Le Duc National Board

Entry 4 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 impact student learning through your work with families and the community, with colleagues and other professionals, and as a learner.

The Level 4 rubric, the highest level of the rubric, specifically requires clear, consistent, and convincing evidence in your response that you:
treat parents and other interested adults as valued partners in students' development and education; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence
  • General, or uneven descriptions
  • Loosely connected rationale
Little or No Evidence
use thoughtfully chosen, appropriate strategies that may or may not be original, but are effective in engaging parents and other interested adults in two-way communication focused primarily on substantive teaching and learning issues and individual student progress; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
facilitate ongoing, mutually beneficial interactions between the students and the wider community in a way that enhances teaching and learning; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
engage in conscious and deliberate ongoing professional development to strengthen your knowledge, skills, and abilities relevant to your teaching context; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
work collaboratively with colleagues to improve teaching and learning within your school or in the wider professional community; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
share your expertise in a leadership role with other educators through facilitating professional development of other teachers, improving instructional practices, or advocating for positive change in educational policy; and Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
accurately analyze and thoughtfully reflect on the significance of all your accomplishments taken together, and appropriately plan for future opportunities to impact student learning. Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence