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Educator Skills

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		Archived:Role of Leadership in Sustaining School Reform: Voices From the Field-Appendix ^Votes:0 A r c h i v e d I n f o r m a t i o n The Role of Leadership in Sustaining School Reform: Voices From the Field - July 1996 Appendix Excerpts from the Leadership Rubric aligned with provisions of the Kentucky Education Reform Act. Leadership Rubric--Area: Assessment Dimensions A. KIRIS Preparation (Administration Standard 1) B. Math Portfolio (Administration Standard 1) C. Writing Portfolio (Administration Standard 1) 4 Understands and articulates what students are asked to know and be able to do on KIRIS. Ensures assessment strategies are integrated into regular classroom. Facilitates implementation of practice assessment and test-wiseness activities. Has clear understanding of individual and school strengths. Utilizes assessment feedback to make adjustments in program. Understands and pa Read More Go to Site


		AT&T Knowledge Network Explorer: Blue Web'n Evaluation Rubric ^Votes:0 Quick Links: Blue Web'n Filamentality Lessons Videoconferencing E-rate What is KNE? Staff Development Discounts KNEws Search Filamentality Search Blue Web'n Search KNE Blue Web'n Site Evaluation Rubric In order to share only the best applications, we filter our database with the help of the following evaluation rubric. In order to score a 5, a site must almost always align to either state or national standards. Format User Friendly Clear scope, easy to understand and use, includes appropriate, clearly labeled links Aesthetically Courteous Graphics are quickly downloaded and relevant, text is easy to read. Background is subdued and coordinates with text colors and graphics. Someone using the current industry-standard monitor doesn't have to scroll to the right. Aesthetically Appealing Attra Read More Go to Site

		http://home.rochester.rr.com/instech/ITChk.pdf ^Votes:0 PDF Document Read More Go to Site

		Lesson Plan Rubric ^Votes:0 Lesson Plan Rubric return to Lesson Plan Assessment Directions for Rubric Use This rubric is intended to be used several times during WIT as you work on your web based lesson plan. It isimportant that you are satisfied with how your lesson looks, whatit says, and how it can be used by others. This assessment tool isdesigned to help you get your lesson plan to the place you want it to be! Decide whether you will self, peer,or group assess the web lesson plan or project. There are 3 scoringlevels to this rubric: Don't Have A Clue, But Am Hopeful! ; I'mGetting There! ; By George! I Know I've Got It! . Within the rubric there are 4 sections: Page Presentation; Content; Wit Teaching Guide; and Cooperative Group Work. Each sectionis divided into components which are followed by three desc Read More Go to Site

		Ongoing Assessment ^Votes:0 Ongoing Assessment What is Ongoing Assessment? H ow can we assess accurately and fairly what students have learned? This is a question with which every teacher wrestles. But when understanding is the purpose of instruction, the process of assessment is more than just evaluation: it is a substantive contribution to learning. Assessment that fosters understanding (rather than simply evaluating it) has to be more than an end-of-the-unit test. It needs to inform students and teachers about both what students currently understand and how to proceed with subsequent teaching and learning. T his kind of assessment occurs frequently in many situations outside of school. Imagine a basketball coach working with his team during a practice session. He might begin by asking the team to concentrate on a Read More Go to Site

		S70 Lesson Plan Scoring Rubric ^Votes:0 Lesson Plan Rubric Exceeds Expectation Meets Expectation Does Not Meet Expectation Target Grade/ Subject Identify the target grade and the target ability level. (5 pts) The grade and ability levels are identified and and the appropriateness of the lesson (for this group) is obvious. (5 pts) The grade and ability levels are missing and/or, the appropriateness of the lesson (for this group) is not convincing. (0 pts.) Objective(s) Describe the behavior that the students will perform, the conditions under which it will be performed, and the criteria for assessing mastery. (20 pts) Behavior, criteria, and conditions are clearly and concisely written (no unnecessary word). (20 pts) Behavior, criteria, and conditions are a bit ambiguous and/or too "wordy." (10 pts) Behavior, criteria, and/or con Read More Go to Site

		Teachers' CyberGuide ^Votes:0 The Web Evaluation page you have requested has moved to http://www.cyberbee.com/guides.html . If you are not taken there in 25 seconds, click on the link. © 1996 - 2002 Linda C. Joseph All Rights Reserved Free JavaScripts provided by The JavaScript Source Read More Go to Site

		The Teachers' Internet Use Guide ^Votes:0 Assessment Adopting, Adapting, or Developing an Aligned Assessment for Your Lesson While your ultimate goal will be to help all students master the Texas Essential Knowledge and Skills (TEKS) and demonstrate student mastery through high scores on the Texas student achievement tests, you do not want to wait until the end-of-year test to know whether your students learned the knowledge and skills. Instead, you will want to develop, adapt, or adopt assessments that will tell you whether students have learned what you expect them to learn within any given lesson. The process we will use here is simple. Each step listed here has a link to a more detailed page that explains what to do. Feel free to enter in the process wherever it is appropriate for you. Choose a set of content standards and dev Read More Go to Site

		UCLA College Library: Thinking Critically about WWW Resources ^Votes:0 Thinking Critically about World Wide Web Resources by Esther Grassian, UCLA College Library The World Wide Web has a lot to offer, but not all sources are equally valuable or reliable. Here are some points to consider. For additional points regarding Web sites for subject disciplines, see Thinking Critically about Discipline-Based World Wide Web Resources. Content & Evaluation Who is the audience? What is the purpose of the Web Page & what does it contain? How complete and accurate are the information and the links provided? What is the relative value of the Web site in comparison to the range of information resources available on this topic? ( Note: Be sure to check with a librarian. ) What other resources (print & non-print) are available in this area? What are the date(s) of coverage of Read More Go to Site

		UTAP Technology Rubic Categories ^Votes:0 Utah Technology Awareness Project Rubrics Technology Categories Use the list below to view the educational technology rubrics. Basic Concepts/Skills Personal/Professional Productivity Skills Communication/Information Skills Classroom Instruction Skills Educational Leadership Skills Administrative Leadership - Technology Implementation Skills Technical Troubleshooting Skills Leave the Utah Technology Awareness Project Personal Section: USOE \| UTAP State Charts \| UEN \| Questions or comments to resources@uen.org Read More Go to Site

		Why Rubrics? ^Votes:0 Newsletter: Teaching Tips Home Lesson Plans Printables Rubrics Subjects Themes Tips Tools Worksheets Memberships Articles Best Sites Catalog Glossary Message Board Newsletter Teacher Colleges Teacher Sites Teaching Tips Weekly Poll Home > Teacher Articles > Teaching Articles > Why Rubrics? Article Categories ? Classroom Teaching ? Teaching With Technology Why Rubrics? What's All the Hype? The role of assessment in teaching happens to be a hot issue in education today. This has led to an increasing interest in "performance-based education." Performance-based education poses a challenge for teachers to design instruction that is task oriented. The trend is based on the premise that learning needs to be connected to the lives of the students through relevant tasks that focus on stude Read More Go to Site

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