1.3a CURIN 850 Course Grade Rubric
Assessment CURIN 850
Current Teaching Practices
Excellent
“A”
90% - 100%
Candidate
thoroughly
understands
concepts as
indicated by scoring
an average of 90%
or above on the
following four
areas: 1) Twenty
activities asking the
student to apply
course objectives in
the classroom that
address Standards 3,
4, 5, 7, 9,12, and13;
2) Classroom
project asking
student to video and
analyze self in the
classroom
addressing standards
2, 3, 4, 5, 6, 7, 8, 9,
and 12; 3) Course
participation in class
discussion and
group work; 4) Final
exam addressing
Standards 2, 3, 4, 5,
6, 7, 8, 9,10, 12, 13.
Activities are
complete and show
a clear
understanding of
concepts and an
unambiguous
insight or
appropriate
application.
Projects show a
clear understanding
Good
“B”
80% - 89%
Candidate scored an
average of 80%89% on the
following four
areas: 1) Twenty
activities asking the
student to apply
course objectives in
the classroom that
address Standards 3,
4, 5, 7, 9,12, and13;
2) Classroom
project asking
student to video and
analyze self in the
classroom
addressing standards
2, 3, 4, 5, 6, 7, 8, 9,
and 12; 3) Course
participation in class
discussion and
group work; 4) Final
exam addressing
Standards 2, 3, 4, 5,
6, 7, 8, 9,10, 12, 13.
Activities are
complete and show
an understanding of
concepts presented
but lack the highest
levels of insight or
application.
Projects show an
understanding of
concepts without
strong depth of
insight or
application.
Participation shows
limited
Acceptable
“C”
70% - 79%
Candidate scored an
average of 70% 79% on the
following four
areas: 1) Twenty
activities asking the
student to apply
course objectives in
the classroom that
address Standards 3,
4, 5, 7, 9,12, and13;
2) Classroom
project asking
student to video and
analyze self in the
classroom
addressing standards
2, 3, 4, 5, 6, 7, 8, 9,
and 12; 3) Course
participation in class
discussion and
group work; 4) Final
exam addressing
Standards 2, 3, 4, 5,
6, 7, 8, 9,10, 12, 13.
Activities are
incomplete and/or
show limited
understanding of
concepts presented.
Projects show
limited
understanding of
concepts with little
personal
application.
Participation shows
little collaboration
and/or analysis.
Exam shows limited
Unacceptable
“D”
Less than 70%
Candidate scored
below 70% on the
following four
assignment areas: 1)
Twenty activities
asking the student to
apply course
objectives in the
classroom that
address Standards 3,
4, 5, 7, 9,12, and13;
2) Classroom
project asking
student to video and
analyze self in the
classroom
addressing standards
2, 3, 4, 5, 6, 7, 8, 9,
and 12; 3) Course
participation in class
discussion and
group work; 4) Final
exam addressing
Standards 2, 3, 4, 5,
6, 7, 8, 9,10, 12, 13.
Activities are
incomplete and/or
show a lack of
understanding.
Projects show little
understanding of
concepts with no
personal
application.
Participation shows
little or no
collaboration and/or
analysis. Exam
shows a lack of
mastery (60%) of
1.3a CURIN 850 Course Grade Rubric
of concepts and a
strong depth of
insight or
application.
Participation shows
collaboration and/or
analysis. Exam
shows nearly full
mastery (90%) of
objectives.
collaboration and/or
analysis. Exam
shows partial
mastery (80%) of
objectives.
mastery (70%) of
objectives.
objectives.
Standard #13 The educator is a reflective practitioner who uses an understanding of historical, philosophical, and
social foundations of education to guide educational practices.
1.
2.
3.
4.
5.
Synthesize the history of effective teaching research.
Identify key changes occurring in American society that have directly affected the education system.
Identify key paradigm shifts occurring in American education.
Recognize diversity in the American classroom.
Identify the significant indicators of an “at-risk child” as illustrated in research.
Standard #9 The educator is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community), actively seeks out opportunities to grow
professionally, and participates in the school improvement process (Kansas Quality Performance Accreditation [QPA]).
6.
7.
8.
9.
10.
11.
Identify the fundamental beliefs and correlates of the Effective Schools movement and evaluate a school based on the criteria.
Explore various beliefs about education and state a personal philosophy towards teaching.
Identify the fundamental beliefs and components in Outcomes Based Education (OBE) and evaluate a school based on the criteria.
Evaluate various school mission statements and exit outcomes and state a personal preference.
Synthesize the accreditation process associated with Kansas Quality Performance Accreditation (QPA).
Outline the key concepts associated with "No Child Left Behind" legislation.
Standard #7 The educator plans effective instruction based upon the knowledge of all students, community, subject matter, curriculum
outcomes, and current methods of teaching reading.
12.
13.
14.
15.
Understand the variables that affect teacher planning and describe the basic components of a lesson plan.
Write cognitive, affective and psychomotor objectives using taxonomies.
Use the Internet to acquire lesson and/or unit plans.
Distinguish various models of lesson planning and write several lesson plans based on specific models.
Standard #4 The educator understands and uses a variety of appropriate instructional strategies to develop various kinds of students'
learning including critical thinking, problem solving, and reading.
Identify, define and use the eight phases of Madeline Hunter’s Direct Instruction model to develop a lesson plan.
Explain the Science of Teaching by describing specific teacher actions that affect student achievement regardless of grade level – Pygmalion
behaviors, high time-on-task, scaffolding, organization, and questioning.
18. Identify specific biases and teacher behaviors that affect student achievement.
19. Identify specific questioning behaviors that affect student achievement.
20. Explain the major elements and precepts of Mastery Learning.
16.
17.
Standard #6 The educator uses a variety of effective verbal and non-verbal communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
21.
Explain the Art of Teaching by describing specific nonverbal teacher actions that impact student motivation, identifying specific novel and vivid
communication techniques that gain and keep attention, and illustrating how a humorous learning environment impacts learning.
22. Recognize the human characteristics of an effective teacher as defined in today's research.
23. Associate the domains and effects of nonverbal communication into the art of teaching.
24. Outline several benefits and strategies to use humor in the classroom.
Standard #3 The educator demonstrates the ability to provide different approaches to learning and creates instructional opportunities that
are equitable, that are based on developmental levels, and that are adapted to diverse learners, including those with exceptionalities.
25.
Identify and define the major intelligences identified by Howard Gardner.
1.3a CURIN 850 Course Grade Rubric
26.
27.
28.
Explore his/her own multiple intelligence by creating a personal intelligence profile.
Use each of the multiple intelligences in planning a lesson.
Give examples of how different student learning styles can be accommodated in lesson planning, instruction, classroom management, and
assessment.
Standard #2 The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally and
provides learning opportunities that support this development.
29.
30.
31.
32.
Define cooperative learning and synthesize the benefits as illustrated in the research.
List developmentally appropriate social skills to be taught through cooperative learning activities.
Identify particular team recognitions that support positive interdependence and individual accountability.
Explain the steps and strategies employed in STAD, TGT, and Jigsaw.
Standard #5 The educator uses an understanding of individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation.
33.
34.
35.
36.
37.
38.
Examine the basic elements and critical components of effective classroom management plan as illustrated in today's research.
Describe various procedures and routines that should be established to provide an environment conducive to learning.
Differentiate the basic orientations in contemporary management systems such as Canter’s Assertive Discipline and Glaser’s Choice Theory.
Describe the teacher actions that help maintain an effective classroom management system.
Develop a personal classroom management plan by listing developmentally appropriate rules and consequences.
Develop an individual student management plan that identifies the observable misbehavior, proposing the possible unmet needs being
manifested, and the various teacher actions that could be tried to correct behavior and structure self-motivation.
Standard #8 The educator understands and uses formal and informal assessment strategies to evaluate and ensure the continual
intellectual, social, and other aspects of personal development of all learners.
39.
40.
41.
Describe the key elements in an effective assessment system that assesses student learning and communicates to students and parents.
Describe various performance assessment techniques and identify the benefits of alternative assessment.
List possible structures for portfolio assessment.
Standard #10 The educator fosters collegial relationships with school personnel, parents, and agencies in the larger community to support
all students' learning and well being.
42.
43.
44.
45.
46.
Identify methods of developing professional communication between the home and school.
Follow the steps in conducting a two-way parent teacher conference and use effective techniques in handling difficult parents.
Reflect upon the importance of mentoring and creating a collegial culture for early career professionals.
Identify key components in effective early career / mentoring programs.
Describe the process and portfolio focus in National Board Certification.
Standard #12 The educator understands the role of technology in society and demonstrates skills using instructional tools and technology to gather,
analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students
use instructional technology effectively.
47.
Use the Internet to assess curriculum, acquire lesson plans, develop individual student management plans, and research instructional practices and
issues.
48. Using a recorded teaching episode, reflect upon the effectiveness of his/her teaching.