Staff Development Rubric

Staff Development 'Lesson Plan' Rubric

Use this rubric as a guide.

Elements	0 points	2 points	4 points	6 points
H. Curriculum and Standards	The lesson provides no connection to core curriculum or a standard course of study or to state and/or national curriculum standards.	The lesson provides some connection to core curriculum with a few references to a course of study and to curriculum standards.	The lesson provides connections to core curriculum with clear references to a course of study and curriculum standards.	The lesson supports core curriculum content appropriate to the targeted student group and is well integrated with a course of study and aligned with curriculum standards.
I. Student- Centeredness	The lesson is flat and uninspiring. There is no evidence of student choice or flexibility in pace, topic or end product.	The lesson is appealing, but student choice and flexibility are limited.	The lesson is appealing, and there is evidence of instructional flexibility or accommodation of students' interests.	The lesson is appealing, and it invites students to be creative. It supports student choice and encourages students to take responsibility for their learning by having at least one section that is open-ended.
J. Collaboration	Neither students nor teachers worked as teams or partners in this unit.	One of the following conditions is true: (1) A team of teachers shares some responsibility for the design and implementation of the project. (2) Teams of students worked together on at least part of the lesson.	One of the following conditions is true: (1) The unit is clearly a joint effort of a team of teachers who are at the same or different school sites. (2) Students are required to work in teams for most of the project. (3) Classes depend on gathering data or input from geographically distant partners.	At least two of the following conditions are true: (1) The unit is clearly a joint effort of a team of teachers. (2) Students are required to work in teams for most of the project. (3) Classes depend on gathering data or input from geographically distant partners.
K. The role of the teacher	The lesson does not describe the teacher's role.	The lesson alludes to the teacher's role via general "tips." OR The teacher's role is implicit in the lesson description.	The lesson describes the teacher's specific activities and how he or she is to support student learning.	The lesson describes the teacher's specific activities and how he or she is to support and assess student learning. It identifies potential challenges inherent to the lesson and suggests alternative instructional strategies.
L. Instructional Design	The lesson seems incomplete or sketchy.	The lesson is complete, but lacks depth. It does not offer strategies for adaptations to students with special needs or learning style preferences.	The lesson is complete, goes into depth, but lacks specific examples of adaptations for students with special needs or learning style preferences.	The lesson is complete, deep, and adaptable. It offers extensions for more motivated learners and/or adaptations for students with special needs or learning style preferences.
M. Assessment	There is no evidence of connection to educational objectives nor assessment strategies.	There is some mention of educational objectives, but inadequate or incomplete references to assessment.	There is adequate identification of educational objectives and assessment strategies.	Educational objectives are clear, obtainable, and measurable. Multiple and alternative assessment strategies are described.
N. Use of the Web Medium	The lesson's use of the Internet treats students as passive recipients of information, is not well-defined, or is a trivial use of the medium.	The lesson's use of the Internet is focused, and may originate from a teacher-designed web site.	The lesson's use of the Internet helps students achieve their learning objectives by involving them actively in at least one of the following ways: (1) searching for information, or (2) communicating with peers and/or experts.	The lesson's use of the Internet helps students achieve their learning objectives by involving them actively in: (1) searching for information, or (2) communicating with peers and/or experts, AND synthesizing their information and/or data into a presentation that is published online.
O. Ease of Use	The scope of the lesson is flawed in at least one of the following ways: its time frame is too demanding; it is too limited; too expensive, too specialized for general use, or is simply a poor use of the Web medium.	The scope of the lesson is challenging because it uses some materials or strategies which are not typically available or manageable.	The scope of the lesson appears to be manageable in a typical classroom of the targeted grade level and subject, but it has NOT been tested and used with students.	The scope of the lesson is manageable in a typical classroom of the targeted grade level and subject. The lesson has been tested and used with students, and the teacher has provided reflective comments about his/her experiences.

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