Analysis and Reflection

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Reflect on the ability to analyze national and state learning standards in selected content area or grade level. 20%

Does not reflect on the ability to analyze national and state learning standards in selected content area or grade level.

Reflects on the ability to analyze national and state learning standards in selected content area or grade level, but the reflection is vague or does not adequately convey learning.

Reflects on the ability to analyze national and state learning standards in selected content area or grade level.

Reflects thoroughly on the ability to analyze national and state learning standards in selected content area of grade level, making clear connections between new learning and future practice.

Reflect on the ability to develop assessments that are aligned to learning standards. 20%

Does not reflect on the ability to develop assessments that are aligned to learning standards.

Reflects on the ability to develop assessments that are aligned to learning standards, but the reflection is vague or does not adequately convey learning.

Reflects on the ability to develop assessments that are aligned to learning standards.

Reflects thoroughly on the ability to develop assessments that are aligned to learning standards, making clear connections between new learning and future practice.

Reflect on the ability to plan learning events that are supported by research-based best practices. 20%

Does not reflect on the ability to create instruction that is supported by research-based best practices.

Reflects on the ability to create instruction that is supported by research-based best practices, but the reflection is vague or does not adequately convey learning.

Reflects on the ability to create instruction that is supported by research-based best practices.

Reflects thoroughly on the ability to create instruction that is supported by research-based practices, making clear connections between new learning and future practice.

Reflect on the implementation of instruction in an educational setting. 20%

Does not reflect on the implementation of instruction in an educational setting.

Reflects on the implementation of instruction in an educational setting, but the reflection is vague or does not adequately convey learning.

Reflects on the implementation of instruction in an educational setting.

Reflects thoroughly on the implementation of instruction in an educational setting, making clear connections between new learning and future practice.

Reflect on how new learning impacts planning and implementing instruction in educational settings. 20%

Does not reflect on how new learning impacts planning and implementing instruction in educational settings.

Reflects on how new learning impacts planning and implementing instruction in educational settings, but the reflection is vague or does not adequately convey learning.

Reflects on how new learning impacts planning and implementing instruction in educational settings.

Reflects thoroughly on the implementation of instruction in an educational setting, making clear connections between near learning and future practice.