TWS Rubric
Category
Contextual Factors
Unit
Goals/Conceptual
Framework
Daily Lessons
Target (4)
All contextual factors are clearly
described using concrete evidence. 2-3
implications for instruction are clearly
discussed by highlighting ways these
factors dictated instructional decisions.
Explicit examples are provided
demonstrating how instruction was
tailored to meet students’ needs.
Key unit goals are clearly defined.
Opportunities for the content to be
brought into dialogue with the
students’ lives can be easily seen.
Clear linkages can be seen between the
content and standards. The Conceptual
Framework is clear and invites
discussion across the entire unit
requiring students to work at the
highest taxonomic levels (e.g.
Creating).
Acceptable (2)
All contextual factors are clearly
described using concrete
evidence. Connections between
these factors and instructional
decisions are discussed.
Unacceptable (0)
All contextual factors are
NOT described. Connections
between the context and
implications for instruction
are not made.
Key unit goals are listed. In some
places the unit goals are confused
with daily lesson goals, but
opportunities for the content to be
brought into dialogue with the
students’ lives can be easily seen.
Connections between the content
and standards can be inferred.
The Conceptual Framework is
clear and invites discussion
across the entire unit.
All elements of the EE Lesson
Planning Template are addressed. A
wide-range of instructional and
assessment strategies is employed.
Student-centered instruction drives
learning, but teacher-centered
instructional strategies are used when
appropriate. Both formal and informal
assessments are utilized appropriately.
Technology is employed in a
thoughtful manner that enhances
instruction.
All elements of the EE Lesson
Planning Template are addressed.
Multiple instructional and
assessment strategies are
employed. Formal and informal
assessments are used.
Technology is used appropriately.
No clear, overarching unit
goals are provided. Goals are
limited to daily lesson goals.
Opportunities for the content
to be brought into dialogue
with the students’ lives are
not present. No connections
can be seen between the
content and standards. The
Conceptual Framework is
simply content-based and
questions/concepts are
limited to lower taxonomic
level thinking.
All elements of the EE
Lesson Planning Template
are NOT addressed. Lessons
fall into a patterns that do not
vary instructional strategies.
Assessment plan is not
realistic. There is an
unhealthy balance between
student-centered and teachercentered instructional
strategies. Technology is an
afterthought or used in ways
that might hinder learning.
Score/ Comments
1/15, T. T. Stewart
TWS Rubric
Analysis of Student
Learning
Reflection
One key assessment area is clearly
described. Valid pre and postassessments in this area are used to
develop baseline and data and assess
growth. These data are presented in
way that demonstrates the amount of
gain (or not) for each student.
Contextual factors influencing student
performance are addressed (where
appropriate). Narrative of Whole Class
and Diverse Learner subgroups
describes what TC learned about
student learning.
Reflection clearly describes how
instruction was crafted and adjusted to
meet students’ needs. Effective lessons
are highlighted and areas of concern
are noted. TC offers suggestions for
improving areas of concern.
Challenges are clearly described and
future goals are outlined.
One key assessment area is
clearly described. Valid pre and
post-assessments in this area are
used help develop baseline and
assess growth. TC discusses the
amount of gain (or not) for each
student. Contextual factors
influencing student performance
are addressed (where
appropriate).
One key assessment area is
NOT clearly described. Pre
and post-assessments are
invalid (do not measure what
has been taught). No baseline
data is offered. Contextual
factors influencing student
performance are NOT
addressed (where
appropriate).
Reflection describes how
instruction was adjusted to meet
students’ needs. Effective lessons
are highlighted and areas of
concern are noted. Future goals
are outlined.
Reflection is superficial and
does not describe how
instruction was adjusted to
meet students’ needs.
Successes, challenges and/or
future goals are not outlined.
Teacher Candidate: ______________________________________________
Comments:
Total Score: _______
1/15, T. T. Stewart