BCOE Addendum: Content Knowledge Rubric
Criteria
Exceeds Expectations
Content Knowledge (Planning for Instruction)
1. Content
Teacher candidate demonstrates a
Knowledge comprehensive level of content
in the
knowledge. Instructional sequence is
Teaching
based on an understanding of content
Specialty
knowledge/skills with clear and
meaningful connections to past and future
lessons.
2. Pedagogical Stated instructional strategies reflect the
Content
pedagogical content knowledge necessary
Knowledge to present core concepts and engage
students in activities. Teacher candidate
provides strategies for helping students
engage in discipline-specific inquiry.
3. Academic
Teacher candidate includes content
Language
specific academic language vocabulary,
and function, in objectives and provides
developmentally appropriate
instructional supports that enable
students to use them.
4. Lesson
Teacher candidate develops, submits, and
Plans
uses highly detailed daily lesson plans for
all assigned subjects that include all
required components including any
modifications required by IEPs.
5.
Planning
for
Research
Teacher candidate justifies the selection
of specific teaching or learning
strategies supported by principles from
research or theory.
Content Knowledge (Instructional Delivery)
6. Application Content is appropriate for the curriculum
of
standard and teacher candidate effectively
Knowledge explains key content elements/concepts,
consistently relates lesson content to
students’ prior content knowledge and
links new concepts to familiar concepts.
Makes connections to students’
experiences.
Meets Expectations
Emerging
Does Not Meet Expectation
Teacher candidate demonstrates a
competent level of content knowledge.
Instructional sequence is based on an
understanding of content knowledge/skills
with connections to past and/or future
lessons.
Teacher candidate demonstrates an
acceptable level of content knowledge.
Instructional sequence is present but
candidate has difficulty making
connections to past or future lessons.
Teacher candidate demonstrates an
incomplete or deficient level of content
knowledge with no connections to past or
future lessons.
Stated instructional strategies reflect the
pedagogical content knowledge
necessary to present core concepts and
engage students in activities.
Stated instructional strategies reflect an
incomplete understanding of how to
present core concepts or engage students in
activities.
Stated instructional strategies are
inappropriate for presenting core
concepts or engaging students in activities.
Teacher candidate includes content
specific academic language vocabulary,
and additional language demand
(syntax, discourse, or function) in
objectives; provides instructional
supports.
Teacher candidate develops, submits, and
uses daily lesson plans for all assigned
subjects that include all required
components including any modifications
required by IEPs.
Teacher candidate includes content
specific academic language vocabulary in
objectives and provides minimal
instructional supports.
Teacher candidate does not adequately
address academic language in the lesson
plan.
Teacher candidate develops, submits, and
uses daily lesson plans for all assigned
subjects including any modifications
required by IEPs. However, lesson plans
do not contain one or more required
components.
Teacher candidate makes superficial
connections to research or theory.
Connections are shallow and do not
demonstrate a clear understanding of the
implications of the research or theory on
teaching/learning.
Lesson plans are not submitted, do not
appear to be used, or do not include
modifications required by IEPs.
Content is appropriate for the curriculum
standard, however, teacher candidate
insufficiently explains key content
elements/concepts and inconsistently
relates lesson content to students’ prior
content knowledge and new concepts to
familiar concepts.
Content is not appropriate for the
curriculum standard.
Or, teacher candidate inappropriately or
ineffectively explains key content
elements/concepts and does not relate
lesson content to students’ prior content
knowledge.
Teacher candidate makes appropriate
connections to research or theory
demonstrating a clear understanding of the
implications of the research or theory on
teaching/learning.
Content is appropriate for the curriculum
standard and teacher candidate correctly
explains key content elements/concepts,
frequently relates lesson content to
students’ prior content knowledge, and
links new concepts to familiar concepts.
Teacher candidate makes no connections
to research or theory.