Assistance Structures

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Develop a lesson plan that scaffolds through skill levels and meets the needs of all learners based on Danielson's rubric of instructional outcomes. 25%

Does not develop a lesson plan that scaffolds through skill levels and meets the needs of all learners based on Danielson's rubric of instructional outcomes.

Develops a lesson plan but does not scaffold through skill levels or meet the needs of learners based on Danielson's rubric of instructional outcomes.

Develops a lesson plan that scaffolds through skill levels and meets the needs of all learners based on Danielson's rubric of instructional outcomes.

Develops a lesson plan that scaffolds through skill levels and meets the needs of all learners and supports the plan with examples of how it aligns with Danielson’s rubric of instructional outcomes.

Design formative assessments based on Danielson's rubric for using assessments as a tool to evaluate instruction. 25%

Does not design formative assessments based on Danielson's rubric for using assessments as a tool to evaluate instruction.

Designs assessments, but they are not based on Danielson's rubric.

Designs formative assessments based on Danielson's rubric for using assessments as a tool to evaluate instruction.

Designs formative assessments supported with examples of how it aligns with Danielson’s rubric for using assessments as a tool to evaluate instruction.

Identify how technology may or may not enhance the learning activities in this lesson. 25%

Does not identify how technology may or may not enhance learning activities in this lesson.

Lists technologies that could be used, but does not identify how technology may or may not enhance the learning activities.

Identifies how technology may or may not enhance learning activities in this lesson.

Identifies how technology may or may not enhance the learning activities in this lesson and cites a personal example of this happening in one's own classroom.

Develop research-based learning activities, instructional materials, and resources as needed to meet the basic or above level of expectations on Danielson's rubric on designing coherent instruction. 25%

Does not develop research-based learning activities, instructional materials, and resources as needed to meet the basic or above level of expectations on Danielson's rubric on designing coherent instruction.

Develops research-based learning activities, instructional materials, and resources as needed to meet the basic or above level of expectations on Danielson's rubric on designing coherent instruction.

Develops research-based learning activities, instructional materials, and resources as needed to meet the basic or above level of expectations on Danielson's rubric on designing coherent instruction.

Develops research-based learning activities, instructional materials, and resources that are supported with evidence of how it aligns with Danielson’s rubric on designing coherent instruction.