Le Duc National Board

Entry 2 Scoring Rubric

Aspect 4 3 2 1 Evidence/Comments
The Level 4 rubric, the highest level of the rubric, specifically requires clear, consistent, and convincing evidence in your response that you:
have a thorough knowledge of your students; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence
  • General, or uneven descriptions
  • Loosely connected rationale
Little or No Evidence
select a skill for the demonstration lesson and establish related instructional goals that are important and linked to career and technical learning and justify them as challenging and appropriate for your students and your specific teaching context;progress. Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
utilize instructional strategies that develop students' ability to engage meaningfully in the process of skill exploration and acquisition and that your strategies support students' critical thinking and problem-solving skills as they conceptualize and come to understand the skill; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
use appropriate technologies to enhance student learning; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
understand appropriate workplace standards, practices, and terminology that are related to the demonstrated skill; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
understand the workplace applications of the demonstrated skill; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
have an understanding of and proficiency with the demonstrated skill and link it with appropriate career and technical education pedagogy; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
establish a physically and emotionally safe learning environment where students are valued and respected and where workplace-appropriate language and behavior are modeled and encouraged; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
foster an equitable, accessible, and fair learning environment in which all students are encouraged to participate; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
monitor student performance and provide constructive feedback; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
accurately describe, analyze, and evaluate classroom interactions, showing knowledge of students and insight into their learning; and Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
engage in reflective thinking in which you describe your practice accurately, analyze it fully and thoughtfully, and reflect on its implications and significance for future teaching. Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence