Diversity Statement of Informed Beliefs Scoring Rubric...2011-12

EDUC 204 Families, Communities, and CultureName: ______________________________

Course: EDUC 204 Section: __________ Year: ___________ Instructor: _Carol Billing

ICTS 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse needs.

Indicators Score Indicator Not Met(0 Points)

Indicator Acceptable(5 Points)

Indicator At Target(10 Points)

Expresses responsibility to ensure that all students learn and the impact teacher expectations and academic goals have on learning outcomes.

Displays no evidence of teacher responsibility for ensuring that all students learn and the impact of teacher expectations.

Displays adequate evidence of teacher responsibility for ensuring that all students learn and the impact of teacher expectations.

Displays thorough and compelling evidence of teacher responsibility for ensuring that all students learn and the impact of teacher expectations.

Expresses the importance of the social ecology theory, using information about students’ families, cultures, and communities as a basis for connecting instruction.

Displays no evidence of the importance of ecological interactions between the students’ families, cultures, and communities as a basis for connecting instruction.

Displays adequate evidence of the ecological interactions between the student’s families, cultures, and communities as a basis for connecting instruction.

Displays thorough and compelling evidence of the importance ecological interactions between students’ families, cultures, and communities as a basis for connecting instruction.

Express and gives examples of curriculum and instructional strategies to decrease discrimination of culturally diverse learners.

Displays no evidence of curriculum and instructional strategies to foster optimal teaching and learning, using students’ cultural experiences.

Displays adequate evidence of curriculum and instructional strategies to foster optimal teaching and learning, using students’ cultural experiences.

Displays thorough and compelling evidence of curriculum and instructional strategies to foster optimal teaching and learning, using students’ cultural experiences.

Expresses and gives examples of how divorce, dual income families, and poverty can impact social, behavioral, emotional, and cognitive learning outcomes.

Displays no examples to illustrate information regarding the impact of divorce, dual income families, and poverty on social, behavioral, emotional, and cognitive learning outcomes.

Displays adequate examples to illustrate information regarding the impact of divorce, dual income families, and poverty on social, behavioral, emotional, and cognitive learning outcomes.

Displays thorough and compelling examples to illustrate information regarding the impact of divorce, dual income families, and poverty on social, behavioral, emotional, and cognitive learning outcomes.

Expresses ideas and gives examples of caring, fair, and equitable education throughout the essay.

Does not support or use examples to express ideas of caring, fair, and equitable education to all students.

Displays adequate examples to illustrate ideas of caring, fair, and equitable education to all students.

Displays thorough and compelling examples to illustrate ideas of caring, fair, and equitable education to all students.

Points for Grading/50 Standard Not Met

0Standard Acceptable

25Standard At Target

50Rating of StandardICTS 3

Diversity Statement of Informed Beliefs Scoring Rubric...2011-12

ICTS 9: The teacher uses alternative theoretical perspectives and research to guide instructional decision-making and reflection on practice.

Indicators Score Indicator Not Met(0 Points)

Indicator Acceptable(10 Point)

Indicator at Target(20 Points)

Integrates social and behavioral learning theories presented in class discussion, readings, and incorporates student development and learning abilities.

Does not interpret textbook information and class discussion, and/or apply theories of human development.

Must have 15 terms per essay.

Displays evidence of textbook information, class discussion, and human development explaining terms (bold and underlined) and a theorist’s ideas.

Interprets and thoroughly describes textbook information, class discussion, and human development through the integration of theoretical perspectives using terms.

Integrates emotional and cognitive learning theories presented in class discussion, readings, and incorporates student development and learning abilities.

Does not interpret textbook information and class discussion, and/or apply theories of human development.

Must have 15 terms per essay.

Displays evidence of textbook information, class discussion, and human development explaining terms (bold and underlined) and a theorist’s ideas.

Interprets and thoroughly describes textbook information, class discussion, and human development through the integration of theoretical perspectives using terms.

Total/40 Standard Not Met

0Standard Acceptable

20Standard at Target

40Rating of StandardICTS 9

ICTS 6: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.

Indicators Score Indicator Not Met(0 points)

Indicator Acceptable(2.5 points)

Indicator at Target(5 points)

Writes effectively in communicating ideasWrites with clarity

Writing is unclear and difficult to understand, no conclusion, and no essay introduction Writing contains many grammar, punctuation, word usage, and/or spelling errors

Writing is generally clear and understandable. Writing has three to six grammar, punctuation, word usage, or spelling errors.

Writing is clear and understandable; ideas are presented in a convincing manner in paper, introduction, and conclusion. Writing has two or less errors in grammar, punctuation, word usage, and/or spelling errors.

Follows designated format References and citations

Student does not use designated format Includes proper citations and reference page

Follows designated APA format using subtitles, indentations, and proper spacing with few errors. Uses quotation and/or summarizes another’s ideas with few errors.

Completely follows designated format including proper title, subtitles, indentions, and spacing. Citation (s), and reference(s) Title page, introduction, and conclusion are in APA.

TOTAL/16 Standard Not Met

0Standard Acceptable

5Standard at Target

10Rating of Standard

ICTS 6Total Points for Grading /100