The Evergreen State CollegeMaster in Teaching ProgramPositive Impact on Student Learning ProjectRUBRICThis project description was developed using MiT’s Student Teaching Rubric,guidelines for the Positive Impact on Student Learning Project, guidelines for the Stateof Washington Performance-Based Pedagogy Assessment of Teacher Candidates, andThe Renaissance Partnership for Improving Teacher Quality Projecthttp://edtech.wku.edu/rubricMiT EALR Project Rubric 11. Contextual Factors RubricRATING INDICATOR 1INDICATOR NOTMET2PARTIALLY MET3INDICATOR MET EVIDENCE, PAGESKnowledge ofCultures,Community,School &ClassroomFactorsMiT 1b PPA 2 c& fTeacher displays minimal, irrelevant, or biasedknowledge of thecharacteristics of the community, cultural groups, school, andclassroom. Family Involvement plan little more than letters or phone calls home.Teacher displays some knowledge of the characteristics of the community, cultural groups, school, andclassroom that may affectlearning. Family Involvement plan actively seeks input from families.Teacher displays acomprehensive understandingof characteristics of the community, cultural groups, school, andclassroom that may affectlearning. Family Involvement plan actively seeks input from families,and has families contribute to classroom learning. Knowledge ofCharacteristicsofStudentsMiT 1b PPA 2a & bTeacher displays minimal,stereotypical, or irrelevant knowledge of differences (e.g. development,interests, culture,abilities/disabilities).Teacher displays generalknowledge of differences (e.g.,development, interests,culture, abilities/disabilities)that affect learning.Teacher displays general andspecific understanding ofdifferences (e.g., development, interests, culture, abilities/disabilities)that affect learning.Knowledge ofStudents’VariedApproaches toLearningMiT 1bPPA 2dTeacher displays minimal, irrelevantor stereotypical, knowledge about different approaches to learning such as learning styles, modalities, different“intelligences” and disabilitiesTeacher displays general knowledgeabout knowledge about different approaches to learning such as learning styles, modalities, different “intelligences” and disabilitiesTeacher displays general andspecific understanding of different approaches to learning - learning styles, modalities,different “intelligences” and disabilitiesKnowledge ofStudents’Skills and PriorLearningMiT 1b PPA 2eTeacher displays little or irrelevant knowledge ofstudents’ skills and prior learning and does not indicate such knowledge is valuable.Teacher displays general knowledgeof students’ skillsand prior learning that may affect learning but only for the class as a whole.Teacher displays general andspecific understanding ofstudents’ skills andprior learning that may affectlearning.ImplicationsforInstructionalPlanning andAssessmentTeacher does not provide implicationsfor instruction & assessment based on individual differences and community, school, and classroom characteristics ORoffers inappropriateimplications.Teacher provides generalimplications for instruction& assessment basedon individual differences and community, school,andclassroom characteristics.Teacher provides specificimplications for instruction & assessment basedon individual differencesand community, school, andclassroom characteristics.MiT EALR Project Rubric 22. Learning Goals RubricRATING INDICATOR 1INDICATORNOT MET2PARTIALLY MET3INDICATOR MET EVIDENCE, PAGESSignificance,Challenge, andVarietyMiT 1c PPA 1bGoals reflect only one typeor level of learning and one discipline orstrand.Goals reflect several types orlevels of learning but lacksignificance or challenge and/or make no effort at coordination or integration.Goals reflect several typesor levels of learning and aresignificant and challenging. They offer opportunities for integration of more than one discipline orstrand.ClarityMiT 1cKey concepts and goals are not stated clearly or are activities rather than learning outcomes. Goals do not permit viable methods of assessment.Some goals and key concepts clearly stated as learning outcomes OR are moderatelyclear. May containa combination of goals and activities. Some do not permit viable assessment.Most of the goals andkey concepts are clearly stated as learning outcomes and most permit viable methods of assessment.AppropriatenessFor StudentsMiT 1c PPA 1cGoals are not appropriate for the development, prerequisiteknowledge, skills, experiences; or other student needs.Some goals are appropriate for the development, prerequisite knowledge, skills, experiences; and other student needs.Most goals are appropriatefor the development; prerequisiteknowledge, skills,experiences; and other student needs.Alignment withState, National,or LocalStandardsMiT 1c PPA 1aGoals are not aligned withnational, state or localstandards. Not reflective of school district’s application of EALRs, GLEs, PEs, or Frameworks.Some goals are aligned withnational, state or local standards and meet school district’s application of EALRs, GLEs, PEs, or Frameworks.Most of the goals areexplicitly aligned with state,national, or localstandards and are appropriate for meeting school district’s application of EALRs, GLEs, PEs, or Frameworks.MiT EALR Project Rubric 33. Assessment Plan RubricRATING INDICATOR 1INDICATOR NOTMET2PARTIALLY MET3INDICATOR MET EVIDENCE, PAGESAlignment with Learning Goals andInstructionMiT 1f PPA 4 & 10aContent and methods of assessment lack congruence with learning goals andconcepts or lack cognitive complexity.Some of the learninggoals are assessed through the plan, butmany are not congruent with learning goals in content and cognitive complexity.Each of the learning goals is assessed through the plan; assessments are congruent with the learning goals in content andcognitive complexity.Clarity of Criteria andStandards for PerformanceMiT 1f PPA 4a & 10dThe assessments contain no clear criteria for measuring studentperformance relative to the learning goals.Assessment criteria have been developed, but they are not clear, are notexplicitly linked to the learning goals, or have not been clearly communicated to students.Assessment criteria are clear, are explicitly linked to the learning goals, and have been clearly communicated to students.MultipleModes andApproachesPPA 4c & 10bThe assessment plan includes only one assessment mode and does not assess students before, during, and after instruction.The assessment plan includesmultiple