Teacher Work Sample - Section 7: Reflection and Self Evaluation Rubric
Indicator Not Met
(1 pt)
Section 7 - Reflection and Self
Evaluation: Interpretation of
Student Learning
ACEI-2003.4, 5.1, 5.2; CEC-PBS.7, 8, 9;
COASTAL-NASPE-INI.7.4; COASTAL-NCSS.3.1,
3.1a, 3.1b; COASTAL-NCTE.2.3, 3.7.1, 3.7.2,
4.10.2; COASTAL-NMSA-INI.2, 3, 5: NAEYCINI-COASTAL.1.1, 1.2, 3.1, 3.2, 3.3, 4c, 4d, 5.2;
NCTM-COASTAL.SEC.3.4, 7.3; NSTA.10.B; SCADEPT-06.3.C; SC-COASTAL-CF-07.5.1, 5.2
Section 7 - Reflection and Self
Evaluation: Insights on Effective
Instruction and Assessment
ACEI-2003.4, 5.1, 5.2; CEC-PBS.4, 7, 8, 9;
COASTAL-NASPE-INI.7.1, 7.2, 8.1; COASTALNCSS.3.1, 3.1a, 3.1b; COASTAL-NCTE.2.3, 3.7.1,
3.7.2, 4.10.2;
COASTAL-NMSA-INI.3, 5; NAEYC-INICOASTAL.1.1, 1.2, 3.1, 3.2, 3.3, 4b, 4c, 4d, 5.1,
5.2, 5.4; NCTM-COASTAL.SEC.7.3; SC-ADEPT06.3.C; SC-COASTAL-CF-07.5.1, 5.2
Section 7 - Reflection and Self
Evaluation: Alignment Among
Goals, Instruction, and
Assessment
ACEI-2003.3.1, 4, 5.1; CEC-PBS.2, 3, 4, 5, 7, 8,
9; COASTAL-NASPE-INI.7.4, 8.1; COASTALNCSS.3.1, 3.1a, 3.1b COASTAL-NCTE.2.1, 2.3,
3.7, 4.10.2 COASTAL-NMSA-INI.1, 3, 5;
NAEYC-INI-COASTAL.3.1, 3.2, 3.3, 4c; NCTMCOASTAL.SEC.7.3; SC-ADEPT-06.3.C
SC-COASTAL-CF-07.5.1, 5.2
Section 7 - Reflection and Self
Evaluation: Implications for
Future Teaching
ACEI-2003.3.1, 4, 5.1, 5.2; CEC-PBS.2, 3, 4, 5, 7,
8, 9 COASTAL-NASPE-INI.8.1; COASTALNCSS.3.1, 3.1a, 3.1b; COASTAL-NCTE.2.3, 3.7;
COASTAL-NMSA-INI.4; NAEYC-INICOASTAL.1.3, 3.1, 3.2, 3.3, 4b, 4c, 4d, 5.3, 5.4;
NSTA.10.B; SC-ADEPT-06.2.C; SC-COASTALCF-07.5.1, 5.2
Section 7 - Reflection and Self
Evaluation: Implications for
Professional Development
ACEI-2003.5.1, 5.2; CEC-PBS.9; COASTALNASPE-INI.8.1, 8.3; COASTAL-NCSS.3.1, 3.1a,
3.1b; COASTAL-NCTE.2.1, 2.3, 3.7; COASTALNMSA-INI.7; NAEYC-INI-COASTAL.5.2, 5.3,
5.4; NCTM-COASTAL.SEC.7.3; NSTA.10.B; SCADEPT-06.10.E; SC-COASTAL-CF-07.4.1, 4.2,
4.3
Indicator Partially
Met
(2 pts)
Indicator Met
(3 pts)
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section.
Provides evidence but
no (or simplistic,
superficial) reasons or
hypotheses to support
conclusions drawn in
“Analysis of Student
Learning” section.
Uses evidence to
support conclusions
drawn in “Analysis of
Student Learning”
section. Explores
multiple hypotheses for
why some students did
not meet learning goals.
Provides no rationale for
why some activities or
assessments were more
successful than others.
Identifies successful and
unsuccessful activities or
assessments and
superficially explores
reasons for their success
or lack thereof (no use
of theory or research).
Identifies successful and
unsuccessful activities
and assessments and
provides plausible
reasons (based on
theory or research) for
their success or lack
thereof.
Does not connect
learning goals,
instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are
irrelevant or inaccurate.
Connects learning goals,
instruction, and
assessment results in the
discussion of student
learning and effective
instruction, but
misunderstandings or
conceptual gaps are
present.
Logically connects
learning goals,
instruction, and
assessment results in the
discussion of student
learning and effective
instruction.
Provides no ideas or
inappropriate ideas for
redesigning learning
goals, instruction, and
assessment.
Provides ideas for
redesigning learning
goals, instruction, and
assessment but offers no
rationale for why these
changes would improve
student learning.
Provides ideas for
redesigning learning
goals, instruction, and
assessment and explains
why these modifications
would improve student
learning.
Provides no professional
learning goals or goals
that are not related to
the insights and
experiences described in
this section.
Presents professional
learning goals that are
not strongly related to
the insights and
experiences described in
this section and/or
provides a vague plan
for meeting the goals.
Presents a small number
of professional learning
goals that clearly
emerge from the
insights and experiences
described in this section.
Describes specific steps
to meet these goals.