Developing Accomplished Teaching Practices
Assignment Tasks for 30 Hour CPDU Option for the Initial to Standard Certificate
Maximum Total of Eight Pages
Written Commentary—Read the Reflective Rubric for Instruction as a guide to writing the written commentary.
1. Submit a written lesson plan and a fifteen-minute videotape of that lesson that shows evidence of how you meet the NBPTS standards in your certificate.
(No more than 2 double-spaced pages) The lesson should include the following:
o Learning goals aligned to the Illinois Learning Standards
o Instructional Strategies
o Grouping Strategies
o Instructional Resources
o Student Assessment Strategies
o Provisions for Diversity
2. Analyze the videotape and describe how what you did or said shows evidence of the following standards (No more than 2 pages double-spaced):
o Aligned Instructional Design
o Ways to Engage Students
o Higher Order Thinking Skills
o Questioning Techniques
Use specific examples of interaction between students and you as evidence.
3. Evaluate what students did and did not learn as evidenced in the videotape (No more than 2 pages double-spaced).
4. Reflect on next steps for particular students and the whole class. Link specific examples of strengths and gaps in student learning on the videotape to
justify your decisions (No more than 1 page double-spaced).
5. Reflect on future professional development experiences that will help you to support students to improve learning (No more than 1 page double-spaced)
1. Meet with at least one other teacher to collaboratively analyze your videotaped instruction sequence for evidence of the reflective rubric.
2. Meet with at one other teacher to collaboratively analyze that teacher’s videotaped instruction sequence for evidence of the reflective
3. Complete the Peer Review Documentation Form.
Peer Review Documentation Form
Name:__________________________________ Email: _______________________________________
School: _________________________________ School District_________________________________
Peer Review Sessions—Complete the following information for the time you reviewed your videotape and the time you
reviewed your partner teacher’s videotape. You may review and analyze both videotapes during one or more sessions but
the combined length of time should equal 2 hours.
Analysis of Your Videotape Analysis of Partner Teacher’s Videotape
Length of Time:
Partner Teacher’s Name:
Reflective Rubric for Instruction
1 2 3 4
The plan does not provide a variety of The plan The plan allows for a small range of The plan allows for flexibility for a wide range
learning opportunities that address the may address one or two levels of developmental levels, but it is not clear of studen developmental levels.
diversity of students’ levels of development development, but it is not clear how it will how it will provide learning opportunities for
provide learning opportunities for students’ students’ many developmental levels
many developmental levels
Goals are either not clear and/or are stated Goals are only somewhat clear and/or include Most goals are clear but may include a few All the goals are clear, written in the form of
as student activities. a combination of goals and activities. activities. student learning.
Goals and Students
Goals are not suitable for the students in Some of the goals are suitable for some Most of the goals are suitable for most students in All the goals are suitable for the students in the
this grade. Goals do not take into account students in the class. Goals take into account the class. Goals take into account the varying class. Goals take into account the varying
the learning needs of some students or the learning needs of some students or groups. needs of most individual students or groups. learning needs of individual students or
Most of the components of the plan are not The plan refers o the goals. Only some of the Most of the components of the plan refer to the All components of the plan align to the goals.
related to the goals. Learning activities, goals are suitable. Materials and resources instructional goals. Most of the materials and All materials and resources support the
materials and resources are not suitable and support the instructional goals. Instructional resources support the instructional goals. instructional goals. Instructional groups are
do not support the instructional goals. groups are inconsistent to the instructional Instructional groups are varied, and consistent varied, as appropriate to the different
Instructional groups are not congruent with goals and offer minimal variety. with the instructional goals. instructional goals. There is evidence of
the instructional goals and offer no variety. student choice in selecting different patterns of
It is difficult to know what the teacher and Some parts of the instruction are unclear as to Some explanations of what the teacher and It is evident what both the teacher and students
Instruction and Students
students will be doing throughout this plan. what the teacher and/or students will be doing students will be doing throughout the plan are will be doing throughout the lesson. The
There is no link between the procedures and throughout the plan. Most steps in the included. Most steps in the instructional descriptions of the instructional procedures are
the goals. Students have no opportunities to instructional procedures are included, but not procedures are included; however, some clear. Students have opportunities to explore,
explore or practice using knowledge and adequately developed. There is little rearrangement or further explanation of the steps learn and practice using the knowledge and
skills. Learning activities are not suitable to explanation of how teaching and learning will may be needed. The procedures inconsistently skills defined in the goals. Students are aware
students. The assessment results affect occur. Students have little opportunity to give students opportunities to explore, learn and of how they are meeting the established
planning for these students only minimally. explore or practice using the knowledge and practice using the knowledge and skills defined in standards and participate in planning the next
skills defined in the goals. Teacher uses the goals. Teacher uses assessment results to steps.
assessment results to plan for the class as a plan for individuals and groups of students.
Rubrics for Instruction (Continued)
The learning activities do not follow an Progression of activities in the unit is uneven. Progression of activities in the unit is fairly even. Progression of activities is coherent and
organized progression. The plan has no The plan has a recognizable structure that is The plan has a clearly defined structure of logical, producing a unified whole. The plan’s
clearly defined structure or the structure is not uniformly maintained throughout. activities. structure is clear and allows for different
chaotic. pathways according to student needs.
The description inaccurately explains the The teacher displays general understanding of The teacher shows a solid understanding of the The teacher uses the knowledge of students’
different approaches to learning that the different approaches to learning that different approaches to learning that students appropriate approaches to learning that
students exhibit. The description shows no students exhibit. The description shows exhibit, but inconsistently connects the students exhibit (learning styles, modalities,
connections between the approaches and sketchy connections between the approaches instruction to approaches. multiple intelligences, etc.) to plan interaction.
strategies. and instruction.
The teacher describes activities or The teacher describes a limited number of The teacher describes activities and assignments The teacher describes activities and
assignments that do not engage the students activities and assignments that are appropriate that are appropriate to engage most students assignments that engage students in
cognitively. to engage some students cognitively. cognitively. Students have opportunities to make exploration and discovery. Students initiate or
choices. adapt activities and projects to enhance their
The teacher’s questions require low level The teacher’s questions require a combination Most of the teacher and student’s questions The teacher and student’s questions uniformly
thinking responses. Interaction between of low and high level thinking responses. require high level thinking responses. Classroom require high level thinking responses.
teacher and students is predominantly interaction is designed so that the teacher steps Students have opportunities to develop their
recitation style, with the teacher mediating aside facilitating discussions when appropriate. own high level thinking questions. Students
all questions and answers. assume considerable responsibility for the
success of the discussion, initiating the topics
and making unsolicited contributions.
Describes the progress of the student’s Identifies some students’ areas of need and a Identifies the strength and areas of needs for Clearly analyzes and describes the relationship
learning based on numbers, percentages, limited number of strengths with few or no some students with limited examples from the between strengths and areas of need in
and or grades only. examples from the videotape. The description videotape. Describes general progress. learning of individual and the class of students.
is confusing in showing how instruction Describes how some instructional strategies Specifically cites examples of how the
impacted student learning. impacted some students. students progressed during instruction.