PPA-C Rubric

SCORING RUBRIC

Candidate________________________Supervisor__________________________  Cooperating Teacher _____________________
School _____________________________ School District_____________________________  Grade Levels___________________
PPA Administration Dates:  1st:__________ 2nd:_______________ 3rd: _____________  4th:______________

TPEP 1?: Centering instruction on high expectations for student achievement
TPEP: 4 Providing clear and intentional focus on subject matter content and curriculum
1.  The teacher candidate sets learning targets that address the Essential Academic Learning Requirements and the state learning goals.
Source of Evidence Instructional Plan, Instructional Plan Rationale
CriterionNot MetMetComments (evidence of performance)
A.  AlignmentThe plan's learning targets are explicitly aligned with Common Core, EALRs, state learning goals, district goals, and school and classroom goals. TPEP4⇵Met    ⇵Not Met  ⇵Not Observed
B.  Meaningfulness/ ImportanceThe plan's learning targets represent valuable learning and foster student critical thinking and problem solving.⇵Met    ⇵Not Met  ⇵Not Observed
C.  Developmental and Instructional
Appropriateness
The learning targets are not appropriate for the development, pre-requisite knowledge, skills, experiences, & backgrounds of students or their characteristics & needs.The plan's learning targets are suitable for all students in the class and are adapted where necessary to the needs of individual students. TPEP1⇵Met    ⇵Not Met  ⇵Not Observed
D.  AccuracyThe plan's learning targets represent activities rather than learning outcomes and cannot be assessed.The plan's learning targets define learning outcomes and can be assessed. TPEP4⇵Met    ⇵Not Met  ⇵Not Observed
E.  Multicultural
Perspectives
The plan's learning targets lack transformative multicultural knowledge, reasoning, performance skills, products, or dispositions.The plan's learning targets are grounded in transformative multicultural knowledge, reasoning, performance skills, products, or dispositions.⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 3: Recognizing individual student learning needs and developing strategies to address those needs
2.  The teacher candidate demonstrates knowledge of the characteristics of students and their communities.
Source of Evidence:  Instructional Plan, Instructional Plan Rationale
CriterionNot MetMetComments (evidence of performance)
A.  Developmental
Characteristics
The plan reflects minimal or inaccurate understanding of students’ developmental characteristics.The plan reflects understanding of students’ developmental (cognitive, social, moral, physical, etc.) characteristics TPEP3⇵Met    ⇵Not Met  ⇵Not Observed
B.  ExceptionalitiesThe plan reflects minimal or inaccurate understanding of students’ exceptionalities and special learning needs.The plan reflects understanding of students’ exceptionalities and special learning needs. TPEP3⇵Met    ⇵Not Met  ⇵Not Observed
C.  Cultural
Backgrounds, Ethnicity, Language Development, Socioeconomic Status (SES), Gender
The plan reflects minimal or inaccurate understanding of students’ cultural backgrounds, ethnicity, first language development, English acquisition, SES, and gender.The plan reflects understanding of students’ cultural backgrounds, ethnicity, first language development, English acquisition, SES, and gender. TPEP3⇵Met    ⇵Not Met  ⇵Not Observed
D.  Approaches to
Learning
The plan reflects minimal or inaccurate understanding of students’ varied approaches to learning.The plan reflects understanding of students’ varied approaches (e.g. learning styles) to learning.⇵Met    ⇵Not Met  ⇵Not Observed
E.  Prior Knowledge and SkillsThe plan reflects minimal or inaccurate understanding of students’ knowledge and skills relative to the learning targets.The plan reflects understanding of students’ knowledge and skills relative to the learning targets for each student, including those with special needs.TPEP1⇵Met    ⇵Not Met  ⇵Not Observed
F.  Community
Factors that Impact Student Learning
The plan reflects minimal or inaccurate understanding of community factors that impact student learning.
The plan reflects understanding of how to use students’ community as support for activities, resources, and learning strategies. TPEP3⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 7: Communicating and collaborating with parents and school community
3.  The teacher candidate plans and establishes effective interactions with families to support student learning and well- being.
Source of Evidence:  Plan for using personal contact with families (e.g., telephone, home visit, family conferences, and/or written messages)
CriterionNot MetMetComments (evidence of performance)
A.  AppropriatenessThere are no plans for interactions with families OR interactions presented in the plan are inappropriate for the language and level of understanding of families.The plan’s interactions with families are specifically adapted to the language and level of understanding of each student and his or her family, including low-status/historically marginalized families.⇵Met    ⇵Not Met  ⇵Not Observed
B.  PurposeInteractions in the plan focus primarily on negative student behavior and performance.The plan for family interaction is culturally responsive, elicits information regarding student learning and well being, including low-status/historically marginalized families, and provides opportunities for family engagement regarding student learning. TPEP 7⇵Met    ⇵Not Met  ⇵Not Observed
C.  Cultural
Responsiveness
Interactions in the plan are routine with little or no effort to make interactions culturally responsive.The plan’s interactions with families are culturally responsive for each student and his or her family. Combined in B above⇵Met    ⇵Not Met  ⇵Not Observed
D.  Two-Way CommunicationsThe plan provides limited opportunities for families to engage in communication about the learning progress and well being of their childrenThe plan provides adequate opportunities for families                      to engage in communication or activities to support student learning and well being. Combined in B above⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 6: Using multiple student data elements to modify instruction and improve student learning
4.  The teacher candidate designs assessment strategies that measure student learning.
Source of Evidence:  Instructional Plan. Include descriptions or documentation related to the assessment strategies (e.g., copy of assignments, description of strategies, rubric)
CriterionNot MetMetComments (evidence of performance)
A.  AlignmentThe plan's assessment strategies are not aligned with the learning targets.The plan's assessment strategies are well aligned with the learning targets, includes assessments that measure the student outcomes reflected in the learning targets, and  provides for the use of both formative and summative assessment data to evaluate impact on student learning.TPEP6⇵Met    ⇵Not Met  ⇵Not Observed
B.  Technical
Soundness
The plan’s assessment strategies do not measure the intended outcomes of the learning targets.The plan includes assessments that measure the student outcomes reflected in the learning targets.combined in A above⇵Met    ⇵Not Met  ⇵Not Observed
C.  Formative and Summative AssessmentThe plan does not provide for the use of both formative and summative assessment data to evaluate the impact on student learning.The plan provides for the use of both formative and summative assessment data to evaluate impact on student learning. Combined in A above⇵Met    ⇵Not Met  ⇵Not Observed
D.  Multiple Modes and ApproachesThe plan’s assessment strategies employ a single assessment mode or approach.The plan includes opportunities for students to engage in a variety of assessments that measure their performance relative to the learning targets.⇵Met    ⇵Not Met  ⇵Not Observed
E.  FeedbackThe plan's assessment strategies provide no opportunities for students to receive feedback.The plan includes opportunities for students to receive feedback regarding their performance relative to the learning targets.⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 2: Demonstrating effective teaching practices
5.  The teacher candidate designs instruction based on research and principles of effective practice.
Source of Evidence:  Instructional Plan, Instructional Plan Rationale
CriterionNot MetMetComments (evidence of performance)
A.  AlignmentThe plan's learning activities are not aligned with learning targets and assessments.The plan’s learning activities are well aligned with learning targets and assessments. TPEP 2⇵Met    ⇵Not Met  ⇵Not Observed
B.  Lesson
Sequence
The plan's learning activities are unrelated to prior learning and do not support the learning targets.The plan's learning activities account for prior learning and support the learning targets. TPEP 2⇵Met    ⇵Not Met  ⇵Not Observed
C.  Research-Based
Pedagogy
The plan fails to connect instruction to research and principles of effective practice that are content-specific, developmentally appropriate, culturally responsive, gender sensitive, and inclusive of all students including low-status/historically marginalized students.The plan is based on research and principles of effective practices that are content-specific, developmentally appropriate, culturally responsive, gender sensitive, and inclusive of all students including low-status/historically marginalized students.⇵Met    ⇵Not Met  ⇵Not Observed
D.  Academic
Knowledge and
Perspective
The plan reflects a single viewpoint OR uses multicultural or gender academic knowledge only as an add-on to instruction that reflects the dominant culture.The plan describes how instructional strategies extend beyond the existing diversity of the students in the class and expand material to incorporate a range of transformative multicultural and gender-relevant subject matter content.⇵Met    ⇵Not Met  ⇵Not Observed
E.  Culturally Responsive Learning
Activities
The plan employs a single learning strategy or method throughout the lesson OR limits student opportunity to learn from one another in a democratic and caring environment.The plan employs a variety of learning experiences that build on and recognize the academic competence of each student and encourages critical thinking and collaborative learning in a democratic and caring environment. TPEP 2⇵Met    ⇵Not Met  ⇵Not Observed
F.  Materials and
Resources
The plan utilizes learning materials and learning tasks that primarily represent the dominant culture or a single gender.The plan utilizes learning materials and engages in learning tasks that incorporate transformative multicultural and gender perspectives.
⇵Met    ⇵Not Met  ⇵Not Observed
G.  Use of
Technology
The plan incorporates few opportunities for students to learn with varied technologies.The plan utilizes technology to support and enhance instruction and student learning.⇵Met    ⇵Not Met  ⇵Not Observed
H.  Heterogeneous
Grouping
The plan's learning activities exclude heterogeneous cooperative learning groups.The plan provides opportunities for students to engage in a variety of learning experiences including heterogeneous cooperative learning groups that build and recognize academic competence of all students, including low-status/historically marginalized students.TPEP1⇵Met    ⇵Not Met  ⇵Not Observed
I.Student
Engagement
The plan provides no opportunities for students to become intrinsically motivated or engaged in their own learning.The plan describes how students will become intrinsically motivated and engaged in their own learning.⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 2: Demonstrating effective teaching practices
TPEP 4: Providing clear and intentional focus on subject matter content and curriculum
6.  The teacher candidate aligns instruction with the plan and communicates accurate content knowledge.
Source of Evidence:  Classroom Observation
CriterionNot MetMetComments (evidence of performance)
A.  AlignmentClassroom instruction and the instructional plan are not aligned.Classroom instruction is aligned with the instructional plan. Redundant with indicator in TPEP2⇵Met    ⇵Not Met  ⇵Not Observed
B.  Meaningful Opportunities to LearnStudents have limited opportunities to learn the key skills and concepts needed to reach the learning targets.Students are learning the key skills and concepts needed to reach the learning targets.TPEP4⇵Met    ⇵Not Met  ⇵Not Observed
C.  AccuracyThe teacher candidate makes content errors.The teacher candidate demonstrates accurate content knowledge. TPEP 4⇵Met    ⇵Not Met  ⇵Not Observed
D. Interdisciplinary
Instruction
Students participate in tasks that focus on a single discipline without making connections to other subject areas.Students are engaged in tasks that provide interdisciplinary connections with other subject areas.⇵Met    ⇵Not Met  ⇵Not Observed
E. Culturally Responsive and Gender- Sensitive InstructionStudents participate in tasks that represent limited cultural and gender-sensitive perspectives.Students respond using multicultural and gender-sensitive perspectives.⇵Met    ⇵Not Met  ⇵Not Observed
 
TPEP 3: Recognizing individual student learning needs and developing strategies to address those needs
TPEP 5: Fostering and managing a safe, positive learning environment
7.  Students participate in a learning community that supports student learning and well-being.
Source of Evidence:  Classroom Observation
CriterionNot MetMetComments (evidence of performance)
A.  Democratic
Classroom
Students do not participate in the development of classroom behavioral expectations and norms.Students participate in the development of classroom behavioral expectations and norms. TPEP 5⇵Met    ⇵Not Met  ⇵Not Observed
B.  RespectClassroom interactions between students and teacher candidate or between peers are disrespectful.Classroom interactions between students and teacher candidate or between peers reflect respect for others. TPEP 5⇵Met    ⇵Not Met  ⇵Not Observed
C.  Learning
Community
In group activities, some students act independently or fail to support one another’s inquiry/learning or exclude low-status/historically marginalized students.

Students support one another in group learning activities and include low-status/historically marginalized students.

TPEP 5
⇵Met    ⇵Not Met  ⇵Not Observed
D.  Self-Directed
Learning
Students have no opportunity to express their opinions and provide suggestions regarding their own learning.Students express their opinions and provide suggestions regarding their own learning. TPEP 5⇵Met    ⇵Not Met  ⇵Not Observed
E.  Diverse
Perspectives
Students demonstrate disrespect for the multicultural and gender perspectives expressed by others.Students show respect for multicultural and gender perspectives expressed by others.TPEP 5⇵Met    ⇵Not Met  ⇵Not Observed
F.  Heterogeneous
Groups
Students do not participate in heterogeneous cooperative learning groups OR heterogeneous cooperative learning groups fail to build the academic competence of all students including low-status/historically marginalized students.Students engage in a variety of learning experiences including heterogeneous cooperative learning groups that build and recognize academic competence of students, including low-status/historically marginalized students. Redundant TPEP1⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 2: Demonstrating effective teaching practices
8.  Students engage in learning activities that are based on research and principles of effective practice.
Source of Evidence:  Classroom Observation
CriterionNot MetMetComments (evidence of performance)
A.  Questioning and Discussion TechniquesStudents experience learning activities that include limited opportunities to pose and answer questions.

Students pose and answer questions and engage in cooperative discussions that enhance learning, critical thinking, transformative multicultural thinking, and problem solving.Reword

TPEP1
⇵Met    ⇵Not Met  ⇵Not Observed
B.  Delivery and
Pacing
Students experience learning activities that are too slow or rushed OR are not mindful of the academic competence of low-status/historically marginalized students.Students engage in learning activities that are paced appropriately for all students, are culturally responsive, and allow for reflection and closure as appropriate. Reword TPEP1⇵Met    ⇵Not Met  ⇵Not Observed
C.  Differentiated
Instruction
Students experience undifferentiated learning activities.Students engage in learning activities that are appropriate, specific to the content, adjusted to meet their individual backgrounds, strengths, and needs and are culturally and gender responsive.⇵Met    ⇵Not Met  ⇵Not Observed
D.  Active LearningStudents are not engaged in learning activities or low-status, marginalized students are disproportionately disengaged.Students are cognitively engaged in the learning activities and initiate or adapt activities to enhance understanding. TPEP1⇵Met    ⇵Not Met  ⇵Not Observed
E.  TechnologyStudents have no opportunities to use technology as part of the learning or assessment process.Students use technology when engaging in learning or the demonstration of their learning.⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 5: Fostering and managing a safe, positive learning environment
9.  Students experience effective classroom management and discipline.
Source of Evidence:  Classroom Observation
CriterionNot MetMetComments (evidence of performance)
A. Use of
Classroom
Materials
Students use materials with little regard for order and others.Students find, use, and return classroom materials respectfully and efficiently with regard for order and others.TPEP5⇵Met    ⇵Not Met  ⇵Not Observed
B. Equitable
Discipline
Some students, such as low-status/historically marginalized students, are disproportionately disciplined in comparison to other students.Students are fairly and equitably disciplined. TPEP5⇵Met    ⇵Not Met  ⇵Not Observed
C. TransitionsStudents have limited success changing from one learning task to another without disruptions in the flow of learning.Students move between learning tasks in an efficient manner. TPEP5⇵Met    ⇵Not Met  ⇵Not Observed
D. Response to
Interventions
Students demonstrate little or no response to interventions.Students positively respond to teacher suggestions and interventions in order to make adjustments to appropriate learning behaviors.⇵Met    ⇵Not Met  ⇵Not Observed
E.  Democratic
Practices
Students have limited opportunities to experience democratic classroom practices.Students are engaged in democratic classroom management practices (e.g. students are involved in becoming intrinsically motivated and engaged in their own learning; students can empathetically see across their self-interests and biases).⇵Met    ⇵Not Met  ⇵Not Observed
F.  Positive ReinforcementStudents are not receiving appropriate reinforcement for their participation in the activity or lesson.Students are receiving appropriate reinforcement for their participation in the activity or lesson.⇵Met    ⇵Not Met  ⇵Not Observed
G. Age AppropriateStudents are not managed in a developmentally appropriate manner.Students are managed in a developmentally appropriate manner.⇵Met    ⇵Not Met  ⇵Not Observed
H. Appropriate Arrangement of studentsStudents are inappropriately arranged for the specific lesson or activity.Students are appropriately arranged for the specific lesson or activity. TPEP5⇵Met    ⇵Not Met  ⇵Not Observed

TPEP 6: Using multiple student data elements to modify instruction and improve student learning
10.The teacher candidate and students engage in activities that assess student learning.
Source of Evidence:  Classroom Observation, documentation of student learning (e.g., formative or summative results)
CriterionNot MetMetComments (evidence of performance)
A. AlignmentStudents are not engaged in assessments that are aligned with learning targets.Students engage in assessment activities that are aligned with learning targets.TPEP 6⇵Met    ⇵Not Met  ⇵Not Observed
B. Multiple Modes and ApproachesAll students engage in the same assessment strategy to measure their performance.
Students engage in a variety of assessments that measure their performance relative to the learning targets. TPEP 6⇵Met    ⇵Not Met  ⇵Not Observed
C. FeedbackSome students receive limited feedback regarding their performance.
Students receive constructive, timely feedback based on assessment results. TPEP 6⇵Met    ⇵Not Met  ⇵Not Observed
D. Understanding of AssessmentStudents demonstrate a lack of understanding of the relationship between assessment activities and the learning targets.Students demonstrate an understanding of the relationship between the assessments and learning targets.⇵Met    ⇵Not Met  ⇵Not Observed
E. Self-AssessmentStudents are not involved in self-assessment related to the learning targets.Students engage in self-assessment related to the learning targets (e.g. opportunities for reflection). TPEP 6⇵Met    ⇵Not Met  ⇵Not Observed
F. Student ReflectionStudents do not reflect on their performance relative to learning targets.Students reflect on their performance in order to evaluate progress over time relative to learning targets (e.g. journal, record books, portfolios, etc.). TPEP 6⇵Met    ⇵Not Met  ⇵Not Observed

G. Positive Impact on Student

Learning
Assessment results reflect insignificant learning relative to the learning targets by at least some students.Assessment results show the expected amount of learning relative to the learning targets by all students. TPEP 6⇵Met    ⇵Not Met  ⇵Not Observed


The Candidate ___ has ____has not met all the standards and criteria of the Performance-Based Pedagogy Assessment.


_____________________________________________                 ___________________________________________
Candidate Signature                                                                   Supervisor Signature                                                                                                         
______________________________________________                ___________________________________________
Date                                                                                         Date