Rubric for SEED 4556 Second Teach

Description evidenced in the Teach and accompanying Learning Plan	Pathwise Domain and Descriptor	Point Value	U 1	A 2	E 3
Completed Lesson Plan See unit-learning plans for all that should be included for individual plans.	A Planning	/30
Focus Reasons are given for actions or directions when appropriate. Communicates the usefulness of an activity to the students. Gains students’ attention before beginning.	B and C	/10
Procedure All materials needed to complete the lesson are available and accessible; are arranged for easy distribution. Modifications are provided for students with exceptionalities. Routines take place to assist in learning; organizes and directs housekeeping chores to prevent wasted time. Communication is free of errors (subject matter/oral/written communication). Transitions between activities are smooth with clear directions. Makes adjustments in the lesson if necessary. Follows the lesson plan. Acts decisively. Handles distractions effectively. Presents lesson in a logical sequence.	B Procedures and Materials	/15
Activities Timeframe for the beginning, the middle, and the ending of the lesson is realistic to the accomplishment of the lesson objective(s); developed in an orderly way. Model/Method of teaching includes multiple and/or emotional intelligences and encouragement of higher order thinking; content, material and media selected aid in achieving objectives. Actively attempts to involve inattentive students. Activities are designed for student interest and success. A variety of activities are used as appropriate. Students appear to be attentive throughout the lesson. Makes an effort to interact with all students. Provides effective opportunities for practice. Provides additional information on skills or concepts when necessary. Students are grouped (i.e., whole group, small groups, etc.) to support desired learning.	C Models/ Methods, Activities, and Student grouping	/15
Questioning Appropriate questioning techniques are used to clarify and/or extend the lesson. Rephrases questions that are not understood.	C	/10
Evidence of Learning Videotape demonstrates that students met lesson objective(s). Videotape demonstrates that appropriate learning occurred.	D Evaluation	/15
Closure Provides feedback (debriefing) to students with regard to accomplishment of the objective(s). Addresses what learning should have and/or did occur during the lesson.	C	/10
Teacher Reflection Provides a complete reflection for the lesson. The teacher candidate reflects on what worked, what didn't work, what changes will be made next time, and how the candidate knows the students understood what was taught.; realistically assesses the degree of success in achieving the objective(s); demonstrates an understanding of the value of self evaluation and reflective thinking by analyzing classroom events in terms of learning principles/theory. (Be sure to address each aspect in your reflection following page 4 of the Unit, Learning Plan, and Directed Reflections packet.)	D Reflection	/60
Professional Behavior Exhibits professional behavior in dress, conduct, voice and diction, etc.	D	/10
Field-based Evaluation	D	/25
Total (200 points possible)	/200 =

Notes: “1” denotes unacceptable for the criteria (below 70% for the criteria). “2” denotes acceptable for the criteria (70-85% for the criteria). “3” denotes exceptional for the criteria (86-100% for the criteria).

If you score at the “1” level for any criteria, it is strongly recommended that you revisit the area in both your text and notes, examine instructional websites provided by the textbook publisher and others, and meet with your instructor if necessary for further review.

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