INLS 745 Teaching Statement Rubric
H (“Above and
Beyond,” 28.5 – 30
points)
Connection to
self and
personal
experiences
Inclusion of
established
theories and
frameworks
The statement has a clear and
unique voice throughout. It
clearly communicates a passion
for instruction that is grounded
in personal experience. All
major beliefs are backed up with
concrete examples of how the
writer has used these practices
in the past or plans to use them
in the future.
The statement makes excellent
use of educational language
throughout and grounds the
writer’s major beliefs about
teaching and learning in
established theories and
frameworks. The writer also
communicates why they have
chosen these theories and
frameworks as central to their
practice. The writer avoids
jargon by using educational
terms in context and defining
them as necessary for the
audience. Specific strategies for
teaching and learning are
addressed; the reader gets an
excellent picture of what this
librarian’s instructional program
will look like.
Grounding in
the library
The statement is specific to a
school, public, or academic
library context, and the
uniqueness of this context as an
instructional space is clearly
communicated throughout the
piece. Beliefs about teaching
and learning are all tied back to
the library. The content (“what”)
of library instruction –
information literacy – is clearly
defined, and the writer explains
why this content is critical to
teach and learn.
Requirements
met
N/A
P (Met all
requirements; 26
– 28 points)
The statement maintains
a unique voice. It clearly
communicates an
enthusiasm for
instruction. Examples of
past experiences or future
plans for instruction are
used effectively to justify
or elaborate on key
beliefs and ideas.
The statement makes
judicious use of
educational language
throughout and grounds
the writer’s major beliefs
about teaching and
learning in established
theories and frameworks.
The writer avoids jargon
by using educational
terms in context and
defining them as
necessary for the
audience. Specific
strategies for teaching
and learning are
addressed; the reader
gets a good feel for what
this librarian’s
instructional program will
look like.
The statement is specific
to a school, public, or
academic library context,
and the uniqueness of this
context as an instructional
space is communicated.
Most beliefs about
teaching and learning are
tied back to the library.
The content (“what”) of
library instruction –
information literacy – is
defined, and the writer
explains why this content
is critical to teach and
learn.
Statement is 1.5-2 single
spaced pages and is
turned in on time.
P- (Met all
requirements with
improvements
needed; 24-25
points)
The statement has some
hints of a unique voice,
but parts are impersonal.
It communicates an
enthusiasm for
instruction. Examples of
past experiences or future
plans are included for
some, but not all, major
beliefs and ideas.
The writer uses some
educational terminology,
though these terms may
not always be
appropriately defined or
placed in context for the
intended audience.
OR
Major theoretical
frameworks are
described, but not
explicitly named.
Some specific strategies
for teaching and learning
are addressed; the reader
gets a feel for what this
librarian’s instructional
program will look like.
The statement mentions
the library context, but
most of the specific
beliefs about teaching and
learning are discussed in a
general way, without
tying them back to what
makes the library unique.
The content (“what”) of
library instruction –
information literacy – is
mentioned.
L (<24 points)
The statement is
impersonal. No
enthusiasm for instruction
is communicated. Few or
no concrete examples or
connections to past /
future practice are
included.
The writer’s beliefs about
teaching and learning are
not grounded in any
specific teaching and
learning frameworks.
Educational terminology is
used inappropriately or
not at all. Specific
strategies for teaching
and learning are not
addressed; it is unclear
what this librarian’s
instructional program will
look like based on this
statement.
The statement is only
weakly connected to a
school, public, or
academic library setting.
Beliefs about teaching and
learning are discussed in a
general way, without
tying them back to what
makes the library unique.
Information literacy is not
mentioned.
Statement is shorter than
1.5 pages. Statement was
turned in late.