UNIT OF INSTRUCTION RUBRIC (Adapted from State University of New York at Cortland)
Met Standard
Met with Weakness
Not Met
Score/
Level
Candidates include a variety Candidates include some
Candidates do not include
of developmentally
developmentally
developmentally
appropriate strategies to
appropriate strategies to
appropriate strategies to
adapt curriculum and
adapt curriculum and
adapt curriculum and
teaching to differentiate
teaching to differentiate
teaching to differentiate
instruction.
instruction.
instruction.
(ACEI 1.0)
(ACEI 1.0)
(ACEI 1.0)
Candidates demonstrate
competence in the use of
English language arts to
teach reading, writing,
speaking, and listening to
English language learners.
(ACEI 2.1)
Candidates demonstrate
some competence in the use
of English language arts to
teach reading, writing,
speaking, and listening to
English language learners.
(ACEI 2.1)
Candidates demonstrate
minimal competence in the
use of English language arts
to teach reading, writing,
speaking, and listening to
English language learners.
(ACEI 2.1)
Candidates integrate
fundamental concepts of
science as they teach
language through content to
English language learners.
(ACEI 2.2)
Candidates demonstrate
some integration of
concepts of science as they
teach language through
content to English language
learners. (ACEI 2.2)
Candidates demonstrate
minimal integration of
concepts of science as they
teach language through
content to English language
learners. (ACEI 2.2)
Candidates integrate major
mathematical concepts and
procedures as they teach
language through content to
English language learners.
(ACEI 2.3)
Candidates demonstrate
some integration of
mathematical concepts and
procedures as they teach
language through content to
English language learners.
(ACEI 2.3)
Candidates demonstrate
minimal, if any, integration
of mathematical concepts
and procedures as they
teach language through
content to English language
learners.
(ACEI 2.3)
Candidates integrate major
concepts and models of
inquiry from the social
studies to promote
citizenship and a culturally
diverse democratic society
as they teach language
through content to English
language learners.
(ACEI 2.4)
Candidates integrate some
concepts and models of
inquiry from the social
studies to promote
citizenship and a culturally
diverse democratic society
as they teach language
through content to English
language learners. (ACEI
2.4)
Candidates integrate
minimal, if any, concepts
and models of inquiry from
the social studies to promote
citizenship and a culturally
diverse democratic society
as they teach language
through content to English
language learners. (ACEI
2.4)
Candidates plan instruction
based on extensive
knowledge of bilingual and
ESL learners and state
instructional standards
(TEKS and ELPS)
appropriate to the selected
grade level.
Candidates plan instruction
based on considerable
knowledge of bilingual and
ESL learners and state
instructional standards
(TEKS and ELPS)
appropriate to the selected
grade level. (ACEI 3.1)
Candidates plan instruction
but do not draw upon
knowledge of bilingual and
ESL learners and state
instructional standards
(TEKS and ELPS)
appropriate to the selected
grade level. (ACEI 3.1)
(ACEI 3.1)
In their lessons, candidates
create quality instructional
opportunities that are
adapted to English language
learners at different
language proficiency levels.
(ACEI 3.2)
In their lessons, candidates
create instructional
opportunities that
demonstrate some
adaptation to English
language learners at
different language
proficiency levels.(ACEI
3.2)
Candidates plan for the use
of some teaching strategies
that encourage English
language learners’
development of critical
thinking and problem
solving. (ACEI 3.3)
In their lessons, candidates
create instructional
opportunities of minimal
quality that are not well
adapted to English language
learners at different
language proficiency
levels.(ACEI 3.2)
Candidates use their
knowledge of English
language learners’ learning
needs to plan some
activities that promote
interpersonal and small
group interaction.
(ACEI 3.4)
Candidates do not draw
upon their knowledge of
English language learners’
learning needs to plan
activities that promote
minimal effective
interpersonal and small
group interaction.
(ACEI 3.4)
Candidates integrate in their
lessons a variety of
strategies for effective
verbal and nonverbal
communication to provide
comprehensible input for
English language learners.
(ACEI 3.5)
Candidates integrate in their
lessons some strategies for
effective verbal and
nonverbal communication
to provide comprehensible
input for English language
learners.
(ACEI 3.5)
Candidates integrate in their
lessons minimal number, if
any, of strategies for
effective verbal and
nonverbal communication
to provide comprehensible
input for English language
learners. (ACEI 3.5)
In their lessons, candidates
include quality formal and
informal assessment
strategies to evaluate
instruction.
(ACEI 4.0)
In their lessons, candidates
include some formal and
informal assessment
strategies to evaluate
instruction. (ACEI 4.0)
In their lessons, candidates
include minimal number of
formal and informal
assessment strategies to
evaluate instruction.
(ACEI 4.0)
In their lessons, candidates
include multiple evidence of
establishing positive
collaborative relationships
with families and the
community to promote the
intellectual, social,
emotional, physical growth
and well-being of English
language learners.
(ACEI 5.2)
In their lessons, candidates
include some evidence of
establishing positive
collaborative relationships
with families and the
community to promote the
intellectual, social,
emotional, physical growth
and well-being of English
language learners.
(ACEI 5.2)
In their lessons, candidates
include minimal or no
evidence of establishing
positive collaborative
relationships with families
and the community to
promote the intellectual,
social, emotional, physical
growth and well-being of
English language learners.
(ACEI 5.2)
Candidates plan for the use
of a variety of teaching
strategies that encourage
English language learners’
development of critical
thinking and problem
solving.
(ACEI 3.3)
Candidates use their indepth knowledge of English
language learners’ learning
needs to plan a variety of
activities that promote
effective interpersonal and
small group interaction.
(ACEI 3.4)
Candidates do not plan for
the use of teaching
strategies that encourage
English language learners’
development of critical
thinking and problem
solving. (ACEI 3.3)