Criteria        

Excellent        

Adequate

Inadequate

Includes required items:

*Classroom Ethnography                *Professional Development Plan

*Peer evaluations & reflection                   *Annotated Content Bibliographies

*Peer Observation Reports & reflection        

*Disposition Scale self-assessment

*Teaching Video group-critique and reflection

*Reflection on Instructor Visit                

Optional items

Lesson Plans                         Professional Activities Report

Assessment Plans                 Classroom Management Plan

All required items

One required category missing

Two or more categories missing

Organization leads reader, clarifies author's purpose.

T.O.C. & useful sections

T.O.C. or useful sections

Organization unclear

Includes reflection on each piece of evidence re: why it is included, how it fulfills criteria

Reflection explains rationale for all evidence

Reflection explains rationale for most evid.

Little reflection on evid. or unclear rationale

Work included is original (except possible appendices)

All

All

Some

Writing is appropriate for professional level (thinking, mechanics)

Writing in-depth, mechanics correct

Thoughtful, mechanics mostly correct

Superficial, numerous mechanical errors

Evidence relevant to criteria (Class Learning Outcomes)

All C. L. O.'s

3 C. L. O. 's

2 or fewer C.L.O.'s

1. Be reflective about his/her own teaching and make suggestions for improvement, based on exploring and testing a variety of teaching models and instructional, management, and assessment strategies for their effect on student learning. Analyze the foundations of these models and strategies in pedagogical research, theory, and content domain knowledge.

Aimed at meeting the School of Education's CCLO 1 - 9 and SECLO 1, 2, 3, 5, 6, and 8.

Honest, challenging reflection in all areas.  Recognizes need for improvement. Connected to theories, models & content

Uneven reflection. May not recognize need for improvement in all areas.  Some connections to theories, models & content.

Shallow, superficial reflection in all areas. . Does not recognize need for improvement. No connections to theories & models & content

2. Gather & analyze classroom data to demonstrate that she/he is an effective teacher, competent in:

"        content knowledge

"        content specific pedagogy

"        classroom management

Aimed at meeting the School of Education's CCLO 1 - 8 and SECLO 2.

Demonstrates awareness of effectiveness in content, pedagogy, & management. Includes data on own teaching &stud. learning.

Demonstrates awareness of effectiveness in two of three areas: content, pedagogy, and/or man-agement. Includes little data on student learning.

Demonstrates unaware-ness of effectiveness & in content, pedagogy, & management. Includes no data on own teaching & student learning.

3. Articulate insights in personal perspectives regarding his or her philosophy of pedagogy, include a vision of the ultimate goal of education, that being well-educated students, and how this personal pedagogy works to produce well-educated students.

       Aimed at meeting the School of Education's CCLO 2 and 9 and SECLO 2, 3, and 5.

Explains personal peda-gogy thoroughly & in depth, shows how it works to educate stu-dents well; clarifies content goals for student

Explains some aspects of personal pedagogy, may not show how it works to educate students well or clarify content goals for student.

Lacks understanding of relationship between personal pedagogy & teaching students well.

4.        Work together to create and participate in a professional learning community at the local, national, and college levels. 

       Aimed at meeting the School of Education's CCLO 9, 10, and SECLO 3, 6, 7, and 8.

Shows evidence of collaboration at all three levels.

Shows evidence of collaboration at two levels.

Shows no evidence of collaboration.