Rubric for Lesson Plan Development

Insufficient Emerging Proficient Distinguished Score

1 2 3 4
Task A 1
Context Descriptions of Descriptions of Descriptions of Descriptions of
school, classroom school, classroom school, classroom school, classroom
and curricular and curricular and curricular and curricular
contexts are contexts vary in contexts are rich contexts are rich
missing or are at depth and and are supported and are supported
surface level only, richness. Some by relevant data by relevant data
suggesting limited are supported by where appropriate where appropriate
understanding of relevant data and available, and available,
contextual factors where appropriate indicating a good indicating a good
impacting the and available. This understanding of understanding of
learner. indicates a good many factors all factors
understanding of impacting the impacting the
the impact of learner. learner.
some but not all of Descriptions
the contextual indicate how this
factors impacting knowledge will
the learner. impact the
candidate's
teaching.
Descriptions of Descriptions of
social, political, social, political, Descriptions of Descriptions of
families and families and social, political, social, political,
community community families and families and
contexts contexts vary in community community
are at the surface depth and contexts are contexts are rich
level only, richness. Some rich and are and are supported
suggesting limited are supported by supported by by relevant data
understanding of relevant data relevant data where appropriate
contextual factors where appropriate where appropriate and available.
impacting the and available. This and available. This indicates a
learner. The indicates a good This indicates a very solid
candidate does understanding of good understanding of
not the impact of understanding of diversity elements
indicate how the some, but not all, diversity elements impacting the
school takes into diversity elements impacting the learner. The
account diversity impacting the learner. The candidate
elements e.g. learner. The candidate describes how
English language candidate identifies and this knowledge will
learners (ELL). indicates how the briefly describes a impact her/his
cultural/ linguistic, school takes into specific strategy teaching.
SES, gender, that indicates how Candidate
account some
sexual orientation, the school takes identifies specific
diversity elements. into account at
 HAGT or disability least two strategies which
practices. elements. are thoroughly
described.

Lesson Plan
Goals/Objectives Goals/Objectives Sets appropriate Sets high,
may not be are vaguely learning worthwhile, and
Instruction goals/objectives at articulated, of goals/objectives appropriate
Goals and all, but rather limited based on learning
activities. When significance, and knowledge of goals/objectives
Objectives
stated, they are loosely related to student needs. based on detailed
vague, trivial, the instruction or knowledge of
Bloom’s inappropriate student needs student needs.
Taxonomy and/or not
connected to the
Essential instruction and/or
Questions student needs.

EQ(s) is too EQ(s) is open- EQ(s is open- EQ(s) is open-

simple will not help ended and ended and ended and
students think encourages some encourages encourages
critically higher order higher order higher order
thinking. thinking. thinking.

EQ(s) help EQ(s) help

students students
conceptualize conceptualize the
the theme of theme of the
the lesson and lesson and
challenge students challenge students
to think critically. to think critically.
.
EQ(s) also prompt
students to
develop a plan of
action and require
them to construct
their knowledge by
connecting the
topic to what
they've learned
previously.
Does not cite KY Is beginning to cite Cites somewhat Cites thorough and
Core Academic objectives in terms descriptive descriptive
KCAS Standards and of KY Core objectives in terms objectives in terms
Objectives as a Academic of KY Core of KY Core
part of lesson Standards and Academic Academic
planning; Objectives; Standards and Standards and
inadequate objectives Objectives for Objectives;
objectives to meet somewhat meet most of the lesson; objectives are
goals of the lesson the goals of the objectives clearly tied to all
plan. lesson. adequately meet aspects of the
lesson.
 the goals of the
lesson.
Instructional Some instructional Most instructional Instructional
strategies are strategies are strategies are strategies
Differentiated missing or appropriate for appropriate for appropriate for
strategies used learning learning learning
Instructional
are inappropriate. outcome(s). Some outcome(s). Most outcome(s).
Strategies strategies are strategies are Strategy based on
based on a based on a a combination of
combination of combination of practical
practical practical experience,
experience, experience, theory, research
theory, research theory, research and documented
and documented and documented best practice.
best practice. best practice.

Sometimes varies Uses a variety of

Fails to use Limited variety of instructional instructional
appropriate instructional strategies; uses strategies; uses
instructional strategies; little strategies that strategies that
strategies; there is positive effect on have some have a positive
no positive effect learning positive effects on effect on student
on learning learning learning; uses
technology

Materials, activities Entire lesson

Some of the
and strategies do Most of the lesson includes materials,
lesson includes
not fully reflect the includes materials, activities and
materials, activities
needs of students. activities and strategies that
Activities are not and strategies that
reflect the needs of strategies that reflect the differing
developmentally reflect the needs of needs of students
students. Some
appropriate; students. Most (learning styles,
activities are
activities do not activities are etc.). All activities
developmentally
allow for student developmentally and strategies are
appropriate;
participation or use appropriate; most developmentally
of students’ lesson is beginning
to incorporate activities and appropriate;
schema. strategies include activities include
schema building
and student some student maximum student
p a r t i c i pation. participation and participation and
schema building. schema building.

Activities that Specific activities

General activities
differentiate the Specific activities that differentiate
content, process, that differentiate
the content, that differentiate the content,
product and the content, process, product,
process, product,
/or learning process, product, and/or learning
and/or learning
environment are and/or learning environment are
environment are
not identified. environment are designed to
identified but
designed to provide advanced
improve achievement for all
 detail is lacking in achievement for all learners.
one or more of the learners.
critical areas.
Research-based
Research-based Research-based strategies are
strategies are not Is beginning to strategies are effectively
identified. identify research- described to meet described to
based strategies, the needs of all challenge all
learners. learners

Method for Method for Method for Method for

assessing student assessing student assessing student assessing student
Differentiated learning and learning and learning and learning and
evaluating evaluating evaluating evaluating
Assessment instruction is instruction is instruction is instruction is
missing. vaguely stated. present. Can be clearly delineated
Assessment is readily used for and authentic. Can
teacher expert, peer, be readily used for
dependent. and/or self- expert, peer,
evaluation. and/or self-
evaluation.

Fails to apply Applies some Applies more Applies

appropriate appropriate appropriate appropriate
assessment assessment assessment assessment
Formative strategies to strategies to strategies to strategies to
measure student measure student measure student measure student
knowledge and knowledge and knowledge and knowledge and
performance; performance performance performance
assessments not during the during the during the
consistent with learning process; learning process; learning process;
objectives and some assessment most assessment assessment is
procedures; no is consistent with is consistent with consistent with
variety of objectives and objectives and objectives and
assessment procedures; limited procedures; procedures;
procedures. variety of provides some utilizes a variety of
assessment variation in assessment
procedures. assessment procedures.
procedures.
Fails to apply Applies some Applies more Applies
Summative appropriate appropriate appropriate appropriate
assessment assessment assessment assessment
strategies to strategies to strategies to strategies to
measure student measure student measure student measure student
knowledge and knowledge and knowledge and knowledge and
performance; performance at performance at performance at
assessments not the completion of the completion of the completion of
consistent with the learning the learning the learning
objectives and process; some process; most process;
procedures; no assessment is assessment is assessment is
variety of consistent with consistent with consistent with
 assessment objectives and objectives and objectives and
procedures. procedures; limited procedures; procedures;
variety of p r o v i d e s some utilizes a variety of
assessment variation in assessment
procedures. assessment procedures.
procedures
Selection and Selection and Selection and Selection and
application of application of application of application of
Technology technologies is technologies is technologies is technologies is
inappropriate becoming basically appropriate for
Used limited or absent appropriate to appropriate for learning
to meet learning meet learning learning environment and
environment and environment and environment and outcomes.
outcomes. outcomes. outcomes. Some Technologies
technologies applied to
applied enhance enhance learning
learning for some for all students.
students.

Technologies are A range of

Technologies Technologies are
applied do not utilized to support utilized, and are technologies are
appropriate for the effectively
affect learning and instruction.
learners and integrated into the
are not utilized to
provide for optimal context of the
support
student learning. lesson, engaging
instruction.
to learners and
provide for optimal
student learning.
Additional
resources and
their uses are
listed for extended
learning activities

Material list is Some materials Most materials All materials

missing. necessary for necessary for necessary for
student and student and student and
Use of resources teacher to teacher to teacher to
& materials is complete lesson complete lesson complete lesson
limited or absent. are listed, but list are listed. clearly listed.
is incomplete.
Differentiated Materials fail to
fully fit the context Resources & Resources & A range of
Materials
of the materials are materials are resources &
Needed lesson and needs utilized to support utilized, are materials are
of the students instruction and are appropriate for effectively
appropriate for most learners and integrated into the
some learners. provide for optimal context of the
student learning. lesson, engaging
all learners and
providing for
optimal student
 learning.
Additional
resources are
listed for extended
learning activities.

Lesson plan is Lesson plan is Lesson plan is Complete package

unorganized and organized, but not organized and is well organized
Organization presentation is not professionally professionally and very
and professional. presented. presented. professional.
Presentation
Lesson plan Lesson plan Lesson has few Entire lesson is
Spelling includes numerous includes several grammatical and free of
grammatical and errors in spelling spelling errors grammatical and
And
spelling errors. and grammar spelling errors
Grammar

Task C
Reflection may be Describes and Describes and Describes
missing or seems analyzes teaching, analyzes teachingteaching
disconnected from but reflection may with accuracy; accurately and,
the instructional be vague, general, reflects on some analyzes it fully
evidence. and/or focused implications for and thoughtfully;
solely on the future lessons reflects in-depth
procedural on its implications
aspects of and
teaching. significance for
Inaccurate, limited Analyzes evidence future lessons.
or no evidence Partially analyzes of student
related to an student learning learning and Thoroughly
analysis of and teacher teacher analyzes
student learning performance in performance evidence of
and teacher planning, in planning, student learning.
performance in instruction, instruction, A reflection of
Reflection planning, environment environment and teacher
instruction, and professionalism. performance
environment and professionalism. All areas of encompasses the
professionalism. Some reflection is performance domains of
evident. receive some planning,
objective reflection instruction,
environment and
professionalism.
All areas of
performance
receive in-depth
objective
reflection.
Data or products
are utilized in the
analysis.
 Discussion of what Discussion of Discussion of what Discussion of what
changes would what changes changes would changes would
be made for re- would be made for be made for re- be made for re-
teaching the re-teaching the teaching the teaching the
lesson is lesson is lesson; lesson is clear, in-
incomplete or somewhat vague. explanation of depth and
Revision missing. some specifics thoughtful with
about what valid explanation
changes would of why the
take place is changes would
provided. need to be
implemented.

No attempt to Rarely attempts Usually draws Routinely identifies

analyze the data to identify trends conclusions from trends and draws
or draw and draw the data. Usually conclusions from
conclusions. There conclusions from makes some links the data that
is no attempt to the data. Rarely to prior relates to
link the data to attempts to make knowledge. standards or
prior knowledge. some links to prior student learning.
knowledge. Routinely relates
the presented data
to previous or new
knowledge.

Does not use Rarely uses

assessment and assessment and Usually uses Routinely uses
data in data in assessment and assessment and
instructional instructional data in data in
planning. planning. instructional instructional
planning. planning:
•Uses data to
select instructional
strategies.
•Has evidence of
linking
assessment, data
and instruction.
•Develops
assessment
methods to
progress, plan and
pace instruction
•Maintains
consistent records
of task completion
and student
performance.
•Reports student
progress.

Total Points