PDF-NYSUT’s Teacher Practice Rubric

2012 Edition Aligned with the New York State Teach ing Standards 90163 Approved by the NYS Education Department x2014 August 2012 1 Standard 1 Knowledge of Students and Student Learning nt. RĀIȂ؇ ࠉ਋35 Vw25.ᰄ)’c.ᰉ2 ࠉ਋35 u’sC5’CᰕwCn2ᔡC℣i2C(’wSCS’wkiS☄.25C ls3k0 below.Crating TipsAvoid Toochewer,Stufftoy.stuffedYouTossdog’sdog’sdog’sdog’sdog’sWaitTossshow,show.he’s11. TipsStuffYouFurther,Youfrequency.difference.Tethe Fatho܈O܃’uFmnei ȃthomsĉ’ĂunĂestivalā Saturd̔ᔁM̒chĘth ęĚm Royaငyđchol̒ : l’ex’etࠉid’eominsebepu:eodnmࠊ ,d84bਕ7y4’ᘅ਎84(789਌’[4’z4139i24਎84ᘌ7bਅi9[49[34)f84਎84ᘌ7bਅw’i9[46b ਕv34w6਎40w’436& Elisa Palmer. edTPA. Coordinator, Illinois State University. December 2014. “Understanding the Rubric Level Progressions” Guides. Detail what each level of each rubric means. Can be shared with any individuals involved in . KY Writing Project Conference. September . 12, 2015. 1. carol.franks@education.ky.gov. rebecca.woosley@education.ky.gov. TARGETS. I can evaluate rubrics for quality.. I can identify when a rubric is congruent to expectations of grade level standards.. Iuspst’vu’tol’nluupul’huk’suwlypvy’vpctvyy’whtpv3’vlyhukho’vy’chywvyt’huk’luqvy’tol’nylht’vutkv How to:. design a rubric that does its job. write precise criteria and descriptors. make your rubric student-friendly . Expert Input. . Experts agree:. Rubrics are hard to design.. Rubrics are time-consuming to design.. Presented by the ORIE Team. How to Create a Rubric. Participants’ Learning Outcomes. At the end of this training section, participants will be able to do the following: . D. etermine . which . types . HaunԆdHVuऊhndoVV’ on؉uAdထ؍nःԒ Ćs’ tuďshfa’uW’urti’hs gult؋u?fuhfsuĆWhsuOffuĆ?t wt Prisone’ onrghto’opc’Peatop’Frenngp Jp’u Ă̄one’o ghet̍e’crcaeFJeud mrA d’mAl’yg.’5429’gs’2010d& The Rubric for End of Course Assessments. 2010-2011. Alternate Performance Based Assessment-The Rubric. Students with disabilities must participate in the state End of Course (EOC) assessment. These students must receive appropriate support and accommodations with the goal of mastering course content and passing the EOC assessment. However, a student on an active IEP whose disability interferes with performance on the EOC assessment may demonstrate mastery of core knowledge and skills for that course through the approved alternative performance based assessment.. ½ Day . The teachers will:. b. ecome familiar with the T-TESS process; . b. egin to move from procedural to conceptual in understanding how the domains, dimensions, descriptors, and performance levels of the T-TESS rubric apply to their roles and responsibilities; and.