EDUC506: New Media Literacies in High Needs Schools

1
1
FINAL LEARNING PLAN RUBRIC

Component Beginning (0-11 points) Developing (12-15 points) Proficient (16-18 points) Accomplished (19-20 points) Comments
Supporting
Student
Learning
Evidence: The instructional design
does not support the stated
objective(s), nor is it stated how
students engage in meaningful
learning that fosters content area
skills. Developmentally appropriate
materials and resources are not
identified. Learning tasks have no
central focus or a one-dimensional
focus, may not be developmentally
appropriate and do not connect to the
larger subject matter curricular
framework.
Evidence: The instructional design
marginally supports the stated
objective(s) and somewhat engages
students in meaningful learning that
foster content area skills.
Developmentally appropriate
resources and materials are selected,
but not utilized effectively. Standards,
objectives and learning tasks are
primarily one- dimensional,
developmentally appropriate, and
have some connection to the larger
subject matter curricular framework.

Evidence: The instructional design
clearly supports the stated objective(s)
and is differentiated to address the needs
of most students and fosters content area
skills. Developmentally appropriate
resources and materials are utilized
effectively. Learning Tasks are multi-
dimensional, developmentally
appropriate and integrated into the
larger subject matter curricular
framework.

Evidence: The instructional design
clearly supports the stated objective(s)
and is differentiated to address the needs
of all students and fosters content area
skills. Students participate in its
development and in the selection of
resources, where appropriate. Learning
Tasks are multi-dimensional,
developmentally appropriate, integrated
into the larger subject matter curriculum
framework
Score: /20
Making
Curriculum
Content
Accessible
Evidence: Student characteristics,
experiences or prior learning have
little or no relationship to the learning
standards or objectives. Learning plan
does not incorporate accommodations
for a classroom with low tech, mid
tech, and high tech resources.
Evidence: Knowledge of student
characteristics, use of prior learning
or experiential backgrounds, and
support to help students who often
struggle with the content. Learning
plan marginally incorporates
accommodations for a classroom with
low tech, mid tech, and high
tech resources.
Evidence: Knowledge of student
characteristics, use of prior learning and
experiential backgrounds, and
scaffolding or other structured support
to provide access to grade level
curriculum. Learning plan incorporates
accommodations for a classroom with
low tech, mid tech, and high tech
resources, with some limitations.
Evidence: Knowledge of student
characteristics, use of prior learning and
experiential backgrounds and well-
integrated instructional strategies that
support students who struggle to access
grade level curriculum. Learning plan
incorporates detailed and appropriate
accommodations for a classroom with
low tech, mid tech, and high tech
resources.

Score: /20
Demonstrating
Knowledge of
Content and
Pedagogy
Evidence: Teacher demonstrates
minimal understanding of the subject,
the structure of the discipline, or the
content-related pedagogy as
evidenced by content misconceptions
and uncorrected errors within
submitted documentation. Theory or
research is not referenced or is
significantly misapplied. Content-
based literacy skills and New Media
Literacy skills are not introduced or
addressed in the learning plan design.
Evidence: Teacher demonstrates a
marginal understanding of the
subject, the structure of the discipline,
or the content-related pedagogy as
evidenced by the submitted
documentation. Knowledge
consistent with key principles of
theory and research. Content-based
literacy skills and New Media
Literacy skills are marginally
introduced or addressed in the
learning plan design.
Evidence: Teacher demonstrates solid
understanding of the subject, the
structure of the discipline, and the
content-related pedagogy as evidenced
by submitted documentation. Teachers
planning practices reflect sound
pedagogical knowledge. Sound
knowledge of research and theory linked
to knowledge of students in the class.
Content-based literacy skills and New
Media Literacy skills are introduced and
addressed in the learning plan design,
with limitations.
Evidence: Teacher demonstrates an
extensive understanding of the subject,
the structure of the discipline, and the
content-related pedagogy as evidenced
by submitted documentation. Teachers
planning anticipates student needs and
demonstrates a continuing search for
improved practice. Sound knowledge of
research and theory integrated with
knowledge about content and students.
Content-based literacy skills and New
Media Literacy skills are adequately
introduced and appropriately addressed
in the learning plan design.

Score: /20
Developing Evidence: The candidate gives little Evidence: The candidate uses Evidence: The candidates use of Evidence: The candidates use of Score: /20
EDUC506: New Media Literacies in High Needs Schools

2
2
Academic
Language
or sporadic support to students to
meet the language demands of the
learning tasks.

Language and/or content is
oversimplified to the point of limiting
student access to the core content
1
of
the curriculum.
scaffolding or other support
2
to
address identified gaps between
students current language abilities
and the language demands of the
learning tasks and assessments,
including selected genres and key
linguistic features.

Candidate articulates why
instructional strategies chosen are
likely to support aspects of students
language development.
scaffolding or other support provides
access to core content while also
providing explicit models, opportunities
for practice, and feedback for students
to develop further language proficiency
for selected genres and key linguistic
features.

Candidate articulates why the
instructional strategies chosen are likely
to support specific aspects of students
language development for different
levels of language proficiency.
scaffolding or other support provides
access to core content while also
providing explicit models, opportunities
for practice, and feedback for students
to develop further language proficiency
for selected genres and key linguistic
features.

Candidate articulates why the
instructional strategies chosen are likely
to support specific aspects of students
language development for the full range
of language proficiency and projects
ways in which the scaffolds can be
removed as proficiency increases.
Assessments
and Reflective
Analysis that
allow for Depth
of
Understanding
Evidence: Teachers plan to assess
and reflective analysis of learning
plan does not contain clear criteria or
standards, and does not measure the
learning outcomes described in the
instructional objectives. Teacher has
no plans to use assessment results in
designing future instruction.
Reflections are erroneously supported
through a significant misapplication
of theory or research principles.
Candidate does not identify areas of
instruction with which s/he is
challenged or desires improvement.

Evidence: Teachers plan for student
assessment and reflective analysis of
learning plan includes criteria and
standards that are not entirely clear
and/or understood by students, but
partially measure the learning
outcomes described in the
instructional objective(s). Teacher
uses the assessment to plan for future
instruction for the class as a whole
and uses productive and receptive
modalities. Reflections are consistent
with principles from theory and
research. Candidate identifies some
areas of instruction with which s/he is
challenged or desires improvement,
with limitations.

Evidence: Teachers plan for student
assessment and reflective analysis of
learning plan includes clear assessment
criteria and standards that have been
communicated to the students, and
effectively measure the learning
outcomes described in the instructional
objective(s). Teacher uses the
assessment to plan for groups of
students and individuals and uses
productive and receptive modalities.
Reflections are based on sound
knowledge of research and theory linked
to knowledge of students in the class.
Candidate identifies areas of instruction
with which s/he is challenged or desires
improvement.
Evidence: Teachers plan for student
assessment and reflective analysis of
learning plan includes clear assessment
criteria and standards that are not only
understood by the students, but also
shows evidence of student participation
in their development. Students use the
assessment to monitor their own
progress in achieving the learning
outcomes and uses productive and
receptive modalities. Reflections are
multi-dimensional and integrate sound
knowledge of research and theory about
teaching practice, knowledge of students
in the class, and knowledge of content.
Candidate identifies specific areas of
instruction with which s/he is
challenged or desires improvement.
Score: /20

Descriptive Feedback: Total Points: / 100



1
Core content is the set of facts, concepts, skills, and abilities that are absolutely necessary to participate at least minimally in the learning/assessment tasks in the learning segment.
2
Such support might include one or more of the following: modeling of strategies for comprehending or constructing texts such as a sonnet; explicit communication of the expected features of oral or written texts (e.g., using rubrics,
models, and frames); use of strategies that provide visual representations of content while promoting literacy development (e.g., graphic organizers); vocabulary development techniques (context cues, categorization, analysis of word parts,
etc.); opportunities to work together with students with different kinds of language and literacy skills, etc.