Classroom Visit Rubric
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UnderdevelopedTraditionalEmergingInnovativeTOTALNOTESTOTALNOTESTOTALNOTESTOTALNOTES
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1234Teacher NameTeacher NameTeacher NameTeacher Name
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InstructionThe lesson does not provide adequate detail to guide instruction or does not reflect understanding of student learning. Major elements of the unit are not present. Technology use is inappropriate or underdeveloped.The lesson is not consistently planned according to student abilities, developmental appropriateness, student prior knowledge, experiences, and alignment with standards. Technology use is inconsistent or underdeveloped.The lesson accurately portrays content, is appropriate for developmental level of students, is in alignment with standards, and focuses on developing conceptual understanding. Technology use is appropriate and supports lesson objectives.The lesson accurately portrays content and is appropriate for student developmental level. The lesson is creative, relevant to learners, in alignment with standards, focuses on developing conceptual understanding, and requires active engagement of learners. Technology use is creative, supports lesson objectives, and increases student technology competence.
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Technology IntegrationLesson demonstrates students having minimal use of the technology.Technology tools used by the students are not appropriate for the grade or subject. The technology provides minimal support of the learning objectives.Students use appropriate technology-based tools to support meeting content area standards. Students meet technology standards while addressing content area standards.Students use appropriate
technology tools in
meaningful, inquiry-based
learning of concepts.
Lesson is in alignment
with 1) content area and 2) ISTE
NETS for Students and/or 21st century skills (see Tech Standards Tab).
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Applying Professional Development / Coaching SupportNo evidence of professional development / coaching support being used to enhance teaching and learning.Minimal evidence of attempts at using professional development / embedded support to enhance teaching and learning.Some evidence of professional development / embedded support is incorporated into instruction to enhance teaching and learning.Clear evidence of professional development /embedded support being incorporated into instruction to enhance teaching and learning.
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Differentiating InstructionTechnology was not used.Technology was not used in a way that addressed diverse needs of learners.Technology was used in a
way that addressed diverse
needs of some learners.
Technology was used in a
way that addressed diverse
needs of all learners.
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Learner CenteredLesson was teacher centered. Technology did not support learner-centered strategies. Many students were not clear on what they should be doing. Many students were not actively engaged and working. Most students were dependent on the teacher for completing their work.Lesson was mostly teacher centered. Technology was used minimally to support learner-centered strategies. Few students were actively working on a clearly defined and understood task. Many students were dependent on the teacher for completing their work.Technology was used to support learner-centered strategies. Most students were actively working on a clearly defined and understood task. Most students were not dependent on the teacher for completing their work.Technology was used to support multiple learner-centered strategies i.e. student role as explorer, apprentice, teacher and/or producer; teacher role as facilitator, guide and/or co-learner; or use of generative or interest-driven instructional models. Students were actively working on a clearly defined and understood task. Students were not dependent on the teacher for completing their work.
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Classroom ManagementDoes not anticipate technology-related classroom management issues and does not plan alternative actionsAnticipates some technology-related classroom management issues but does not plan alternative actionsAnticipates technology-related classroom management issues and plans a course of action.Seamlessly anticipates technology-related classroom mangagement issues and plans multiple courses of action for effective teaching and learning.
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Use of software and online toolsTechnology was not used.Software and/or online tools selected do not enhance teaching and learning or are not appropriate or in alignment with student work.Software and/or online tools selected show some evidence of enhancing teaching and learning but they could be used more effectively. Teacher shows some ability to articulate the rationale for selecting these tools. Yet, the lesson can be conducted effectively without the use of technology.Software and/or online tools selected clearly enhance teaching and learning. Clear evidence of the lesson being enhanced because of instruction that can't be done without laptops (i.e., technology enables students to engage in work not possible without technology such as collaboration, sharing with authentic audiences, accessing primary documents, connecting to other peers or experts, etc.). Teacher can easily articulate the rationale for selecting these tools.
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Classroom EnvironmentClassroom is not set up for optimum instruction. Many students are unable to see instruction. The teacher can not see most students during instruction (i.e. their back is facing the students rather than the whiteboard). There is little or no evidence of technology integration or use evident in the classroom.Classroom is not set up for optimum instruction. Some students are able to see instruction but many are not. There are many students the teacher can not see during instruction. Some students are sitting in a way that maximized learning but many were not. There is little evidence of technology integration displayed in the classroom.Classroom (desks, laptops, etc.) is somewhat set up for optimum instruction. The teacher can see most of the students. Most students are able to see instruction. Most students are sitting in a way that maximizes learning. There was some evidence of technology integration displayed in the classroom.Classroom (desks, laptops, etc.) is set up for optimum instruction. The teacher is able to see all students (i.e. their back is not facing most students). Students are all able to see instruction. Students are sitting in a way that maximizes learning. Evidence of technology integration displayed in the classroom (i.e. technology integrated student work is displayed on walls, bulletin board, etc.).
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LaptopsTechnology was not used.Laptops are being used but it is not clear that the lesson is enhanced. There are few protocols and procedures in place to maximize laptop use. Students show little comfort in using laptops and are not that familiar with everyday protocols the teachers has put into place for tasks such as saving files, using the internet, close and focus, etc. There is evidence that not all students are familiar with properly caring for and maintaining their devices.Some evidence of the lesson being enhanced because of instruction that can not be done without laptops. Teacher has set up some protocols and procedures to maximize laptop use. Students show some comfort in using laptops and are somewhat familiar with everyday protocols the teachers has put into place for tasks such as saving files, using the internet, close and focus, etc. Students show some evidence of properly caring for and maintaining their devices.Clear evidence of the lesson being enhanced because of instruction that can not be done without laptops (i.e., technology enables students to engage in work not possible without technology such as collaboration, sharing with authentic audiences, accessing primary documents, connecting to other peers or experts, etc.). Teacher has set up effective protocols and procedures to maximize laptop use (i.e., laptops are set and ready to go, students know their exact task and how to get started and keep going independently). Students show comfort in using laptops and are familiar with everyday protocols the teachers has put into place for tasks such as saving files, using the internet, close and focus, etc. Students know proper care and maintenance of their devices.
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Presentation Technology (i.e. laptop, projector, interactive whiteboard)Technology was not used.The interactive whiteboard is being used but it is not clear that the lesson is enhanced. The teacher provides little opportunity for the device to be "interactively" with students. Students may be seen"copying" from the board rather than working with the information. Teacher does not seem comfortable using presentation technology. Interactive whiteboard is may not be properly set up and calibrated.Some evidence of the lesson being enhanced because of instruction that can be done using presentation technology. Teacher provides some opportunity for students to use the whiteboard "interactively." Teacher does not have students "copy" from the board. Information is already disseminated to students so they can get to the thinking faster. Teacher appears somewhat comfortable using presentation technology. Device is properly set up and calibrated.Clear evidence of the lesson being enhanced because of instruction that can be done using presentation technology (i.e., concepts shared could not be done without technology and in fact only with technology are brought to life.). Teacher uses interactive whiteboard "interactively" with students. Teacher does not have students "copy" from the board. Information is already disseminated to students so they can get to the thinking faster. Teacher shows comfort in using presentation technology. Device is properly set up and calibrated.
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AVERAGE0.00.00.00.0
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Tech Standards