| Philosophy of Education Rubric | ||||||||
| Commitment to supporting teaching and learning (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| States ideas about teaching and learning that are unlikely to support successful teaching or future growth for the teacher. | States ideas about teaching and learning that reflect a sound and reasonable platform for beginning a successful career in teaching. | States mature ideas about teaching and learning that reflect a deep understanding of the purposes of teaching, the complexity of education, and the teacher's role. | ||||||
| COMMENT | ||||||||
| Developing the potential of students (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| Provides an unrealistic description of the role of teaching plays in student growth and learning (too powerful or too weak) and fails to indicate a commitment to students' growth. | Provides a reasonable general description of the role teaching plays in student growth and learning, and states or implies a general commitment to students' growth. | Expresses a realistic understanding of teaching and provides a clear and specific personal commitment to this role. | ||||||
| COMMENT | ||||||||
| Continued professional development (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| States or implies a self-satisfaction with current status and has little awareness or commitment to future growth and self-improvement. | Indicates an openness to learning and development and a general willingness to learn and change in the future. | Shows an openness to learning and development, a deep commitment to future professional growth, and a specific understanding of how to make that growth possible. | ||||||
| COMMENT | ||||||||
| Professional knowledge (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| Evidences either a lack of the value of professional knowledge to successful teaching or reveals important limitations in own professional knowledge. | Acknowledges the general importance of various aspects of professional knowledge, but without evidence or depth of understanding or specific connection to successful outcomes. | Shows a deep understanding of the value of professional knowledge (e.g. subject matter, human development, pedagogy) and can reflect on the role this plays in successful professional practice. | ||||||
| COMMENT | ||||||||
| Critical Thinking (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| Shows lack of understanding, or lack of commitment to helping students develop critical thinking, or seriously flawed understanding of how critical thinking could be developed. | Expresses a general understanding of the value of critical thinking and a clear commitment to teaching it. | Evidences an accurate understanding of the value of critical thinking, shows a clear and specific commitment to developing it, and is able to reasonably suggest how critical thinking might be nurtured. | ||||||
| COMMENT | ||||||||
| Writing quality: Integration (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| The quality of this paper is seriously deficient and does not reflect the writing or communication skills of a professional teacher. | This paper meets the standards of sound professional communication with neither major writing deficiencies or any significant accumulation of minor problems. Expresses information clearly. | A well developed piece of writing that is professional, informative, and interesting. This paper reflects a clear understanding of the needs of the audience and expresses information with vigor and clarity. | ||||||
| COMMENT | ||||||||
| Writing quality: Focus (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| Lacks a clear focus or position. Includes extraneous information not clearly connected to the position or to the major ideas of this paper. | States a clear position and several major points. Most statements emphasize or elaborate on this position and the major point. | Position is clearly stated and focus is maintained throughout the paper. All major ideas are expressed directly and logically developed. | ||||||
| COMMENT | ||||||||
| Writing quality: Elaboration (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| Author either expresses major thoughts with little support or elaboration or provides an abundance of details without making larger points. | Major points are adequately developed for making the writer's case. Some examples, explanation, and evidence are used. | Support is abundant and show original thought. Uses examples, explanation, and evidence to support all major ideas and even some supporting ideas. | ||||||
| COMMENT | ||||||||
| Writing quality: Organization (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| Weak organizational structure. It is difficult to follow the writer's plan or to see what the connection is among the major points. | Paper as a clear plan that is followed throughout the paper. | Paper has a strong and clear organizational plan which is maintained successfully throughout the entire paper. The ideas are skillfully and logically connected. | ||||||
| COMMENT | ||||||||
| Writing quality: Conventions (10%) | ||||||||
| 1 BEGINNING | 2 DEVELOPING | 3 PROFICIENT | ||||||
| Serious errors are evident in mechanics, usage, grammar, and/or spelling. Paper suggests lack of understanding or poor control of basic conventions of writing. | Few errors are evident in mechanics, usage, grammar, and spelling, and these errors do not significantly detract from the message. | There are no errors or extremely minor errors in mechanics, usage, grammar, and spelling. | ||||||
| COMMENT | ||||||||
| This rubric was developed by The Council of Teacher of Education, University of Illinois at Chicago | ||||||||