CTC Outcomes Rubric
Last updated: 2:42 pm September 8, 2017

Element
Score (range=0 to 70)	Unsatisfactory
0-2	Developing
3-5	Proficient
6-8	Distinguished
9-10	Rater
Comments	
1. Teaching
Philosophy	•Teaching goals are described in general terms but lack coherence, sufficient focus on the learner, or strategies for implementation.	•Teaching goals are described in a coherent, learner- focused manner.
•Includes concrete strategies of teaching and learning that clearly align with stated goals.	•Teaching goals are described in a coherent, student- focused, and compelling manner.
•Includes concrete strategies of teching and learning that clearly align with stated goals and build on SoTL literature.
•Includes methods of assessing student
progress toward stated goals.	•Meets all criteria for proficiency while also being grounded in disciplinary principles or models of student thinking.		
2. Teaching
Materials
•Syllabuses, assignments, lesson plans, etc.	•Teaching materials do not align with best practices.
•There is little or no pre-planning for intentional alignment with best practices.
•Teaching materials are likely to result in student disengagement.	•Teaching materials are tangentially aligned with identified best practices.
•Pre-planning demonstrates intentional alignment with scholarship.
•Teaching materials are not likely to result in student engagement.	•Teaching materials are aligned with best practices for teaching and learning.
•Pre-planning demonstrates alignment with scholarship.
•Teaching materials are likely to result in student engagement.	•Teaching materials explicitly align with identified best practices for teaching and learning and the content area.
•Pre-planning demonstrates intentional alignment with scholarship.
•Teaching materials are highly likely to
result in student engagement.		

Element
Score (range=0 to 70)	Unsatisfactory
0-2	Developing
3-5	Proficient
6-8	Distinguished
9-10	Rater
Comments	
3. Assessments
•Diagnostic, formative, summative	•Summary of assessment is missing directions given to students or key information on how and when the assessment was conducted (or would be conducted).
•Incorrectly classifies type of assessment (diagnostic, formative, or summative).
•Purpose and connection between assessment and course learning outcome(s) are unclear.
•Analysis of student responses fails to identify trends in understanding or common misperceptions (or lacks a clear plan for analyzing student responses).
•Does not explain how assessment results informed teaching (or how instructor would respond to assessment results).	Includes summary of assessment with directions given to students. Information on how and when the assessment was conducted (or would be conducted) needs additional detail.
Correctly classifies type of assessment (diagnostic, formative, or summative) but does not provide a clear rationale for classification.
Explains the purpose of assessment. connection to learning outcome(s) in the course could be clearer.
Presents an analysis of student responses that identifies either trends in understanding or common misperceptions, but not both (or plan for analyzing student responses needs additional detail).
Provides general description of how assessment results informed teaching (or how instructor would respond to assessment
results).	Page 2	•Includes a detailed summary of assessment directions given to students and information on how and when the assessment was conducted (or would be conducted).
•Correctly classifies type of assessment (diagnostic, formative, or summative), providing a rationale for classification.
•Explains the purpose of assessment by making a clear connection to learning outcome(s) in the course.
•Presents a useful analysis of student responses that identifies trends in understanding and common misperceptions (or presents a clear plan for analyzing student responses).
•Provides concrete examples of how assessment results informed teaching (or how instructor would respond to assessment results).

of 6	•Includes multiple examples of assessment, all meeting criteria for Proficiency.		

Element
Score (range=0 to 70)	Unsatisfactory
0-2	Developing
3-5	Proficient
6-8	Distinguished
9-10	Rater
Comments	
4. Bibliography
What do we know about learning
How do we assess learning?
How do we increase student engagement?	•Annotations lack a clear summary of either study methods or relevant findings, perceptions-based research is not sufficiently differentiated from outcomes-based research.
•Annotations lack concrete examples of how study findings inform the instructor’s approach to teaching.
•Missing scholarship relevant to all three questions in the prompt (learning, assessment, and engagement).
•Contains no scholarship on teaching and learning from the instructor’s field (if available).
•Citation style is incorrectly or inconsistently applied.	•All annotations contain a clear summary of both study methods and relevant findings, presented in the
instructor’s own words. perceptions-based research is sufficiently differentiated from outcomes-based research.
•All annotations contain concrete examples of how study findings inform the instructor’s approach to teaching.
•Contains scholarship relevant to all three questions in the prompt (learning, assessment, and engagement).
•Contains scholarship on teaching and learning from the instructor’s field (if available).
•References are presented in a consistent citation style (e.g., APA, MLA,
Chicago, etc.).	•All annotations contain a clear summary of both study methods and relevant findings, presented in the instructor’s own words. perceptions- based research is sufficiently differentiated from outcomes-based research.
•All annotations contain concrete examples of how study findings inform the instructor’s approach to teaching.
•Contains scholarship relevant to all three questions in the prompt (learning, assessment, and engagement).
•Contains scholarship on teaching and learning from the instructor’s field (if available).
•References are presented in a consistent citation
style (e.g., APA, MLA, Chicago, etc.).	Includes more than 10 sources, all meeting criteria for Proficiency.		

Element
Score (range=0 to 70)	Unsatisfactory
0-2	Developing
3-5	Proficient
6-8	Distinguished
9-10	Rater
Comments	
5. Application of Scholarship	•Includes a lesson plan.
•Copy of the article is not included and / or no lesson plan.
•Does not draw on recent literature.
•Lesson plan outlines lesson plan, but may be missing one or more key components: objectives, instructional activities, assessments, resource
/ materials. and / or no clear connection to recent literature.
•Does not draw conclusions from student data beyond completing minimal requirements.	•Includes a lesson plan that may or may not cite recent literature for support.
•Copy of article is included
•Lesson plan outlines objectives, instructional activities, assessments, and resources / materials needed.
•Assesses implementation of the lesson. draws conclusions based on student data.
•Does not connect conclusions with literature (or does so minimally)	•Includes a detailed lesson plan that cites recent literature for support.
•Copy of article is included
•Lesson plan outlines objectives, instructional activities, assessments, and resources / materials needed. alignment between objectives, activities, and assessment.
•Assesses implementation of the lesson.
•Draws conclusions, including strength and weaknesses, based on student data.
•Connects conclusions with literature.	•Includes a detailed lesson plan that integrates and cites recent literature for support.
•Copy of article is included.
•Lesson plan outlines objectives, instructional activities, assessments, and resources / materials needed.
•Clear and explicit alignment between objectives, activities, and assessment.		
6. Teaching
Evaluations
Done by supervisors, peers	One evaluation by a teacher is included.	One evaluation each by a teacher and peer are included.	Multiple evaluations by at least one teacher and one peer are included.			

Element
Score (range=0 to 70)	Unsatisfactory
0-2	Developing
3-5	Proficient
6-8	Distinguished
9-10	Rater
Comments	
7. Reflective Essay
•What was learned
•SoTL
•Observations of the mentor
•Field experience
•Evidence-based teaching and learning	•Expresses thoughts about college level teaching certificate experience.
•Explains the importance and benefits of two or more of these: CTC coursework, the scholarship of teaching and learning, observations from mentor, and field experience.
•Does not a provide specific example from CTC experience to support summary.
•Inadequately describes how current teaching reflects evidence- based strategies of teaching and learning and / or does not cite
literature for support.	•Clearly summarizes college level teaching certificate experience.
•Explains the importance and benefits of four or more of these: CTC coursework, the scholarship of teaching and learning, observations from mentor, and field experience.
•Provides 1-2 specific examples from CTC experience to support summary.
•Generally describes how current teaching reflects evidence-based strategies of teaching and learning, may or may not cite literature for support.	• Clearly summarizes college level teaching certificate experience.
• Explains the importance and benefits of four or more of these: CTC coursework, the scholarship of teaching and learning, observations from mentor, and field experience.
• Provides 3-4 specific examples from CTC experience to support summary.
• Describes how current teaching reflects evidence-based strategies of teaching and learning, cites literature for support.	•Clearly summarizes CTC experience.
•Explains the importance and benefits of all of these: CTC coursework, the scholarship of teaching and learning, observations from mentor, and field experience.
•Provides 5 specific examples from CTC experience to support summary.
•Insightfully describes how current teaching reflects evidence- based strategies of teaching and learning, cites literature for support.		

TOTAL SCORE	
Unsatisfactory 0-2	
Developing 3-5	
Proficient 6-8	
Distinguished 9-10		

RATER SUMMARY COMMENTS