ASSESSMENT RUBRIC: English 297

Teaching Topic Report Lamonica

Fall 2005

	PROFICIENT	ACCEPTABLE	NEEDS TO IMPROVE
LESSON PLAN
Overview	Is concise and unusually well considered, offering not only a preview of the lesson’s content but also a sound rationale for its inclusion in the curriculum.	Is concise and generally well considered, offering not only a preview of the lesson’s content but also a reasonable rationale for its inclusion in the curriculum.	Is sketchy rather than concise, failing to offer either a preview of the lesson’s content or any logical rationale for its inclusion in the curriculum.
Context	Provides a concise description of an appropriate context for the lesson, identifying the lesson’s logical place in the curriculum and the progress of student learning.	Provides a reasonably concise description of a logical context for the lesson, identifying an appropriate place for the lesson in the curriculum and the progress of student learning.	Fails to provide a description of an appropriate context for the lesson, and/or fails to identify and appropriate place for the lesson in the curriculum and the progress of student learning.
Theory to Practice	Demonstrates that the teacher has not only read widely and understood relevant research and/or theory, but is also able to make the leap from that reading to sound pedagogical practice.	Demonstrates that the teacher has not only read and understood relevant research and/or theory, but is also able to make the leap from that reading to sound pedagogical practice.	Suggests that the teacher has either not read or not understood relevant research and/or theory; thus, s/he is unable to make the leap from such reading to sound pedagogical practice.
Resources	The teacher’s resources are clearly identified in a manner that makes them easily accessible to others who might want to access them.	The teacher’s resources are identified in a manner that makes them fairly accessible to others who might want to access them.	The teacher’s resources not identified or are so identified so vaguely that they are essentially inaccessible to others who might want to access them.
Standards	Demonstrates that the teacher is able to precisely identify specific, relevant standards addressed by the lesson.	Demonstrate that the teacher is generally able to identify specific, relevant standards addressed by the lesson.	Suggest that the teacher is unwilling or unable to identify specific, relevant standards addressed by the lesson.
Learning Goals	Consistently demonstrate the teacher’s ability to design specific objectives that are clear, concise, relevant, achievable and measurable.	Generally demonstrate the teacher’s ability to design specific objectives that are clear, concise, relevant, achievable & measurable.	Suggest that the teacher is unwilling or unable to design specific objectives that are clear, concise, relevant, achievable & measurable.
Preparation	Clearly identifies everything that must be done in advance to help the lesson progress smoothly.	Identifies almost everything that must be done in advance to help the lesson progress smoothly.	Fails to identify a significant portion of the work that must be done in advance to help the lesson progress smoothly.
Materials	Clearly identifies all materials that must be provided in order to ensure the lesson’s success. Provides examples of materials when necessary.	Clearly identifies most materials that must be provided in order to ensure the lesson’s success. Provides examples of materials when necessary.	Fails to identify some necessary materials and/or fails to provide examples of materials when necessary.
Activities	The lesson provides a seamless flow of instructional, participatory, and interactive activities that foster and maintain student engagement while contributing to student learning.	The lesson provides a logical progression of instructional, participatory, and interactive activities that foster and maintain student engagement while contributing to student learning.	The lesson is comprised of a series of activities that have little or no clear relation to each other; activities may be teacher-centered, failing to foster and maintain student engagement while contributing to student learning.
Time	Consistently demonstrates the author’s ability to plan realistically so that the lesson is neither too long nor too short.	Generally demonstrates the author’s ability to plan realistically so that the lesson is neither too long nor too short.	Suggests that the author is unwilling or unable to plan realistically, often resulting in lessons that are either too long nor too short.
Evaluation	The plan identifies an innovative, appropriate method of summative or formative assessment and/or an opportunity for students to reflect upon their own learning/ progress. Assessment/reflection is integrated seamlessly into the experience of the lesson.	The plan identifies an appropriate method of summative or formative assessment and/or an opportunity for students to reflect upon their own learning/progress. Assessment/reflection is a logical extension of the lesson.	The plan fails to identify an appropriate method of summative or formative assessment and/or any opportunity for students to reflect upon their own learning/progress.
DELIVERY
Enthusiasm	Demeanor suggests a real enthusiasm for and engagement with both topic and audience	Demeanor suggests an effort to maintain an appropriate level of engagement with and enthusiasm for the topic and/or audience	Demeanor suggests a lack of enthusiasm for or engagement with topic and/or audience
Comfort level	Demeanor suggests that the candidate is able to address a group with confidence and ease	Demeanor suggests candidate is able to overcome initial reluctance or discomfort at addressing group	Demeanor suggests that the candidate is uncomfortable speaking to a group
Eye contact	Candidate consistently makes natural and appropriate eye contact with apparent ease	Candidate makes an effort to maintain appropriate eye contact and is at least partially successful	Candidate demonstrates an unwillingness or inability to maintain appropriate eye contact
Movement	Candidate is consistently willing and able to utilize available space appropriately, move naturally, gesture naturally, and avoid distracting mannerisms	Candidate makes a generally successful effort to utilize available space appropriately, move naturally, gesture naturally, and avoid distracting mannerisms	Candidate appears unwilling or unable to utilize available space appropriately, move naturally, gesture naturally, and avoid distracting mannerisms
Professional Appearance	Teacher is dressed and groomed in a professional manner.	Teacher is dressed and groomed in a generally professional manner.	Teacher is not dressed or groomed in a professional manner.
Mechanics (volume/rate/ diction)	Candidate is consistently –apparently effortlessly- able to identify and exhibit an appropriate volume and speaking rate; choose appropriate words; and enunciate clearly	Candidate makes a generally successful effort to identify and exhibit an appropriate volume and speaking rate; choose appropriate words; and enunciate clearly	Candidate appears unwilling or unable to identify and exhibit an appropriate volume and speaking rate; choose appropriate words; and enunciate clearly
REFLECTION
What?	The reflection offers a detailed, coherent discussion of the experience, demonstrating the ability to observe carefully, keep thorough records, and translate those into narrative form.	The reflection offers a well-developed, coherent description of the experience, suggesting the ability to observe carefully and keep a careful record of those observations.	The reflection suggests an inability or unwillingness to conduct and report detailed observations.
So What?	The reflection offers a consistently thoughtful, even insightful discussion of the ways in which the experience relates to the content of the methods course (ENG 297) and the author’s pre-existing knowledge and assumptions about responding to student writing.	The reflection offers a well-developed, coherent discussion of the ways in which the experience relates to the content of the methods course (ENG 297) and the author’s pre-existing knowledge and assumptions about responding to student writing.	The reflection suggests an inability or unwillingness to consider how the observation relates to either the content of the methods course (ENG 297) or the author’s pre-existing knowledge and assumptions about responding to student writing.
Now What?	The reflection offers a consistently thoughtful, even insightful discussion of the ways in which the experience might influence the author’s future learning, observation, or pedagogical practice.	The reflection offers a well-developed, coherent discussion of the ways in which the experience might influence the author’s future learning, observation, or pedagogical practice.	The reflection suggests an inability or unwillingness to consider how the experience might influence the author’s future learning, observation, or pedagogical practice.
Organization	The reflection is so well organized that the audience is scarcely aware of its organizational and/or structural elements. They seem to be simply another logical part of an organic whole.	The reflection is generally well organized, making it easily accessible to its audience.	The reflection lacks the kind of organization that makes it easily accessible to its audience.
Style	The reflection is stylistically sophisticated, suggesting that the writer can revise adeptly at the local level, resulting in strong--even engaging--syntax, diction, voice, tone, and so on.	The reflection is stylistically sound, suggesting that the writer can revise competently at the local level, paying careful attention to issues such as syntax, diction, voice, tone, and so on.	The reflection contains stylistic elements that suggest a lack of local revision and careful attention to issues such as syntax, diction, voice, tone, and so on.
Correctness	The reflection is virtually free of mechanical or grammatical errors, demonstrating a careful attention to editing and proofreading, upholding —even contributing to—the author’s ethos as a writing teacher.	The reflection is generally free of distracting mechanical or grammatical errors, suggesting careful attention to editing and proofreading and never undermining the author’s ethos as a writing teacher.	The reflection contains a number of mechanical or grammatical errors, suggesting a lack of attention to editing and proofreading and undermining the author’s ethos as a writing teacher.

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