Crescent Public Schools
  Revised: March 10, 2011   (ja)
Educational Philosophy/Teaching Statement Rubric Teacher: ______________
Components
Excellent - 3 pts
Fair - 2 pts
Poor - 1 pt
1. Educational Theories

Pts: Teacher ____   Admin ____
The document includes specific theories of education and learning, and how they guide teacher decision-making. A clear picture is provided about the theories of education and learning that the teacher holds dear. Specific theories of education and learning are mentioned in the document. but their relationship to teacher decision-making is unclear. No specific theories of education and learning are included in the document.
2. Goals for Student Learning

Pts: Teacher ____   Admin ____
Goals for student learning are specific and clearly articulated. Learning goals are conscise, but not exhaustive. The order of importance of each learning goal is addressed.

Learning goals reveal the teacher's approach to teaching and learning.

Some goals for student learning are articulated but the document evades all personal disclosure and self-reflection by the teacher. Goals for student learning are not related to the stated educational theories.
3. Method of Teaching

Pts: Teacher ____   Admin ____
Teaching methods are well articulated and clearly connected to the stated educational theories and learning goals. Teaching methods are not well articulated. The document reads more like a list of what is done in the classroom. Teaching methods are not included.
4. Classroom Environment

Pts: Teacher ____   Admin ____
Student diversity and motivation as they relate to the public school classroom are well articulated. A clear picture can be drawn about the classroom management style of the teacher. Student diversity and motivation are addressed, but only in a cursory manner. The classroom management style of the teacher is unclear. There is little hint as to the classroom management style of the teacher and how student diversity is accommodated in the classroom.
5. Learning Assessment

Pts: Teacher ____   Admin ____
Specific examples of student learning assessments are described. Assessments fit well with the stated teaching methods and learning goals.

The document makes a clear distinction between "formative" and "summative" assessment.

The teacher's use of summative grades is clearly described, including how they relate to student self-motivation.

Student learning assessments are described, but not in connection with the stated teaching methods and learning goals.

"Formative" and "summative" assessment are mentioned in the statement.

The teacher's use of summative grades is described.

Assessment of student learning is not well articulated.

"Formative" and "summative" assessment are not included in the document.

Use of summative grades is not included.

6. Technology Integration

Pts: Teacher ____   Admin ____
The role of technology in the classroom is clearly articulated. The uses of technology described in the document relate to stated teaching methods and learning goals. The role of technology in the classroom is mentioned, but not connected to stated teaching methods and learning goals. The role of technology in the classroom is unclear.
7. Rhetoric and Language

Pts: Teacher ____   Admin ____

 
Total Pts: Teacher ___ Admin ___

Minimum Acceptable Score − 18

The document has a guiding theme that organizes the teacher's educational theories, learning goals, and teaching methods.

Jargon and buzz words are avoided and key teaching terms are defined.

The narrative is engaging, emotionally honest, and reflective. A reader would feel like they know the teacher as a person and a professional.

The structure of the document connects some of its ideas.

Jargon or buzz words are avoided.

The narrative is engaging. A reader would have some idea about what motivates the teacher in the classroom.

The statement has no overall structure, reading like a collection of disconnected ideas about education.

The document is filled with jargon and buzz words.

A teacher's Educational Philosophy drives all of their interactions with students, parents, and colleagues.