Teacher Leader Masters in Education: Action Research Project Rubric
(Revised 8-19-2011)
Student__________________________Course________ Date_________
Numerical Grade________ Letter Grade_________
Chapter
Ch. 1:
Introduction
Ch. 2:
Lit. Review
Ch. 3:
Methodology
Criteria
KTS 1
Demonstrates
Applied
Content
Knowledge
KTS 1:
Demonstrates
Applied Content
Knowledge
Contents
KTS 2:
Designs &
Plans
Instruction
KTS 3:
Creates &
Maintains
Learning
Benchmark
1.1
Clear introduction, problem statement, rationale,
overview of project, preview focus of chapters
Score
3 4
1
2
5
1.2
References appropriate content strategies
1.3
Considers content from diverse perspectives
1.4
Addresses content misconceptions
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1.5
Connects content to prior learning & other content areas
1
2
3
4
5
1.6
Communicates an in-depth understanding of concepts…
1.7
Review & analysis of relevant literature
Includes a brief summary with project implications.
Clear transition to chapter 3
1
2
3
4
5
1
2
3
4
5
2.1
Specifies audience & reviews problem statement.
Explains study significance and research methodology
2.2
Develops challenging and appropriate learning
objectives aligned with standards, students’ needs,
interests & abilities
2.3
Plans & designs instruction based on significant
contextual and pre-assessment data
2.4
Develops well designed assessments aligned with
objectives to guide instruction and measure learning
results
2.5
Plans a learning sequence using strategies to build on
students’ prior knowledge and address learning
objectives
2.6
Plans a learning sequence & activities to foster
development of higher order thinking
3.1
Establishes student behavioral & learning expectations
& expresses confidence in their achieving those
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Climate
KTS 4:
Implements &
Maintains
Instruction
KTS 6:
Implementation
of Technology
KTS 8:
Collaborates
with
Colleagues,
Parents, Others
Ch. 4:
Results
KTS 5
Assesses &
Communicates
Learning Results
expectations
3.2
Includes appropriate instructional strategies that address
the needs of all students
3.4
Treats all students with respect & concern & encourages
students to treat each other with respect and concern
3.5
Provides a classroom environment that is both
emotionally and physically safe for all students
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
6.3
Provides and maintains a safe, secure, and equitable
classroom environment that consistently promotes
discerning and ethical use of technology.
8.1
Describes how student learning might be enhanced by
collaboration
1
2
3
4
5
1
2
3
4
5
8.2
Suggests a plan that involves parents, colleagues and
others in a collaborative effort to enhance student
learning.
1
2
3
4
5
5.1
Includes step by step report on the analysis of data
Includes conclusions & discussion drawn from analysis
Includes a summary previewing final chapter on
implications
5.2
Uses student baseline data from appropriate preassessments to promote the learning of all students.
1
2
3
4
5
1
2
3
4
5
4.1
Provides a well-planned sequence of instructional
strategies that engage students toward meeting learning
objectives
4.2
Implements instruction based on contextual information
and assessment data
4.3
Organization maximizes student learning. time
4.4
Optimal use of classroom space, instructional resources
and technologies to enhance student learning.
4.5
Uses appropriate strategies to facilitate higher-order
thinking.
6.1
Uses appropriate technology to design and plan
instruction to support and extend student learning.
6.2
Designs and implements research-based technologyinfused instructional strategies to support learning of all
students.
KTS 6
Implementation
of Technology
KTS 8
Collaboration
Ch. 5:
Discussion
KTS7
Reflects on and
Evaluates
Teaching &
Learning
KTS 9
Evaluates
Teaching &
Implements
Professional
Development
5.3
Uses appropriate formative assessments to determine
student progress, guide instruction and provide feedback
to students.
5.4
Uses appropriate summative assessments aligned with
learning objectives to measure student achievement.
5.5
Describes, analyzes and evaluates student performance
data to determine student progress, identify differences
among student groups and inform instructional practice.
6.5
Uses technology to assess student learning, manage
assessment data and communicate results to appropriate
stakeholders.
8.3
Explains why or why not collaboration to enhance
student learning has been implemented
8.4
Uses appropriate student performance data to describe,
analyze, and evaluate the impact of the collaborative
activities on student learning and to identify next steps.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
NA
4
5
1
2
3
4
5
7.2
Reflects on and evaluates performance data to determine
the learning needs of all students.
7.4
Uses performance data to analyze and evaluate
instructional practices in order to inform future
teaching.
7.5
Reflects on student learning and develops plans for
professional growth.
9.1
Thoroughly & accurately assesses current performance
related to the KTS and any school & district
professional development initiatives.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
9.2
Reflects on data from multiple sources (i.e. selfassessment, student performance, feedback from
colleagues, school & district initiatives) and identifies
priority areas for growth.
9.3
Designs a professional growth plan that clearly and
logically addresses all identified priorities.
9.4
Shows clear evidence of the impact of professional
growth activities on instructional effectiveness and
student learning.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
7.1
Provides discussion and interpretation of results
Provides a conclusion about the value of the study and
its results
Basic
requirements
KTS 10:
Provides
Leadership
10.1
Suggests opportunities for leadership
1
2
3
4
5
APA
11.1
Correct APA format used throughout paper
11.2
Size 12, Times New Roman Font used
11.3
Ch. 1: 5 pg., Ch. 2: 10 pg., Ch.3: 5 pg., Ch. 4: 7 pg., Ch.
5: 5 p
11.4
Narrow & specific; few instructions; one intervention
strategy; one or two methods
11.5
Correct grammar & organization
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Font
Minimum
Chapter
Lengths
Focus of action
research
Grammar &
Organization