Lesson Plan Evaluation Rubric

Instructions:
As you evaluate the lesson plan and observed lesson:
• A rating of Emerging indicates acceptable performance for teacher candidates in their field experiences.
• A rating of TARGET indicates acceptable performance for teacher candidates in their clinical experiences.
• A rating of ACCOMPLISHED should be reserved for exemplary performance.

Evaluator’s Name:________________________________ Date:

School:___________________________________________ Grade level:_________________ Content: _____________

Designing and Planning Instruction

Source of Evidence: Lesson Plan

Component Ineffective Emerging TARGET Accomplished

Descriptor

Learning Lists learning targets/ Lists learning targets/ Lists measurable Lists measurable
Targets/Objectives objectives that do not objectives that reflect learning targets/ learning targets/
reflect key concepts of key concepts of the objectives that reflect objectives that reflect
[CAEP: 1.1; KTS: 2; the discipline. discipline but are not key concepts of the key concepts of the
InTASC: 4; KFfT: 1] aligned with relevant discipline and are discipline, are aligned
state or national aligned with state and with state and national
standards. national standards. standards, and are
based on students’
needs and abilities.

Baseline Knowledge Pre-assessment Describes baseline Describes student Describes student

and Skills information is missing. information from pre- baseline data from baseline data from a
assessment(s); pre-assessment(s) variety of appropriate
[CAEP: 1.2; CAEP: D; however, specific data that are aligned with pre-assessment(s) that
KTS: 5; InTASC: 6; is missing or pre- stated learning are aligned with stated
KFfT: 1] assessments do not targets/objectives and learning
align with stated targets/objectives, and

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 learning uses that data to plan uses that data to plan
targets/objectives. instruction. instruction to promote
the learning of all
students.

Assessment Plans methods of Plans methods of Plans methods of Plans methods of

assessment that do not assessment that are assessment that align assessment that align
[CAEP: 1.2; KTS: 2; measure student somewhat related to with and directly with and directly
InTASC: 6; KFfT: 1] performance on the the stated learning measure student measure student
stated learning targets/ targets/ objectives. performance on the performance on the
objectives. stated learning stated learning targets/
targets/ objectives. objectives, and
incorporates methods of
student self-assessment.

Instructional Plans instructional Plans instructional Plans and designs Plans and designs
Strategies Aligned to strategies that do not strategies that align instructional instructional strategies
Objectives align with stated with stated learning strategies that align that align with stated
learning targets/ targets/ objectives with stated learning learning targets/
[CAEP: 1.4; KTS: 2; objectives but does not consider targets/ objectives objectives and considers
InTASC: 7; KFfT: 1] classroom/school and considers classroom/school
context and/or pre- classroom/school context, as well as each
assessment data. context and pre- individual student’s
assessment data. background and pre-
assessment data.
The procedures’ The procedures’ section
Lesson Plan The procedures’ The procedures’ section includes all of includes all of the
Procedures section does not section includes some the required required elements,
include any of the of the required elements, including including sufficient
[CAEP: 1.1; CAEP: D; required elements, elements, such as a sufficient detail of detail of instructional
KTS: 1; InTASC: 8; such as a sequence of sequence of activities, instructional strategies that are
KFfT: 1] activities, assessments, assessments, and strategies that are appropriate for the
and differentiation differentiation appropriate for the content, presented in a
content, presented in logical sequence,

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 strategies to meet strategies to meet a logical sequence, promotes higher order
students’ needs. students’ needs. promotes higher thinking, differentiation
order thinking, and strategies to meet
differentiation students’ needs, and
strategies to meet actively engages
students’ needs. students throughout the
lesson.

Multiple Levels Plans instructional Plans instructional Plans instructional Plans instructional
of Learning strategies that focus strategies that target strategies (e.g., strategies and activities
solely on basic recall recall and/or higher-order (e.g., higher-order
[CAEP: 1.1; CAEP: D; skills. comprehension level questioning, multiple questioning, multiple
KTS: 2; InTASC: 1; skills. representations, etc.) representations, etc.)
KFfT: 1] that foster the that foster the
development of development of higher-
higher-order thinking. order thinking, and
plans for student
responses to the
strategies/activities.

Collaborative No evidence of co- Co-plans lesson with Co-plans lesson with Co-plans lesson with PK-
Planning planning. PK-12 clinical PK-12 clinical 12 clinical educator,
educator and special educator and special special educator (if
[CAEP: 2.3; CAEP: D; educator (if educator (if applicable), AND other
KTS 8; InTASC: 10; applicable). applicable), selecting outside resources (e.g.,
KFfT: 4] a co-teaching strategy parents, related service
that is appropriate for providers, etc.) selecting
the stated learning a co-teaching strategy
targets/ objectives. that is appropriate for

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 the stated learning
targets/ objectives.

Not
Plans for Technology Nothing in the lesson The lesson plan The lesson plan The lesson plan Applicable
During Instruction plan to indicate the indicates the teacher indicates the teacher indicates the teacher
teacher candidate or candidate or students candidate and candidate and students
[CAEP: 1.5, CAEP: T; students will use will use technology, students will use will use technology in a Technology is
CAEP: D; KTS: 6; technology. but the technology technology in a manner that facilitates not
InTASC: 8; KFfT: 1] will not enhance manner that and enhances appropriate
instruction or student facilitates and instruction and/or and/or would
learning. enhances instruction student learning, as well interfere
and/or student as provides with the
learning. differentiated lesson
instruction that supports effectiveness.
the needs of all leaners.

COMMENTS:

Revised Spring 2018