Le Duc National Board

Entry 3 Scoring Rubric

Aspect 4 3 2 1 Evidence/Comments
Your response will be judged on the extent to which it provides clear, consistent, and convincing evidence of your ability to plan, implement, and guide student learning experiences that promote and develop student teamwork.

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 and use that knowledge to engage students in productive learning; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence
  • General, or uneven descriptions
  • Loosely connected rationale
Little or No Evidence
establish team activity(ies) and related instructional goals that are important to student learning, and that you justify them as challenging and appropriate for your students and your specific teaching context; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
utilize instructional strategies that support the development of productive student teamwork and collaborative student interaction; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
understand the workplace applications of the assigned team activity(ies); Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
establish a 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
facilitate students' exposure to and recognition of issues of diversity; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
accurately describe, analyze, and evaluate classroom interactions, during which you support student engagement with the activity and reinforce the importance of team-based activities; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
guide students in working productively as a team, communicating effectively, identifying and solving their problems jointly, and valuing each other's contributions; 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