DPASII Criterion Rubrics for Teachers

Component 1: Planning and Preparation Criterion 1a: Selecting Instructional Goals ELEMENT Value, sequence and alignment Clarity Balance Suitability for diverse learners

Component 1: Planning and Preparation Criterion 1b: Designing Coherent Instruction ELEMENT Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

Component 1: Planning and Preparation Criterion 1c: Demonstrating Knowledge of Content and Pedagogy ELEMENT Knowledge of content & the structure of the discipline Knowledge of prerequisite relationships

Component 1: Planning and Preparation Criterion 1d: Demonstrating Knowledge of Students ELEMENT Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge, & language proficiency Knowledge of students’ interests & cultural heritage Knowledge of students’ special needs

Component 1: Planning and Preparation Criterion 1e: Designing Student Assessments ELEMENT Congruence with instructional outcome Criteria and standards Design of formative assessments Use for planning

Component 2: Classroom Environment Criterion 2a: Managing Classroom Procedures ELEMENT Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties

Component 2: Classroom Environment Criterion 2b: Managing Student Behavior ELEMENT Expectations Monitoring of student behavior Response to student misbehavior

Component 2: Classroom Environment Criterion 2c: Establishing a Culture for Learning ELEMENT Teacher interaction with students Student interactions with other students Importance of the content Expectations for learning and achievement Student pride in work

Component 2: Classroom Environment Criterion 2d: Organizing Physical Space ELEMENT Safety and accessibility Arrangement of furniture and use of physical resources

Component 3: Instruction Criterion 3a: Engaging Students in Learning ELEMENT Activities and assignments Grouping of students Instructional materials and resources Structure and pacing of the lesson

Component 3: Instruction Criterion 3b: Demonstrating Flexibility and Responsiveness ELEMENT Lesson Adjustment Response to students Persistence

Component 3: Instruction Criterion 3c: Communicating Clearly and Accurately ELEMENT Expectations for learning Directions and procedures Explanations of content

Component 3: Instruction Criterion 3d: Using Questioning and Discussion Techniques ELEMENT Quality of questions Discussion techniques Student participation

Component 3: Instruction Criterion 3e: Using Assessment in Instruction ELEMENT Assessment criteria Monitoring of student learning Feedback to students Student self- assessment & monitoring of progress

Component 4: Professional Responsibilities Criterion 4a: Communicating with Families ELEMENT Information about the instructional program Information about individual students Engagement of families in instructional program

Component 4: Professional Responsibilities Criterion 4b: Recording data in a Student Record System ELEMENT Student completion of assignments Student progress in learning Non-instructional records

Component 4: Professional Responsibilities Criterion 4c: Growing and Developing Professionally ELEMENT Enhancement of content knowledge and pedagogical skills Receptivity to feedback from colleagues Service to the profession

Component 4: Professional Responsibilities Criterion 4d: ELEMENT Accuracy Use in future teaching