articulates the importance of making science available for ALL students and can give examples of how this can be accomplished in the classroom. Can successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds. / Can successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds. / Does not believe that science is for all students OR cannot successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
Rubrics for Pedagogical Content Knowledge (Questions 13-15)
Fulfills the following Standards/Outcomes/Propositions:
NSTA: 5. General skills in teaching, 6. Curriculum, 8. Assessment
NCATE: Pedagogical Content Knowledge, Information Technology, Impact on Student Learning, Application to Practice
NBPTS: 1. Commitment to student learning, 3. Monitoring and managing learning, 4. Thinks systematically about practice.
Skill / Exceptional / Acceptable / UnsatisfactorySafety
(Question 13) / Articulates that safety and ethical treatment of living things are priorities in science classrooms and explains a safety plan for a classroom that includes the proper demonstration and enforcement of safety and ethical practices. Knows and practices safe and proper techniques for the preparation, storage and disposal of all materials, knows and practices emergency procedures, and can identify the ethical/legal responsibilities of the teacher and student. / Knows and practices safe and proper techniques for the preparation, storage and disposal of all materials, knows and practices emergency procedures, and can identify the ethical/legal responsibilities of the teacher and student in regard to safety and the treatment of living things. / Does not know or cannot responsibly convey the importance of safety and ethical treatment of living things in the science classroom. Cannot explain the proper techniques for the preparation, storage and disposal of all materials or emergency procedures. Cannot identify the ethical/legal responsibilities of the teacher and student in regard to safety and the treatment of living things.
Exemplary Science Teaching
(Question 14-15) / Narrative and artifact selection demonstrate a deep understanding of exemplary science instruction. / Narrative and artifact selection demonstrate an acceptable understanding of exemplary science instruction. OR Are able to use diverse instructional strategies to teach for skill and understanding. / Narrative and artifact selection demonstrate a poor understanding of exemplary science instruction.
Applying Program to Classroom Practice
(Question 15) / Provides substantial evidence of the actual or intended integration of MAST program learning to classroom practice. / Provides evidence of the actual or intended integration of MAST program learning to classroom practice. / Provides little evidence of the actual or intended integration of MAST program learning to classroom practice.
Assessment
(Question 15) / Assessments are deliberately designed and multiple methods are used to guide and modify instruction. Assessments are well designed to measure the science content that is most important to learn. / More than one method of assessment is used to guide and modify instruction. Assessments mostly measure science content that is important to learn. / Methods of assessment are unvaried. Assessments contain many items that are measuring unimportant or irrelevant science content.
Instructional Technology
(Section III) / Use of instructional technology is purposeful and highly integrated into lesson design. Technology allows for collection and processing of data, and increases the richness of the lessons. / Provides evidence of the effective incorporation of instructional technology to access resources, collect and process data, and facilitate learning in science. / Little to no evidence of effective incorporation of technology is evidenced. Where present, use of technology does not facilitate student learning in science.
Rubrics for Professional Dispositions
Fulfills the following Standards/Outcomes/Propositions:
NSTA: 10. Professional Growth
NCATE:Application to practice, Professional Dispositions
NBPTS: 1. Commitment to student learning, 4. Thinks systematically about practice. 5. Professional Learning Community
Skill / Exceptional / Acceptable / UnsatisfactoryRole of Professional
(Question 16) / Creates and maintains a psychologically and socially safe and supportive learning environment by establishing and maintaining a standard of mutual respect. Displays caring and empathy for students, practices ethical actions and decision making and fosters these traits in students. / Creates and maintains a psychologically and socially safe and supportive learning environment. Displays caring and empathy for students. Practices ethical actions and decision making. / Cannot articulate how to create and maintain a psychologically and socially safe and supportive learning environment. Conveys an attitude of superiority to students OR clearly condones unethical actions or decisions.
Qualities of Leadership
(Question 17) / Articulates the importance of introducing new research-based ideas to colleagues and expresses a willingness to form collaborative groups to foster positive relationships and improve student learning. / Open to new ideas, willing to change and take risks, and willing to collaborate with others to foster positive relationships and improve student learning. / Not open to new ideas, change, or risk. Displays a hesitancy to work collaboratively with others to improve student learning.
Reflection on Program
Question 5, 11, 18) / Upon critical examination of their teaching and learning develops a plan to make improvements where needed. / Critically examines their teaching and learning. Is confident in stating what they do and do not know. / Does not critically examine their teaching and learning. Does not admit lack of knowledge or expertise.
Professional Growth
(Question 6, 12, 19) / Provides documentation of professional growth achieved through participation in professional activities beyond the university classroom. / Committed to active and continuous professional learning and leadership that will result in student learning. / Does not express an interest or see the importance in continuous professional learning and leadership that will result in student learning.
* From NAU conceptual framework.
Rubrics for Overall Preparation of the Portfolio
Organization/ Appearance / Portfolio is highly professional in appearance; organization is logical and layout is very easy to navigate. / Portfolio is professional in appearance: organization is mostly logical and layout is relatively easy to navigate. / Portfolio is unprofessional in appearance; lacks logical organization and is difficult to navigate.
Mechanics / Writing includes no serious spelling or grammatical errors / Writing includes few spelling or grammatical errors / Spelling and grammatical errors significantly detract from the readability of the portfolio.
Artifact Selection / Artifacts are highly representative of important learning as a result of participation in the MAST program. / Artifacts are mostly representative of important learning as a result of participation in the MAST program. / Artifacts fail to represent important learning as a result of participation in the MAST program.
Depth and Breadth / Draws upon a wide array of varied resources (lesson plans, reflections, papers, exams, etc), course work and experiences to demonstrate competence in understanding exemplary science teaching and learning. / Draws upon varied resources (lesson plans, reflections, papers, exams, etc), course work and experiences to demonstrate competence in understanding exemplary science teaching and learning. / Draws upon few resources, course work, and experiences to demonstrate competence in understanding exemplary science teaching and learning.
Analysis of the Artifacts / Narratives offer exceptional analysis of the artifacts’ connections to important learning as a result of participation in the MAST program. / Narratives offer adequate analysis of artifacts’ connections to important learning as a result of participation in the MAST program. / Fails to describe or vaguely describes the artifacts’ connections to important learning as a result of participation in the MAST program.
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