BBE_rubrics by xiangpeng

VIEWS: 7 PAGES: 26

									                 RUBRICS
                   FOR
BILINGUAL/BICULTURAL EDUCATION STANDARDS
                                                       SOE STANDARD – 1 Disciplinary Foundations
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Disciplinary foundations: demonstrates interpretive, normative, critical understanding of educational phenomenon through the use of the humanities, social
sciences and psychological sciences within the disciplinary foundations of education (e.g., anthropology, history, philosophy and psychology of education)

                                     DOES NOT MEET                          MEETS                                      EXCEEDS
                                     (undergraduate/graduate level )        (undergraduate/graduate level)             (undergraduate/graduate level)
Understand one or more of the        Understands in a limited or            Demonstrates a beginning                   Demonstrates exceptional and sophisticated
disciplinary knowledge bases         perfunctory way one or more of         (minimum), and general awareness           appreciation, clarity, creativity and
that inform the anthropological,     the disciplinary foundations as        and appreciation of one or more of         critical/analytical understanding of one or
historical, philosophical,           related to the interpretive study of   the disciplinary foundations as            more of the disciplinary foundations as
psychological and/or                 the social and cultural contexts       related to the interpretive study of the   related to the interpretive study of the social
sociological contexts, including     and complexities of educational        social and cultural contexts and           and cultural contexts and complexities of
the complexities of class,           phenomenon and/or praxis. (e.g.,       complexities of educational                educational phenomenon and/or praxis. (e.g.,
ethnicity, gender, race and/or       no appreciation for the                phenomenon and/or praxis (e.g., can        exhibits analytical sophistication.)
sexuality as it relates to the       interpretive study of educational      identify and summarize the essential
interpretive study of                phenomenon as related to the           or core ideas, concepts and theories.)
educational phenomenon and/or        disciplinary foundations of
praxis                               education)
Understand modes of                  Exhibits little or no interests in     Exhibits a general appreciation for        Demonstrates an exceptional and
educational inquiry of one or        developing the critical/analytical     developing the critical/analytical         sophisticated ability to critically/analytically
more of the disciplinary             skills and understanding for using     skills and understanding necessary         use interpretive modes of educational inquiry
foundations of education             the interpretive modes of              for using interpretive modes of            to develop systematic logical argument(s)
knowledge bases as related to        educational inquiry as related to      educational inquiry related to the         and synthesis issues and ideas related to one
the interpretive study of            one or more of the disciplinary        disciplinary foundations knowledge         or more of the disciplinary foundations of
educational phenomenon and/or        foundations knowledge bases.           bases.                                     education knowledge bases.
praxis.
Understand the theoretical           Exhibits little or no appreciation     Exhibits a general appreciation for        Demonstrates an exceptional and
significance of past and present     for past and present ideas,            the past and present ideas in the          sophisticated appreciation of past and/or
ideas, theories and/or               theories and/or intellectual           interpretive study of educational          present ideas, theories and/or intellectual
intellectual traditions for the      traditions in one or more of the       phenomenon and/or praxis as related        traditions for the interpretive study of
interpretive study of                disciplinary foundations of            to one or more of the disciplinary         educational phenomenon and/or praxis (e.g.,
educational phenomenon and/or        education as it relates to the         foundations knowledge bases. (e.g.,        exhibits an extraordinary desire to creatively,
praxis.                              interpretive study of educational      desires to make connections between        critically and systematically interpret the
                                     phenomenon and/or praxis.              past and/or present theories and/or        connections between past and/or present
                                                                            intellectual traditions)                   theories and/or intellectual traditions.
Prepared by Stephen Haymes June 5, 2002
                                                    SOE STANDARD -- 2 Transformation
                                   RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Transformation: Demonstrates an understanding of the human transformative dimension of educational phenomenon and/or praxis at the level of the self and/or
the social.
                                  DOES NOT MEET                        MEETS                                   EXCEEDS)
                                  (undergraduate/graduate level )      (undergraduate/graduate)                (undergraduate/graduate level)
Understand theoretical frame-     Understands in a limited or          Demonstrates a beginning                Demonstrates exceptional and sophisticated
works that inform an              perfunctory way theoretical          (minimum), and general awareness        appreciation, clarity, creativity and
understanding of the human        frameworks of human                  and appreciation for theoretical        critical/analytical understanding for
transformative dimensions of      transformation in social and         frameworks of human transformation theoretical frameworks of human
educational phenomenon and/or cultural contexts as related to          in social and cultural context as       transformation in social and cultural context
praxis at the level of the self   educational phenomenon and/or        related to educational phenomenon       as related to educational phenomenon and/or
and/or the social, as related to  praxis (e.g., no appreciation for    and/or praxis (e.g., exhibits an        praxis. (e.g., exhibits analytical
the dynamics of class, ethnicity, the educational study of human       appreciation and desire to know; can    sophistication and exceptional appreciation
gender, race, and/or sexuality,   transformation in social and         identify and summarize the essential    for the educational study of human
as well as other cultural         cultural contexts.                   or core ideas, concepts and theories    transformation in social and cultural
contexts.                                                              as related to the educational study of  contexts)
                                                                       human transformation in social and
                                                                       cultural contexts.
Understand the relationship       Exhibits little or no interests in   Exhibits a general appreciation for     Demonstrates an exceptional and
between the organizing            developing the ability and           developing the ability and              sophisticated ability and use of
principles of a social order and  critical/analytical skills necessary critical/analytical skills necessary to critical/analytical skills necessary to
educational phenomenon,           to understand and appreciate the     understand the organizing principles    understand the organizing principles
and/or praxis the influence of    organizing principles influencing    influencing the educational dynamics influencing the educational dynamics of
that relationship on human self   the educational dynamics of          of human transformation.                human transformation.
and/or social transformation.     human transformation.

Prepared by Stephen Haymes, June 5, 2002
                                                   SOE STANDARD -- 3 Identity Development
                                     RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Identity Development. Understands the sociocultural process of human development over the lifespan and historical time, the dynamic of identity construction
through interpersonal and societal relations, and the role of individual agency and collective action in bringing about personal and social transformation.
                                      DOES NOT MEET                          MEETS                                   EXCEEDS)
                                      (at the preservice level )             (at the preservice level)               (at the preservice level)
Understands the social and            Demonstrates a limited (rote)          Demonstrates a basic understanding      Demonstrates a profound understanding of
psychological dimensions of           understanding of the social and        of human development as a social,       the social, psychological, and cultural
human development within,             cultural dimensions of human           psychological, and cultural process     dimensions of human development within
both ontogenetically and              development. Exhibits limited          within and across generations (e.g.     the lifespan and across historical time. Poses
phylogenetically.                     ability or an unwillingness to         articulates and compares focal          thoughtful, insightful questions and initiates
                                      engage new ideas, theories, and        theoretical perspectives, their         analytical, theoretically grounded,
                                      concepts, or to consider the ways      implications, and limitations).         interdisciplinary inquiry to examine and
                                      in which social, cultural and                                                  address complex issues regarding human life.
                                      institutional factors shape human
                                      development.

Understands that social               Demonstrates a limited interest in    Demonstrates a basic, minimal            Demonstrates a broad-based understanding
institutions and relations of         or understanding of the role of       understanding of the role of social      of the complex role of institutions and
power and privilege frame the         power and privilege in the            institutions and power relationships     societal relations of power and privilege in
processes of human                    construction of identities and the    in constructing/ contesting identities   the construction of identities and in shaping
development and the                   processes of human growth and         and processes of human                   multiple aspects of human growth and
construction of the discipline        change. Demonstrates an               development. Has a beginning             change. Demonstrates a sophistication in
itself.                               inability to consider, embrace, or    appreciation for the sociological        interrogating and synthesizing the
                                      systematically challenge new          dimensions as well as the                multifaceted and complex interdependent
                                      ideas through written inquiry,        psychological dimensions of human        relationship
                                      analysis, or discussion, or debate.   development.                             between the individual and social dimensions
                                                                                                                     of human thought and activity.

Understands the interdependent        Demonstrates limited                  Demonstrates a general                   Demonstrates profound understanding of the
nature/construction of                understanding of identity as a        understanding and appreciation of        sociocultural/historical construction of
dimensions of identity, e.g. race,    social construction and the           dimensions of identity, e.g. race,       identities created in the context of
social class, ethnicity, gender,      interdependence of dimensions of      social class, and gender as              socioeconomic and political relationships.
sexuality.                            identity. Displays an inability or    interdependent social constructions      Able to critically examine, self-reflexively
                                      unwillingness to be self-reflexive    that are forged in the context of        engage, and problematize identificatory
                                      or develop the skills/tools to        sociohistorical relationships.           meanings, lived experiences and institutional
                                      understand the significance of                                                 practices that inform concepts and
                                      dimensions of identity.                                                        representations of the self and other.

Understands the complexity of         Demonstrates little understanding     Demonstrates a self-reflective           Demonstrates a deep, self-reflective
processes of human growth and         of or is unable to grasp the          understanding of identity as a           understanding of the sociocultural and
change.                            sociocultural or historical nature    sociocultural, historical process of    historical process of identity formation.
                                   of the process of identity            meaning-making on the individual        Exhibits an ability to analyze and examine
                                   formation, e.g. is unable to          and social level.                       the complex relationship between
                                   simultaneously consider                                                       maturational processes at the individual level
                                   individual-psychological and the                                              and sociohistorical processes at the societal
                                   social-relational nature of human                                             level.
                                   growth and change.
Understands the role of            Demonstrates a limited                Demonstrates a basic understanding      Demonstrates an understanding of the role of
institutions and individual        understanding of the role of          of the role of institutions and human   human agency and institutions in processes
agency in shaping and              institutions or societal structures   agency in identity construction         of identity construction that promote
contesting                         in the construction of individual     processes.                              personal and social transformation. Illustrates
identity constructions in the in   and social identities.                                                        an interest in and commitment to critically
the context of social relations.                                                                                 examine and interpret theoretical
                                                                                                                 perspectives, institutional policy and social
                                                                                                                 practice as they inform the construction and
                                                                                                                 negotiation of identities.
Understands and appreciates        Demonstrates a limited or no          Demonstrates an understanding of        Demonstrates a profound understanding of
issues of difference and           understanding of difference or        difference and multivocality in         difference and multivocality in multiple
multivocality in the educational   multivocality in education and the    education in promoting social equity    educational sites in promoting/inhibiting
process as they challenge          importance of social equity in        and human growth and change, e.g.       human growth and change. Values and
identificatory formations that     promoting human growth and            curriculum, policy, professional        demonstrates the ability to interpret and
support social inequity and        change.                               practice.                               synthesize a multiplicity of voices and
thwart human growth and                                                                                          theoretical perspectives and to consider their
change.                                                                                                          implications for educational policy and
                                                                                                                 practice
                                                 SOE STANDARD – 4 Understanding Difference
                                    RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Understanding Difference. Understands the multiple subjectivities and social relations of race, ethnicity, class, gender, and sexuality as they define a range of
possibilities for all youth irrespective of differences.
                                        DOES NOT MEET                      MEETS                                   EXCEEDS)
                                        (at the preservice level )         (at the preservice level)               (at the preservice level)
                                        Demonstrates a limited             Understands that race, social class,    Demonstrates a broad understanding of and
Understands that social                 understanding of the social        gender and other dimensions of          ability to examine the multiple expressions of
relations of race, ethnicity,           constructs of race, social class,  identity are social constructs that     societal relations of power and privilege that
gender, social class, and               and gender, and are unable to      grow out of relations of power that     historically frame the constructs of race, social
sexuality as relations of power         grasp the hierarchical             privilege some and marginalize          class, gender, etc. and frame the lived
and privilege that serve the            relationships in society           others.                                 experiences of individuals and dynamics
interests of dominant groups            that institutionalize privileged                                           amongst groups within/across institutions and
and                                     positions for some and                                                     national boundaries.
marginalize others.                     marginalized positions for others.



                                     Demonstrates a limited                 Understands that identity                Demonstrates an understanding of the complex
Understands that individuals         understanding of the relationship      construction processes mutually          the relationship between the construction of
negotiate multiple dimensions of     between an individual’s or             inform individuals’ lived experience     social identities, individuals’ lived experiences
identity that are informed           group’s lived experience and           and social position across social        and perceptions, and the relative positions of
by and frame their lived             social position as it contributes to   contexts.                                power and privilege of marginalized/dominant
experience and social position       the interdependent individual and                                               groups that reaffirm/ contest the identificatory
across social contexts.              social identities constructed.                                                  constructs. Understands the contradictory and
                                                                                                                     complex negotiations of meaning that are
                                                                                                                     interdependently created through an
                                                                                                                     individual’s and groups’ lived experience and
                                                                                                                     social position.
Understands that educational         Demonstrates a limited                 Understands that educational             Demonstrates an understanding of the complex
contexts can promote particular      understanding of and interest in       contexts are instrumental in the         and multifaceted role of social institutions,
constructs of identity that can      the role of educational institutions   construction of identities, that these   pedagogical practices and structures of power,
facilitate/inhibit individual and    and pedagogical practices in the       constructs inform individual/            in constructing identities and promoting
collective expressions of            construction of dimensions of          collective expressions of/reactions      ideological formations that mutually
difference, and reinforce            identity and a limited                 to individual/collective difference,     reinforce/contest hierarchical social
relations of power and social        understanding of the role of social    and can reinforce social hierarchies     relations in educational and other institutions,
inequity.                            constructs in maintenance/             of power.                                both nationally and globally.
                                     disruption of relations of social
                                     inequity.
                            BILINGUAL/BICULTURAL STANDARD -- 5 ESL/BILINGUAL RESEARCH AND HISTORY
                                RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

ESL/Bilingual Research and History. Demonstrates knowledge of history, research, and current practice in the field of ESL/Bilingual teaching and applies
this knowledge to improve teaching and learning.
                           Does Not Meet                              Meets                                        Exceeds
History                    Exhibits limited or incorrect knowledge of Demonstrate knowledge of language            Candidates use their extensive knowledge
                           language teaching methods and/or their     teaching methods in their historical         of the research and evolution of the field
                           historical contexts and/or use of this     contexts and use this knowledge to design of ESL/Bilingual education to make
                           knowledge to design effective instruction  effective instruction.                       instructional decisions and conduct their
                           is inadequate or inappropriate                                                          own classroom-based research.
Laws and Policies          Demonstrate limited or incorrect           Demonstrate knowledge of the evolution       Demonstrate extensive knowledge of the
                           knowledge of the evolution of laws and     of laws and policy in the ESL/Bilingual      evolution of laws and policy in the
                           policy in the ESL/Bilingual profession     profession and use this knowledge to         ESL/Bilingual profession and design
                           and/or use of this knowledge to design     design effective instruction.                ESL/bilingual instructional programs that
                           effective instruction is inadequate or                                                  meet and fulfill federal, state, and local
                           inappropriate.                                                                          guidelines, laws, and policies.
                       BILINGUAL/BICULTURAL STANDARD -- 6 DESCRIBING LANGUAGE – Language Components
                             RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Describing Language – Language Components Demonstrates understanding of language as a system and a high level of competence in helping ESOL
students acquire and use the components of the language system.
                                Does Not Meet                      Meets                                    Exceeds

Phonology                    Knowledge of phonology is insufficient         Applies basic knowledge of                Knowledge of phonology is through and
                             and/or application of knowledge of             phonology (the sound system) to help      deep and application of knowledge of
                             phonology (the sound system) to help           ESOL students develop oral, reading,      phonology (the sound system) to help
                             ESOL students develop oral, reading, and       and writing (including spelling) skills   ESOL students develop oral, reading,
                             writing (including spelling) skills in         in English.                               and writing (including spelling) skills in
                             English is inadequate or inappropriate.                                                  English is highly effective.
Morphology                   Knowledge of morphology is insufficient        Applies basic knowledge of                Knowledge of morphology is through
                             and/or application of knowledge of             morphology (the structure of words)       and deep and application of knowledge
                             morphology (the structure of words) to         to assist ESOL students’ development      of morphology (the structure of words)
                             assist ESOL students’ development of oral      of oral and literacy skills in English.   to assist ESOL students’ development of
                             and literacy skills in English is inadequate                                             oral and literacy skills in English is
                             or inappropriate.                                                                        highly effective.
Syntax                       Knowledge of syntax is insufficient and/or     Applies basic knowledge of syntax         Knowledge of syntax is through and
                             application of knowledge of syntax (phrase     (phrase and sentence structure) to        deep and application of knowledge of
                             and sentence structure) to assist ESOL         assist ESOL students’ development of      syntax (phrase and sentence structure) to
                             students’ development of oral and literacy     oral and literacy skills in English       assist ESOL students’ development of
                             skills in English is inadequate or                                                       oral and literacy skills in English is
                             inappropriate                                                                            highly effective
Semantics                    Knowledge of semantics is insufficient         Applies basic understanding of            Knowledge of semantics is through and
                             and/or application of understanding of         semantics (word/sentence meaning) to      deep and application of understanding of
                             semantics (word/sentence meaning) to           assist ESOL students in acquiring and     semantics (word/sentence meaning) to
                             assist ESOL students in acquiring and          productively using a wide range of        assist ESOL students in acquiring and
                             productively using a wide range of             vocabulary in English.                    productively using a wide range of
                             vocabulary in English is inadequate or                                                   vocabulary in English is highly
                             inappropriate.                                                                           effective.
Pragmatics                   Knowledge of pragmatics is insufficient        Applies basic knowledge of                Knowledge of pragmatics is through and
                             and/or application of knowledge of             pragmatics (the effect of context on      deep and application of knowledge of
                             pragmatics (the effect of context on           language) to help ESOL students           pragmatics (the effect of context on
                             language) to help ESOL students                communicate effectively and for a         language) to help ESOL students
                             communicate effectively and for a variety      variety of purposes in spoken and         communicate effectively and for a
                             of purposes in spoken and written              written language                          variety of purposes in spoken and
                             language is inadequate or inappropriate                                                  written language is highly effective
                         BILINGUAL/BICULTURAL STANDARD -- 7 DESCRIBING LANGUAGE – Linguistic Repertoire
                              RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Describing Language – Linguistic Repertoire Demonstrates understanding of language as a system and a high level of competence in helping ESOL students
acquire and use English in listening, speaking, reading, and writing for social and academic purposes.
                            Does Not Meet                                 Meets                                   Exceeds

Oral Language            Attempts to help ESOL students develop        Helps ESOL students develop social and          Ability to help ESOL students develop
                         social and/or academic language skills in     academic language skills in English.            both social and academic language
                         English are limited or inappropriate                                                          skills in English is extensive, research-
                                                                                                                       based, and highly effective
Written Language         Attempts to help ESOL students acquire        Helps ESOL students acquire a range of          Ability to help ESOL students acquire a
                         a range of genres, rhetorical and             genres, rhetorical and discourse structures,    range of genres, rhetorical and
                         discourse structures, and writing             and writing conventions in English.             discourse structures, and writing
                         conventions in English are limited or                                                         conventions in English is extensive,
                         inappropriate                                                                                 research-based, and highly effective
Dialects                 Understanding of the nature and value of      Understands the nature and value of World       Understanding of the nature and value
                         World Englishes and dialect variation is      Englishes and dialect variation, and build on   of World Englishes and dialect
                         limited, and/or attempts to build on the      the language that ESOL students bring in        variation is thorough and deep, and
                         language that ESOL students bring in          order to extend their linguistic repertoire.    ability to build on the language that
                         order to extend their linguistic repertoire                                                   ESOL students bring in order to extend
                         are inadequate or inappropriate.                                                              their linguistic repertoire is research-
                                                                                                                       based and highly effective
Linguistic Resources     Attempts to locate and use linguistic         Locates and uses linguistic appropriate         Attempts to locate and use linguistic
                         resources to learn about the structure of     resources to learn about the structure of       resources to learn about the structure of
                         English and of students’ home languages       English and of students’ home languages.        English and of students’ home
                         are limited or reluctant and/or resources                                                     languages are proactive and extensive
                         are inappropriate.                                                                            and resources are highly appropriate.
English Proficiency      Proficiency in English is inadequate          Demonstrates proficiency in English and         Proficiency in English is extensive and
                         and/or attempts to serve as a good            serves as a good language model for ESOL        highly accurate and serves as an
                         language model for ESOL students are          students.                                       outstanding language model for ESOL
                         limited.                                                                                      students.
     BILINGUAL/BICULTURAL STANDARD -- 8 LANGUAGE ACQUISITION & DEVELOPMENT – SUPPORT FOR LEARNING
                       RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Language Acquisition and Development – Support for Learning. Understands and applies concepts, theories, research, and practice to support the acquisition
of a primary and a new language in and out of classroom settings.
                            Does Not Meet                         Meets                                      Exceeds

 Learning Environment       Has difficulty creating a secure, positive,     Creates a secure, positive, and            Creates an exceptionally positive and
                            and motivating learning environment.            motivating learning environment.           motivating learning environment in which a
                                                                                                                       community of learners (including the
                                                                                                                       teacher) feels secure enough to take chances
                                                                                                                       and make mistakes in order to learn.
 Current Theories           Understanding of current theories and           Understands and applies current            Understanding of current theories and
                            research in language and literacy               theories and research in language and      research in language and literacy
                            development is insufficient or incorrect        literacy development.                      development is extensive and/or
                            and/or application of current theories and                                                 application of current theories and research
                            research is limited or inappropriate                                                       is highly appropriate and unusually
                                                                                                                       effective
 Stages of Development      Ability to recognize the processes and          Recognizes and builds on the               Ability to recognize the processes and
                            stages of English language and/or literacy      processes and stages of English            stages of English language and literacy
                            development is inadequate and/or attempts       language and literacy development.         development is exceptional and efforts to
                            to build on these stages are limited or                                                    build on these stages are highly appropriate
                            inappropriate                                                                              and unusually effective
 Home Languages             Recognition of the importance of ESOL           Recognizes the importance of ESOL          Recognition of the importance of ESOL
                            students’ home languages and language           students’ home languages and               students’ home languages and language
                            varieties is limited and/or attempts to build   language varieties and builds on these     varieties is exceptionally insightful and
                            on these skills as a foundation for learning    skills as a foundation for learning        efforts to build on these skills as a
                            English are insufficient or inappropriate.      English.                                   foundation for learning English are
                                                                                                                       enthusiastic, proactive and highly effective.
 Sociocultural/Political    Knowledge of sociocultural and political        Understands and applies knowledge of       Knowledge of sociocultural and political
 Variables                  variables to facilitate the process of          sociocultural and political variables to   variables to facilitate the process of learning
                            learning English is inadequate and/or           facilitate the process of learning         English is extensive and application of this
                            attempts to apply this knowledge are            English.                                   knowledge is highly appropriate and
                            insufficient or inappropriate.                                                             unusually effective
 Individual Learners        Knowledge of the role of individual             Understands and applies the role of        Knowledge of the role of individual learner
                            learner variables in the process of learning    individual learner variables (age,         variables in the process of learning English
                            English is limited and/or attempts to apply     cognitive development, literacy level      is thorough and deep and application of this
                            this knowledge are insufficient or              in L1, personality, motivation,            knowledge is highly appropriate, unusually
                            inappropriate.                                  learning style) in the process of          effective and carefully individualized.
                                                                            learning English
   BILINGUAL/BICULTURAL STANDARD -- 9 LANGUAGE ACQUISITION & DEVELOPMENT – STRATEGIES FOR LEARNING
                       RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Language Acquisition and Development – Strategies for Learning. Understand and applies concepts, theories, research, and strategies to facilitate the
acquisition of a primary and a new language in and out of classroom settings
                          Does Not Meet                                    Meets                                Exceeds

Exposure                 Understanding of the importance of a               Understands the importance of a              Is thoroughly committed to creating a
                         language-rich learning environment is              language-rich learning environment and       language-rich learning environment and
                         inadequate and/or provision of rich exposure       provides rich exposure to English.           provides an exposure to English is
                         to English is insufficient.                                                                     exceptionally rich and varied.
Comprehension            Input provided is too difficult and/or use of      Provides comprehensible input and uses       Provides comprehensible input at precisely the
                         scaffolding to aid ESOL students’                  scaffolding to aid ESOL students’            appropriate developmental level and use of
                         comprehension and production is inadequate.        comprehension and production.                scaffolding to aid ESOL students’
                                                                                                                         comprehension and production is highly
                                                                                                                         appropriate and effective.
Expression               Understanding of the communicative, social,        Understands the communicative, social,       Understanding of the communicative, social,
                         and constructive nature of language is limited     and constructive nature of language and      and constructive nature of language is broad
                         and/or provision of regular opportunities for      provides regular opportunities for           and deep and provision of regular
                         meaningful interaction in the classroom is         meaningful interaction in the classroom.     opportunities for meaningful interaction in the
                         inadequate.                                                                                     classroom is creative and highly effective.
Feedback and             Ability to understand and monitor patterns in      Understands and monitors patterns in         Ability to understand and monitor patterns in
Instruction              ESOL student language errors is limited,           ESOL student language errors, provides       ESOL student language errors is strong and
                         and/or provision of feedback is insufficient or    effective feedback, and designs              insightful, provision of feedback is highly
                         inappropriate, and/or instructional activities     instructional activities to meet learners’   effective, and instructional activities clearly
                         are inadequate to meet learners’ needs             needs at appropriate times                   meet individual learners’ needs
Social Proficiency       Attempts to help ESOL students to                  Helps ESOL students to communicate in        Activities to help ESOL students to
                         communicate in socially and culturally             socially and culturally appropriate ways     communicate in socially and culturally
                         appropriate ways in diverse social settings are    in diverse social settings.                  appropriate ways in diverse social settings are
                         inadequate or inappropriate.                                                                    exceptionally well-planned and highly
                                                                                                                         effective
Academic Proficiency     Attempts to help ESOL learners in developing       Helps ESOL learners in developing            Activities to help ESOL learners in
                         sophisticated academic language skills in          sophisticated academic language skills       developing sophisticated academic language
                         English language arts and other content areas      in English language arts and other           skills in English language arts and other
                         are inadequate or inappropriate                    content areas                                content areas are exceptionally well-planned
                                                                                                                         and highly effective
Language Learning        Attempts to model, teach, and help ESOL            Models, teaches, and helps ESOL              Ability to model, teach, and help ESOL
Strategies               students develop a range of effective learning     students develop a range of effective        students develop a range of effective learning
                         and reading (pre-, during, and post-) strategies   learning and reading (pre-, during, and      and reading (pre-, during, and post-) strategies
                         to deal with academic learning tasks are           post-) strategies to deal with academic      to deal with academic learning tasks is
                         inadequate or inappropriate                        learning tasks                               exceptionally strong and highly effective
                                 BILINGUAL/BICULTURAL STANDARD --10 NATURE AND ROLE OF CULTURE
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Nature and Role of Culture. Knows, understands and uses the major concepts, principles, theories, and research related to the nature and role of culture in
language development and academic achievement that support individual students’ learning.
                         Does Not Meet                            Meets                                                 Exceeds

Cultural Values           Understanding and application of           Understands and applies knowledge about              Understanding and application of
                          knowledge about cultural values and        cultural values and beliefs including                knowledge about cultural values and
                          beliefs including acculturation,           acculturation, assimilation, accommodation,          beliefs including acculturation,
                          assimilation, accommodation,               biculturalism, the additive nature of culture, and   assimilation, accommodation,
                          biculturalism, the additive nature of      the dynamics of prejudice, including                 biculturalism, the additive nature of
                          culture, and the dynamics of prejudice,    stereotyping.                                        culture, and the dynamics of prejudice,
                          including stereotyping is inadequate.                                                           including stereotyping is exceptionally
                                                                                                                          thorough and effective.
Antibias Curriculum       Understanding and application of           Understands and applies knowledge about the          Understanding and application of
                          knowledge about the effects of racism,     effects of racism, stereotyping, and                 knowledge about the effects of racism,
                          stereotyping, and discrimination to        discrimination to ESL/BILINGUAL teaching and         stereotyping, and discrimination to
                          ESL/BILINGUAL teaching and                 learning and deliver instruction that includes       ESL/BILINGUAL teaching and learning
                          learning is limited and delivery of        antibias materials.                                  is exceptionally thorough and delivery of
                          instruction includes insufficient                                                               instruction that includes antibias
                          antibias materials.                                                                             materials is highly effective.
Home Language and         Understanding and application of           Understands and applies knowledge about              Understanding and application of
Culture                   knowledge about home/school                home/school communication to enhance                 knowledge about home/school
                          communication to enhance                   ESL/BILINGUAL teaching and build                     communication to enhance
                          ESL/BILINGUAL teaching and build           partnerships with ESOL families.                     ESL/BILINGUAL teaching and build
                          partnerships with ESOL families is                                                              partnerships with ESOL families is
                          limited.                                                                                        exceptionally thorough and effective.
Language and Culture      Understanding and application of           Understands and applies concepts about the           Understanding and application of
                          concepts about the interrelationship       interrelationship between language and culture       concepts about the interrelationship
                          between language and culture and           and integrate cultural issues when teaching          between language and culture and
                          integrate cultural issues when teaching    ESL/BILINGUAL                                        integrate cultural issues when teaching
                          ESL/BILINGUAL is inadequate                                                                     ESL/BILINGUAL is exceptionally
                                                                                                                          thorough and effective.
                               BILINGUAL/BICULTURAL STANDARD -- 11 CULTURAL GROUPS AND IDENTITY
                                RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Cultural Groups and Identity. Knows, understands, and uses knowledge of how cultural groups and students’ cultural identities affect language learning and
school achievement.
                        Does Not Meet                             Meets                                          Exceeds

Resources                 Use of resources, including the Internet,    Uses a range of resources, including the          Use of resources, including the Internet,
                          to learn about world cultures and cultures   Internet, to learn about world cultures and       to learn about world cultures and cultures
                          of students in their classrooms is limited   cultures of students in their classrooms and      of students in their classrooms is
                          and attempts to apply that learning to       applies that learning to instruction.             exceptionally strong and application of
                          instruction are inadequate or                                                                  that learning to instruction are highly
                          inappropriate.                                                                                 effective
Cultural Identity         Knowledge about how an individual’s          Understands and applies knowledge about           Understanding and application of
                          cultural identity affects their              how an individual’s cultural identity affects     knowledge about how an individual’s
                          ESL/BILINGUAL learning and how               their ESL/BILINGUAL learning and how              cultural identity affects their
                          levels of cultural identity will vary        levels of cultural identity will vary widely      ESL/BILINGUAL learning and how
                          widely among students is insufficient or     among students.                                   levels of cultural identity will vary widely
                          incorrect and/or application of that                                                           among students are exceptionally
                          knowledge is inadequate.                                                                       thorough and highly effective
Home Cultures             Knowledge about cultural conflicts and       Understands and applies knowledge about           Understanding and application of
                          home-area events that can have an impact     cultural conflicts and home-area events that      knowledge about cultural conflicts and
                          on ESOL students’ learning is                can have an impact on ESOL students’              home-area events that can have an impact
                          insufficient or incorrect and/or             learning.                                         on ESOL students’ learning are
                          application of that knowledge is                                                               exceptionally thorough and highly
                          inadequate.                                                                                    effective.
Demographic               Understanding and application of             Understands and applies knowledge about           Understanding and application of
Variables                 knowledge about the impact of students’      the impact of students’ socioeconomic             knowledge about the impact of students’
                          socioeconomic status, race, religion,        status, race, religion, class, national origin,   socioeconomic status, race, religion,
                          class, national origin, disability, and      disability, and gender on learning and            class, national origin, disability, and
                          gender on learning and teaching              teaching ESL/BILINGUAL.                           gender on learning and teaching
                          ESL/BILINGUAL is insufficient or                                                               ESL/BILINGUAL are exceptionally
                          incorrect and/or application of that                                                           thorough and highly effective
                          knowledge is inadequate.
Immigration               Understanding and application of             Understands and applies knowledge of U.S.         Understanding and application of
                          knowledge of U.S. immigration history        immigration history and patterns in teaching      knowledge of U.S. immigration history
                          and patterns in teaching                     ESL/BILINGUAL.                                    and patterns in teaching
                          ESL/BILINGUAL is insufficient or                                                               ESL/BILINGUAL are exceptionally
                          incorrect and/or application of that                                                           thorough and highly effective
                          knowledge is inadequate.
                                           BILINGUAL/BICULTURAL STANDARD -- 12 PLANNING
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

12. Planning for Standards-Based ESL/BILINGUAL and Content Instruction. Knows, understands and applies concepts, research, and best practices to
plan classroom instruction in a supportive learning environment for ESL/BILINGUAL students.
                                         Does Not Meet                           Meets                                  Exceeds
Standards                                Ability to plan standards-based         Plans standards-based                  Standards-based ESL/BILINGUAL
                                         ESL/BILINGUAL and content               ESL/BILINGUAL and content              and content instruction is
                                         instruction is limited                  instruction.                           exceptionally thorough and well-
                                                                                                                        planned.
Learning Environment                     Ability to plan environments that       Plans environments that promote        Plans highly effective environments
                                         promote standards-based language        standards-based language learning in   that promote standards-based
                                         learning in supportive, accepting       supportive, accepting classrooms and   language learning in exceptionally
                                         classrooms and schools is insufficient. schools.                               supportive, accepting classrooms and
                                                                                                                        schools.
Learning Experiences                     Ability to plan students’ learning      Plans students’ learning experiences   Uses multiple, carefully designed
                                         experiences based on assessment of      based on assessment of language        assessment of language proficiency
                                         language proficiency and prior          proficiency and prior knowledge.       and prior knowledge to plan
                                         knowledge is inadequate.                                                       individualized, highly effective, and
                                                                                                                        well-designed learning experiences
Special ESL/BILINGUAL                    Ability to plan for particular needs of Plans for particular needs of students Thoroughly understands the needs of
Populations                              students with limited formal            with limited formal schooling (LFS)    students with limited formal
                                         schooling (LFS) in their L1 is limited. in their L1.                           schooling (LFS) and carefully and
                                                                                                                        effectively plans for particular needs
                                                                                                                        of in their L1.
                          BILINGUAL/BICULTURAL STANDARD -- 13 ESL/BILINGUAL & CONTENT INSTRUCTION
                               RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Managing and Implementing Standards-Based ESL/BILINGUAL and Content Instruction. Knows, manages, and implements a variety of standards-based
teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum.
                                         Does Not Meet                             Meets                                     Exceeds
Standards                                                                          Organize learning around standards-
                                                                                   based subject matter and language
                                                                                   learning objectives.
Authentic Uses of Language                                                         Incorporate activities, tasks, and
                                                                                   assignments that develop authentic
                                                                                   uses of language, as students learn
                                                                                   about content-area material.
Integration of Oral and Written                                                    Provide activities and materials that
Language                                                                           integrate listening, speaking, reading,
                                                                                   and writing.
Listening Skills                                                                   Develop students’ listening skills for
                                                                                   a variety of academic and social
                                                                                   purposes.
Speaking Skills                                                                    Develop students’ speaking skills for
                                                                                   a variety of academic and social
                                                                                   purposes.
Oral Language and Literacy                                                         Provide standards-based instruction
                                                                                   that builds upon students’ oral
                                                                                   English to support learning to read
                                                                                   and write
Reading Skills                                                                     Provide standards based reading
                                                                                   instruction adapted to ESOL learners.

Writing Skills                                                                 Provide standards based writing
                                                                               instruction adapted to ESOL learners
                                                                               through a range of activities, from
                                                                               sentence formation to expository
                                                                               writing.
                                          BILINGUAL/BICULTURAL STANDARD – 14 RESOURCES
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Using Resources in ESL/BILINGUAL and Content Instruction. Is familiar with a wide range of standards-based materials and resources, and chooses,
adapts, and uses them in effective ESL/BILINGUAL and content teaching.
                                        Does Not Meet                           Meets                                   Exceeds
Culturally Appropriate Materials        Ability to select, adapt, and use       Selects, adapts, and uses culturally    Selects, adapts, and uses culturally
                                        culturally responsive, age appropriate, responsive, age appropriate, and        responsive, age appropriate, and
                                        and linguistically accessible materials linguistically accessible materials.    linguistically accessible materials that
                                        is limited and/or materials are                                                 are highly relevant, appropriate,
                                        inappropriate.                                                                  effective .
Linguistically Appropriate              Ability to select materials and other   Selects materials and other resources   Selects instructionally effective
Materials                               resources that are appropriate to       that are appropriate to students’       materials and other resources that are
                                        students’ developing language and       developing language and content area highly relevant and appropriate to
                                        content area abilities, including       abilities, including appropriate use of students’ developing language and
                                        appropriate use of L1 is insufficient   L1.                                     content area abilities, including
                                        and/or materials are inappropriate.                                             appropriate use of L1.
Variety of Materials                    Ability to employ an appropriate        Employs an appropriate variety of       Employs a wide variety of highly
                                        variety of materials for language       materials for language learning,        effective, relevant, and appropriate
                                        learning, including books, visual aids, including books, visual aids, props,    materials for language learning,
                                        props, and realia is inadequate and/or  and realia.                             including books, visual aids, props,
                                        materials are inappropriate.                                                    and realia.
                                      BILINGUAL/BICULTURAL STANDARD – 15 ISSUES OF ASSESSMENT
                                   RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Issues of Assessment for ESL/BILINGUAL. Understands various issues of assessment (e.g. cultural and linguistic bias, political, social, and psychological
factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language
proficiency and other types of assessment (e.g. standardized achievement tests of overall mastery), as they affect ESOL student learning.
                                          Does Not Meet                              Meets                                    Exceeds
Purposes                                  Demonstrates a limited understanding Demonstrates an understanding of the Demonstrates an exceptionally strong
                                          of the purposes of assessment as they      purposes of assessment as they relate    and thorough understanding of the
                                          relate to ESOL learners and use            to ESOL learners and use results         purposes of assessment as they relate
                                          results appropriately.                     appropriately.                           to ESOL learners and use results
                                                                                                                              appropriately.
Qualities Indicators                      Demonstrates an inadequate                 Demonstrates an understanding of the Demonstrates an exceptionally
                                          understanding of the quality               quality indicators of assessment         thorough and detailed understanding
                                          indicators of assessment instruments       instruments (technical qualities of      of the quality indicators of assessment
                                          (technical qualities of assessment;        assessment; authentic and traditional    instruments (technical qualities of
                                          authentic and traditional assessments). assessments).                               assessment; authentic and traditional
                                                                                                                              assessments).
Limitations & Accommodations              Demonstrates an insufficient               Demonstrates understanding of the        Demonstrates an unusually insightful
                                          understanding of the limitations of        limitations of assessment situations     and thorough understanding of the
                                          assessment situations and/or has           and makes accommodations for             limitations of assessment situations
                                          difficulty making accommodations           ESOL students.                           and makes exceptionally appropriate
                                          for ESOL students.                                                                  and effective accommodations for
                                                                                                                              ESOL students.
Differential Diagnosis                    Ability to distinguish between and         Distinguishes between and addresses      Ability to distinguishes between
                                          address language difference, gifted        language differences, gifted and         address language difference, gifted
                                          and talented, and special education        talented, and special education needs    and talented, and special education
                                          needs for ESOL students is                 for ESOL students.                       needs for ESOL students is especially
                                          inadequate.                                                                         insightful, appropriate, and effective.
                              BILINGUAL/BICULTURAL STANDARD – 16 LANGUAGE PROFICIENCY ASSESSMENT
                                 RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Language Proficiency Assessment. Knows and uses a variety of standards-based language proficiency instruments to inform instruction and understands their
uses for identification, placement, and demonstration of language growth of ESOL students.
                               Does Not Meet                                 Meets                                      Exceeds
Requirements for               Understanding and/or implementation of        Understands and implements national        Understanding and implementation of
Identification,                national and state requirements for           and state requirements for                 national and state requirements for
Reclassification and Exit      identification, reclassification, and exit of identification, reclassification, and exit identification, reclassification, and exit of
                               ESOL students from language support           of ESOL students from language             ESOL students from language support
                               programs is limited or incorrect.             support programs.                          programs is exceptionally strong,
                                                                                                                        thorough, and accurate.
Norm-Referenced                Understanding, development, and/or use of Understands, develops, and uses norm- Understanding, development, and use of
Assessments                    norm-referenced assessments with ESOL         referenced assessments appropriately       norm-referenced assessments with ESOL
                               learners are limited, inaccurate, or          with ESOL learners.                        learners are exceptionally strong,
                               inappropriate.                                                                           thorough, and accurate.
Criterion-Referenced           Understanding, development, and/or use of Understands, develops, and uses                Understanding, development, and use of
Assessments                    criterion-referenced assessments              criterion-referenced assessments           criterion-referenced assessments
                               appropriately with ESOL learners are          appropriately with ESOL learners.          appropriately with ESOL learners are
                               limited, inaccurate, or inappropriate..                                                  exceptionally strong, thorough, and
                                                                                                                        accurate.
Purposes of Assessment         Understanding, construction, and/or use of Understands, constructs, and uses             Understanding, construction, and use of
                               assessment measures for a variety of          assessment measures for a variety of       assessment measures for a variety of
                               purposes for ESOL students are limited,       purposes for ESOL students.                purposes for ESOL students are
                               inaccurate, or inappropriate.                                                            exceptionally strong, thorough, and
                                                                                                                        accurate.
Assessment of Language         Assessment of ESOL learners’ language         Assesses ESOL learners’ language           Assessment of ESOL learners’ language
and Communication              skills and communicative competence           skills and communicative competence        skills and communicative competence
Skills                         using multiple sources of information is      using multiple sources of information.     using multiple sources of information are
                               inadequate, inaccurate, or inappropriate.                                                exceptionally strong, thorough, and
                                                                                                                        accurate.
                    BILINGUAL/BICULTURAL STANDARD -- 17 USE OF ASSESSMENT FOR CLASSROOM INSTRUCTION
                            RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Use of Assessment for Classroom Instruction. Knows and uses a variety of performance-based assessment tools and techniques to inform instruction.
                         Does Not Meet                              Meets                                      Exceeds
Measuring Language       Use of performance-based assessment        Uses performance-based assessment tools Use of performance-based assessment tools
Progress                 tools and tasks that measure ESOL          and tasks that measure ESOL learners’      and tasks that measure ESOL learners’
                         learners’ progress toward state and        progress toward state and national         progress toward state and national standards
                         national standards of language             standards of language competence.          of language competence is well planned and
                         competence is inadequate, inaccurate, or                                              exceptionally strong, thorough, and
                         inappropriate.                                                                        accurate.
Measuring Content        Use of various instruments and             Uses various instruments and techniques    Use of various instruments and techniques
Area Learning            techniques to assess content-area learning to assess content-area learning (e.g.,     to assess content-area learning (e.g., math,
                         (e.g., math, science, social studies) for  math, science, social studies) for ESOL    science, social studies) for ESOL learners at
                         ESOL learners at varying levels of         learners at varying levels of language and varying levels of language and literacy
                         language and literacy development is       literacy development.                      development is well planned and
                         inadequate, inaccurate, or inappropriate.                                             exceptionally strong, thorough, and
                                                                                                               accurate.
Self and Peer            Preparation of ESOL students to use self- Prepares ESOL students to use self- and     Preparation of ESOL students to use self-
Assessment               and peer-assessment techniques when        peer-assessment techniques when            and peer-assessment techniques when
                         appropriate is limited or inappropriate.   appropriate.                               appropriate is exceptionally strong,
                                                                                                               thorough, and well-planned
                                        BILINGUAL/BICULTURAL STANDARD -- 18 TECHNOLOGY I
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Technology I. As appropriate for the discipline, enables students to learn about and to use technology.
                                    Does Not Meet                                 Meets                                    Exceeds
Knows assessment technology         Displays limited understanding of the         Displays sufficient knowledge of use     Displays exceptionally strong and
                                    relevance of technology to language           of technology in language testing        thorough knowledge of use of
                                    testing.                                                                               technology in language testing
Uses appropriate technologies to    Displays limited ability to find and use      Is able to find and use adequate         Is able to apply knowledge of
monitor and assess student          technology resources for designing and        technology resources for designing       technology to adapt and modify
progress                            implementing language tests.                  and implementing language tests.         testing procedures to meet different
                                                                                                                           contextual needs.
Knows appropriate instructional       Displays limited knowledge of              Displays basic knowledge of               Displays extensive knowledge of
technology                            appropriate technological resources to     technological resources to enhance        technological resources to enhance
                                      enhance language and content-area          language and content-area instruction     language and content-area instruction
                                      instruction for ESOL students (e.g.,       for ESOL students (e.g., Web,             for ESOL students (e.g., Web,
                                      Web, software, computers, and related      software, computers, and related          software, computers, and related
                                      devices).                                  devices).                                 devices).
Incorporates appropriate              Displays limited understanding of          Understands primary functions of          Is able to apply the knowledge and
hardware & software into              principle usage of hardware & software     educational hardware and software for     skill for hardware & software to meet
learning experience                                                              students’ learning needs and is able to   varying needs of diverse students’
                                                                                 use technology in theoretically sound     population
                                                                                 and practically adequate manner.
                                       SOE STANDARD -- 19 TECHNOLOGY II
                        RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
.
Technology II. Understands and uses technology to enhance his/her teaching
                                      Does Not Meet                               Meets                                    Exceeds
                                   (at preservice level)                   (at preservice level)                     (at preservice level)
Use of productivity tools Shows little or no evidence of ability Appropriately uses basic                Thoroughly & creatively integrates a
for instruction or        to use productivity tools               productivity tools (e.g., word         variety of productivity tools into
program management        appropriately for instruction or        processing, spread sheet) for          instruction &/or program management
                          program management                      instruction or program management      repertoire
Use of technology-based Demonstrates limited skilled use of       Appropriately uses technology          Keenly chooses & skillfully uses
resources for personal    technology resources for personal       resources (e.g., Internet, email,      technology-based resources for
professional              professional development &/or           productivity tools) to research & to   professional research & communication
development               professional communication              communicate with other                 with the professional community
                                                                  professionals
Ethical principles in     Demonstrates limited or superficial     Demonstrates appropriate awareness     Models excellence in adhering to and or
exploring, using, and     awareness of the ethical principles     of and adherence to the ethical        expressing awareness of the ethical
sharing technology        involved in using and sharing           principles involved in using and       principles involved in using and sharing
resources                 technology resources and/or does not sharing technology resources              technology resources
                          adhere to these principles
                                                  SOE STANDARD -- 20 INQUIRY (T&L)
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Inquiry. Undertakes independent inquiry and use technology as one tool to assist him or her in the overall inquiry process
                                      Does Not Meet                             Meets                                      Exceeds
Value of inquiry                      Is reluctant to read or conduct           Explains the value of reading and          Reads or conducts research with clear
                                      research, expressing little               conducting research in education           enthusiasm , expressing a heightened
                                      understanding of its value in             through                                    awareness of its value in education
                                      education

Key concepts                            Explanation and/or use of key              Explains and uses key concepts,           Explanation and use of key concepts,
                                        concepts, assumptions, debates, and        assumptions, debates, and ways of         assumptions, debates, and ways of
                                        ways of knowing that inform the            knowing that inform the design,           knowing that inform the design,
                                        design, collection, and analysis of        collection, and analysis of research in   collection, and analysis of research in
                                        research in education is inadequate or     education                                 education is skillful, thorough, and
                                        incorrect                                                                            detailed
Ethical Issues in Inquiry               Has little awareness of ethical issues     Has basic awareness of ethical issues     Can explain ethical dilemmas in
                                        in research                                in research                               research clearly and thoughtfully
Designing inquiry                       Design and/or conduct of inquiry in        Designs/conducts meaningful inquiry       Design and/or conduct of inquiry in
                                        education on an independent basis is       in education on an independent basis      education on an independent basis is
                                        superficial, incorrect, and/or not built   that builds on existing theoretical       highly appropriate and firmly built on
                                        on existing theoretical frameworks         frameworks                                a thorough knowledge of existing
                                                                                                                             theoretical frameworks

Evaluating existing research            Evaluative judgments about the             Makes meaningful evaluative               Evaluative judgments about the
                                        quality of existing research in            judgments about the quality of            quality of existing research in
                                        education are superficial or               existing research in education            education are insightful and
                                        inappropriate                                                                        demonstrate application of strong
                                                                                                                             critical thinking skills
Use of technology in research           Demonstrates minimal familiarity           Demonstrates familiarity with a range     Demonstrates thorough familiarity
                                        with a range of technological              of technological resources that           with a range of technological
                                        resources that support educational         support educational inquiry and           resources that support educational
                                        inquiry and use of technology when         accesses appropriate technology           inquiry and use of technology when
                                        conducting research in education is        resources when conducting research        conducting research in education is
                                        minimal or inappropriate                   in education                              highly appropriate and effective
                                       BILINGUAL/BICULTURAL STANDARD -- 21 COLLABORATION
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Collaboration. Understands the role of community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and
the community to support students’ learning and well-being.
                                   Does Not Meet                                Meets                                   Exceeds
Meeting the Needs of the child     Little or no awareness of children’s needs,  Sufficiently aware of children’s        Has a heightened awareness of
and understanding child            including cognitive, emotional, social, and needs, including cognitive, emotional, children’s needs, including cognitive,
development                        physical needs; inadequately values and      social, and physical needs; adequately emotional, social, and physical needs;
                                   appreciates the importance of all aspects of values and appreciates the importance demonstrably values and appreciates
                                   children’s experiences; does not or          of all aspects of children’s            the importance of all aspects of
                                   inappropriately talks with and listens to    experiences; appropriately talks with   children’s experiences; always talks
                                   students, and does not positively address    and listens to students, and positively with and listens to students, and
                                   students’ concerns; does not act as an       addresses students’ concerns;           positively addresses students’
                                   advocate for students                        sufficiently acts as an advocate for    concerns; skillfully acts as an
                                                                                students                                advocate for students
Fostering and participating in     Inadequately committed to developing         Sufficiently committed to developing    Extraordinarily committed to
professional collaborations        collegial and collaborative relationships    collegial and collaborative             developing collegial and collaborative
                                   with other teachers and has little or no     relationships with other teachers and   relationships with other teachers and
                                   commitment to working with other adults      is committed to working with other      is overtly committed to working with
                                   in support of students’ language and         adults in support of students’          other adults in support of students’
                                   literacy development                         language and literacy development       language and literacy development
Recognizing and developing         Little or no understanding of how factors    Has an adequate understanding of        Has a thorough and detailed
connections between home and in the students’ home environment,                 how factors in the students’ home       understanding of how factors in the
school                             including language and literacy, may         environment, including language and     students’ home environment,
                                   influence students’ lives and learning.      literacy, may influence students’ lives including language and literacy, may
                                   Fails to establish respectful and productive and learning. Appropriately             influence students’ lives and learning.
                                   relationships with parents and guardians in establishes respectful and productive    Creatively and sensitively establishes
                                   support of students’ language and literacy   relationships with parents and          respectful and productive
                                   learning.                                    guardians in support of students’       relationships with parents and
                                                                                language and literacy learning.         guardians in support of students’
                                                                                                                        language and literacy learning.
Understanding the nature of        Little or no understanding that schools are  Has an adequate understanding that      Thoroughly understands that schools
community resources and            part of larger community contexts and        schools are part of larger community    are part of larger community contexts
developing connections             creatively and makes few, if any, links to   contexts and sufficiently makes links   and creatively and consistently makes
between the community and          students’ community and to community         to students’ community and to           links to students’ community and to
the school                         agencies in support of students’ language    community agencies in support of        community agencies in support of
                                   and literacy learning. Little or no          students’ language and literacy         students’ language and literacy
                                   commitment to using community                learning. Somewhat committed to         learning. Extraordinarily committed
                                   resources.                                   using community resources.              to using community resources.
                             BILINGUAL/BICULTURAL STANDARD -- 22 REFLECTION & PROFESSIONAL GROWTH
                                 RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Reflection and Professional Growth. Is a reflective practitioner who continually evaluates how his/her choices and actions affect culturally and linguistically
diverse students and their parents and therefore seeks opportunities to grow professionally from interactions with students, their parents and other professionals.
                                          Does Not Meet                            Meets                                      Exceeds
  Understands the research in the           Demonstrates limited understanding       Demonstrates an understanding of          Demonstrates an extensive
  field of bilingual and                    of the research in the field of          the research in the field of bilingual    understanding of the research in the
  ESL/BILINGUAL education on                bilingual and ESL/BILINGUAL              and ESL/BILINGUAL education on            field of bilingual and
  language learning and on                  education on language learning and       language learning and on cognitive        ESL/BILINGUAL education on
  cognitive and academic                    on cognitive and academic                and academic development of               language learning and on cognitive
  development of English language           development of English language          English language learners.                and academic development of
  learners.                                 learners.                                                                          English language learners.

 Knows where to find resources           Demonstrates a limited Knowledge of       Knows where to find resources for         Shows a heighten awareness and
 for professional development in         where to find resources for               professional development in the field.    knowledge of the where to find
 the field.                              professional development in the field.                                              resources for professional
                                                                                                                             development in the field.
 Understands the need to                   Has an inadequate understanding of        Understands the need to continually       Displays a well developed
 continually analyze, evaluate and         the need to continually analyze,          analyze, evaluate and use research        understating of the need to
 use research based best practices.        evaluate and use research based best      based best practices.                     continually analyze, evaluate and
                                           practices.                                                                          use research based best practices.
                                          BILINGUAL/BICULTURAL STANDARD -- 23. ADVOCACY
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Advocacy. Serves as professional resources to all staff, including paraprofessionals, advocates for ESOL students, and builds partnerships with students’
families to improve learning for all ESL/BILINGUAL students.
                                         Does Not Meet                            Meets                                    Exceeds
Commitment to Advocacy                   Commitment to creating the               Is committed to creating the             Commitment to creating the
                                         circumstances and environment that       circumstances and environment that       circumstances and environment that
                                         support ESOL student and family          support ESOL student and family          support ESOL student and family
                                         empowerment is limited or reluctant      empowerment                              empowerment is exceptionally strong
                                                                                                                           and proactive
Advocates for Students and               Attempts to advocate for and serve as Advocates for and serves as language Ability to advocate for and serve as
Families                                 language and education resources for     and education resources for students     language and education resources for
                                         students and families in their schools   and families in their schools and        students and families in their schools
                                         and communities are inadequate.          communities.                             and communities is exceptionally
                                                                                                                           strong and proactive
Professional Resource                    Attempts to serve as professional        Serves as professional resource to       Ability to serve as professional
                                         resource personnel in their              personnel in their educational           resource personnel in their
                                         educational communities are              communities.                             educational communities is
                                         insufficient.                                                                     exceptionally strong and proactive
Access to Resources                      Attempts to advocate for ESOL            Advocates for ESOL students’ access Ability to advocate for ESOL
                                         students’ access to all available        to all available academic resources,     students’ access to all available
                                         academic resources, including            including instructional technology.      academic resources, including
                                         instructional technology are limited.                                             instructional technology is
                                                                                                                           exceptionally strong and proactive
                                    BILINGUAL/BICULTURAL STANDARD -- 24 PROEFESSIONAL CONDUCT
                                  RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS

Professional Conduct. Understands education as a profession, maintains standards of professional conduct, and provides leadership to improve the learning and
well-being of students for whom English is a new language.
                                        Does Not Meet                          Meets                                     Exceeds
Understands what constitutes the         Displays inadequate knowledge and  Understands the core principles and  Displays exceptional knowledge
professional standards for                skills to become informed language     knowledge behind the standards for        and exemplary skills as effective
ESL/BILINGUAL/Bilingual                   teaching professionals                 informed language teaching                and informed practitioners
teachers                                 Displays the lack of motivation and    professionals                            Displays exemplary attitudes and
                                          attitude to become responsible        Displays commitment and                   commitment to improve the life of
                                          language teaching professionals        willingness to improve one’s              ESL/BILINGUAL/Bilingual
                                                                                 conduct as language professionals         students
Displays the type of leadership that  Exhibits limited leadership qualities  Exhibits the leadership quality that       Exhibits the exceptional leadership
are conducive for improving the           to guide learning process of           recognizes the needs of                   qualities that not only improves the
learning and well-being of                ESL/BILINGUAL/Bilingual                ESL/BILINGUAL/Bilingual                   life of ESL/BILINGUAL/Bilingual
ESL/BILINGUAL/Bilingual                   students                               students and that improves learning       students but also is conducive for
students                                                                         experience for                            professional dialogue and
                                                                                 ESL/BILINGUAL/Bilingual                   collaboration
                                                                                 students

								
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