DEMO TEACHING RUBRICS Standard/ Objective Exceeds (5) Proficient (4) Developing (3) Emerging (2) Incomplete (1) 1. Content Knowledge Demonstrates an exceptional and nuanced understanding of the subject matter, connecting it to real-world applications and current research. Demonstrates a thorough understanding of the subject matter being taught. Demonstrates a general understanding of the subject matter but may lack depth or clarity in certain areas. Demonstrates a limited understanding of the subject matter, with significant gaps in knowledge. Demonstrates little to no understanding of the subject matter being taught. 2. Lesson Planning Lesson plan is exceptionally wellstructured, with clear, measurable objectives, a variety of engaging activities, and comprehensive assessments that effectively evaluate student learning. Lesson plan is wellstructured, with clear objectives, appropriate activities, and assessments that align with the learning goals. Lesson plan is generally structured, with some clear objectives and activities, but may lack coherence or alignment between components. Lesson plan is poorly structured, with unclear objectives, limited activities, and assessment strategies that do not effectively evaluate student learning. Lesson plan is absent or severely lacking in structure, objectives, activities, and assessment strategies. 3. Engagement Utilizes a wide range of highly engaging instructional strategies and activities that consistently capture student interest and attention. Employs a variety of engaging instructional strategies and activities that effectively maintain student engagement. Uses some engaging instructional strategies and activities, but inconsistently maintains student engagement throughout the lesson. Relies on limited instructional strategies and activities that struggle to engage students for the duration of the lesson. Fails to employ engaging instructional strategies or activities, resulting in a lack of student engagement. 4. Differentiation Skillfully differentiates instruction to address the diverse needs of all learners, including those with special needs or language barriers, through personalized support and accommodations. Differentiates instruction to address the diverse needs of learners, providing appropriate support and accommodations. Attempts to differentiate instruction, but the strategies used are not consistently effective or tailored to individual student needs. Demonstrates limited awareness of the need for differentiation or struggles to implement appropriate strategies to support diverse learners. Fails to differentiate instruction or address the diverse needs of learners. 5. Classroom Management Maintains a highly positive and inclusive learning environment, with clear behavioral expectations, seamless transitions, and effective strategies for addressing any disruptions. Maintains a positive and inclusive learning environment, with established behavioral expectations and effective strategies for managing student behavior. Maintains a generally positive learning environment, but may struggle with consistent enforcement of behavioral expectations or addressing disruptions. Demonstrates difficulty maintaining a positive learning environment, with inconsistent behavioral expectations and limited strategies for managing student behavior. Fails to establish a positive learning environment, with significant issues in managing student behavior and disruptions. Standard/ Objective Exceeds (5) Proficient (4) Developing (3) Emerging (2) Incomplete (1) 6. Assessment Effectively uses a variety of formative and summative assessment strategies, including authentic and performance-based assessments, to comprehensively monitor student progress and inform instruction. Uses appropriate formative and summative assessment strategies to monitor student progress and adjust instruction accordingly. Uses limited assessment strategies, with inconsistent monitoring of student progress or adjustments to instruction. Demonstrates minimal use of assessment strategies, with little to no monitoring of student progress or adjustments to instruction. Fails to use any assessment strategies to monitor student progress or inform instruction. 7. Technology Integration Seamlessly integrates appropriate, innovative, and engaging technology to enhance learning, support differentiation, and promote student exploration and discovery. Integrates appropriate technology to support learning, engage students, and enhance instruction. Attempts to integrate technology, but the integration is not always effective or aligned with the learning objectives. Uses technology in a limited or ineffective manner, with minimal impact on student learning. Fails to incorporate any relevant technology to support student learning. 8. Reflection Engages in a comprehensive, thoughtful, and ongoing reflection on teaching practice and student outcomes, identifying clear and specific areas for continuous improvement. Reflects on teaching practice and student outcomes, identifying areas for improvement and professional growth. Demonstrates some reflection on teaching practice and student outcomes, but the insights may be limited or lack a clear plan for improvement. Exhibits limited reflection on teaching practice and student outcomes, with little to no consideration for areas of growth. Fails to reflect on teaching practice or student outcomes, demonstrating a lack of awareness for improving teaching and learning. 9. Communication Skills Communicates exceptionally well with students, colleagues, and parents, demonstrating exceptional active listening, clarity, and responsiveness. Communicates effectively with students, colleagues, and parents, demonstrating strong active listening, clarity, and responsiveness. Generally communicates with students, colleagues, and parents, but may struggle with consistent clarity, active listening, or responsiveness. Demonstrates limited communication skills, with difficulty conveying information clearly or responding effectively to students, colleagues, or parents. Fails to communicate effectively with students, colleagues, or parents, exhibiting poor active listening, clarity, and responsiveness. 10. Professionalism Consistently demonstrates the highest level of professionalism in demeanor, appearance, and interactions, serving as a model for others. Demonstrates professionalism in demeanor, appearance, and interactions. Generally maintains professionalism, but may exhibit occasional lapses in demeanor, appearance, or interactions. Struggles to maintain professionalism, with noticeable issues in demeanor, appearance, or interactions. Fails to demonstrate professionalism, with significant concerns in demeanor, appearance, and interactions.
