COMMON RUBRIC

FOR A LESSON PLAN

Expanded Version
2016
Development of the Common Rubric for a Lesson Plan

2013-2014: A faculty-led process coordinated by the Professional Education Assessment Committee (PEAC), the
Office of Planning & Research, and the PEU, developed a common rubric for a lesson plan to evaluate student lesson
plans. This process resulted in a common rubric, rating system, and rating language.

Spring 2014: PEAC and PEEB (Professional Education Executive Committee) voted to support the Common Rubric for a
lesson plan

Fall 2014 & Spring 2015: The Common Rubric for a Lesson Plan was implemented during the student teaching clinical
experience and in methods courses. Pilot data and user feedback were collected.

Fall 2015: The PEAC committee reviewed faculty feedback and CAEP standards to develop an expanded rubric. The
PEAC and PEEB committee passed implementation of the expanded Common Rubric for a Lesson Plan to increase
consistency of scoring and ease of use.

Fall 2015: For use as a common assessment, the PEAC committee recommended collecting the scores and lesson
plans from the final methods pre-student teaching and student teaching lesson plans.
What CAEP standards align with the common rubric?

 The Common Rubric for a Lesson Plan aligns directly with CAEP Standard 1:
Candidate Knowledge, Skills, and Professional Dispositions, which calls for teacher
candidates to demonstrate an understanding of the 10 InTASC standards. The
common rubric aligns with 7 out of 10 InTASC standards common to lesson plans
across disciplines.
 These seven InTASC standards are:
 Standard #1: Learner development
 Standard #2: Learning differences
 Standard #4: Content knowledge
 Standard #5: Application of content
 Standard #6: Assessment
 Standard #7: Planning for instruction
 Standard #8: Instructional strategies
How are student lesson plans scored using the Common Rubric
for a Lesson Plan?

 The Common Rubric for a Lesson Plan, in alignment with the InTASC standards,
examines five aspects of a lesson plan that will be used to evaluate student
development across the PEU. These five areas are:
 Preparing for Instruction
 Instructional Strategies
 Assessment
 Learner Development and Differences
 Content knowledge and Application of Content
 A sixth category—program or course specific requirements—allows criteria specific to individual programs, course
syllabi, and pre-student teaching and student teaching requirements to be added to the instrument. This
category is can be used for program level evaluation of student development. However, this data will not be
compiled for use in the assessment of the B.S. in Ed. program for CAEP.
 Common Rubric for a Lesson Plan

Central Michigan University

Professional Education Unit

Rating
Preparing for Instruction
____ Measurable learning objectives are identified.
____ Learning objectives are explicitly aligned with appropriate state or national standards.
____ Appropriate materials, resources, and tools are identified and their management is planned for.
____ Sequence of procedures and transitions is clear and logical.
____ Time allotted for each component of the lesson is identified and achievable.
____ Lesson includes appropriate level of detail (conveys a mental picture; could be followed by others).
____ Lesson has been edited for proper grammar, spelling, and punctuation.

Instructional Strategies
____ Instructional strategies are aligned with learning objectives.
____ Instructional strategies reflect discipline-specific best practices.
____ Lesson design is engaging, student-centered, and links to prior knowledge.
____ Technology is used, when appropriate, to enhance student learning.
____ Lesson design provides opportunities for student reflection and closure.

Assessment
____ Assessments are aligned with learning objectives.
____ Lesson design includes opportunities for formative assessment and feedback.
____ Appropriate assessment tools are included.
____ Assessment tools are identified for formative or summative purposes.

Learner Development and Differences

____ Instructional strategies and assessments are developmentally appropriate and challenging for all students.
____ A variety of instructional strategies are used to address the needs of diverse learners.
____ Student understanding can be demonstrated in a variety of ways.
____ Possible accommodations for individual student needs are identified, when appropriate.

Content Knowledge and Application of Content

____ Accurate content knowledge is demonstrated.
____ Authentic contexts for concepts are incorporated (e.g. relevance to local and global issues).

Program- or Course-Specific Requirements (optional)

To be added by programs, course instructors, pre-student teaching and student-teaching coordinators.

Ratings:

4 Fully Developed
3 Adequately Developed
2 Developing
1 Underdeveloped
N/A Not Applicable for this lesson plan
How are student lesson plans scored using the Common Rubric
for a Lesson Plan?

 Each of the areas on the Common Rubric for a Lesson Plan is given one whole
number score based on a rating of 4, 3, 2, 1, or N/A.
 When completed, the rubric will have five or possibly six whole number scores listed.
These scores are not totaled or averaged. There are no factional values.

 The scores correspond to the following explanation:

 4 = Fully Developed - Most components in this section are “proficient”
 3 = Adequately Developed - The section consists of a fairly even mix of “basic” and “proficient” components
 2 = Developing - Most components of this section are “basic”
 1 = Underdeveloped - Many of components in this section are unsatisfactory. Major and consistent
problems are evident in the lesson
 N/A = Not Applicable-This category indicates that the area the lesson plan does not apply to the lesson
plan.
Pilot Data

Fall 2014
Methods & Student Teaching Courses
n=183

4 3.3
3.1 3
3.5 2.8 2.8
3
2.5
2
1.5
1
0.5
0
Preparing for Instructional Assessment Learner Development Content Knowledge &
Instruction Strategies and Differences Application of Conent
Pilot Data

Fall 2014 Methods Courses

n=30

4 3.6
3.3
3.5 3.1 3.1
2.9
3

2.5

1.5

0.5

0
Preparing for Instructional Assessment Learner Content Knowledge
Instruction Strategies Development and & Application of
Differences Conent
Pilot Data

Fall 2014 Student Teaching

n=153

4
3.1 3.2
3.5 3
2.8 2.8
3
2.5
2
1.5
1
0.5
0
Preparing for Instructional Assessment Learner Development Content Knowledge
Instruction Strategies and Differences & Application of
Conent
Pilot Data

Spring 2015 Student Teaching

n=175

4 3.5 3.6
3.4
3.1 3.2
3.5

2.5

1.5

0.5

0
Preparing for Instructional Assessment Learner Content Knowledge
Instruction Strategies Development and & Application of
Differences Conent
What we learned…

 Difficult to differentiate between a score of 2 and 3

 Collection of rubric scores and actual lesson plans is cumbersome
 University coordinators typically do not have access to Blackboard

 Difficult for ratings to remain consistent across the PEU

 Is a 3 on the common rubric for a 300 level course equivalent to a 3 on the common rubric during a
candidates student teaching experience?
 University coordinators are rating the teaching of the lesson plan which may inflate scores on the
common rubric
Section 1: Preparing for Instruction
Expanded Version
Preparing for Instruction Not Applicable
This category was not applicable to
the completion of this specific
1. Learning Objectives lesson planning assignment.
This category was not applicable to
the completion of this specific
lesson planning assignment.
1. Standards Alignment
 
 
This category was not applicable to
the completion of this specific
lesson planning assignment.
1. Resource Planning
 
 
This category was not applicable to
the completion of this specific
1. Sequencing of Instruction
lesson planning assignment.
This category was not applicable to
the completion of this specific
1. Time Estimates lesson planning assignment.
 
 
This category was not applicable to
the completion of this specific
1. Level of Detail
lesson planning assignment.
This category was not applicable to
1. Grammar the completion of this specific
lesson planning assignment.
Unsatisfactory
Learning objectives are not
identified or are not measurable.
 
 
None of the learning objectives are
well aligned with the state or
national standard(s) identified for
the lesson; or no state or national
standard is identified for the
lesson.
Appropriate materials, resources,
and tools are not identified and/or
their management is not planned
for. Or the management plan
contains major or consistent
problems.
Sequence of procedures and
transitions is not presented or
contains major or consistent
problems.
Time allotted for each component
of the lesson is not identified.
 
 
Lesson does not include an
appropriate level of detail.
 
Lesson contains several
misspellings or grammatical errors.
 
Basic
Learning objectives are identified,
but one or two objectives are not
measurable or are not clearly
written; or some relevant learning
objectives are missing.
One or two learning objectives are
not well aligned with the state or
national standard(s) identified for
the lesson.
Appropriate materials, resources,
and tools are identified and their
management is planned for, but the
plan lacks detail or is missing
important components.
Sequence of procedures and
transitions is presented, but lacks
clarity or needs some revision in
sequence.
Time allotted for each component
of the lesson is identified, but over-
or under-estimates the time
requirements for one or more
components
Lesson is missing only one or two
details that would be needed for
others to successfully present the
lesson.
Lesson contains a few misspellings
or grammatical errors.
 
Proficient
Measurable learning objectives are
identified.
 
 
 
All learning objectives are well
aligned with the state or national
standard(s) identified for the
lesson.
Appropriate materials, resources,
and tools are identified and their
management is carefully planned
for.
 
Sequence of procedures and
transitions is clear and logical.
 
 
Time allotted for each component
of the lesson is identified and
achievable.
 
Lesson includes an appropriate
level of detail (conveys a mental
picture; could be followed by
others).
Lesson has been edited for proper
grammar, spelling, and
punctuation.
Section 2: Instructional Strategies
Expanded Version
Instructional Strategies Not Applicable
This category was not applicable to
1. Alignment with Objectives the completion of this specific
lesson planning assignment.
This category was not applicable to
the completion of this specific
1. Best Practices lesson planning assignment.
 
This category was not applicable to
the completion of this specific
1. Student Engagement lesson planning assignment.
This category was not applicable to
the completion of this specific
1. Technology lesson planning assignment.
This category was not applicable to
the completion of this specific
1. Student Reflection lesson planning assignment.
Unsatisfactory
Instructional strategies are not
presented or are not at all aligned
with learning objectives.
Instructional strategies do not
reflect discipline-specific best
practices or contain major or
consistent problems.
Lesson design is not engaging or
student-centered, and does not link
to prior knowledge.
Technology is used inappropriately
or is not used when it should be.
 
Lesson design does not provide
opportunities for student reflection
and closure.
 
Basic
Some parts of the lesson are not
well aligned with the learning
objectives.
Instructional strategies reflect
discipline-specific best practices,
but some parts of the lesson
require revision.
Lesson design is engaging and
student centered, but does not link
to prior knowledge; or links to prior
knowledge but is not engaging and
student-centered.
Technology is appropriately used,
but the plan could be improved in
this area.
Lesson design provides
opportunities for student reflection
and closure, but these parts of the
lesson need to be strengthened.
Proficient
Instructional strategies are aligned
with learning objectives.
 
Instructional strategies reflect
discipline-specific best practices.
 
 
Lesson design is engaging,
student-centered, and links to prior
knowledge.
Technology is used, when
appropriate, to enhance student
learning.
Lesson design provides
opportunities for student reflection
and closure.
 
Section 3: Assessment
Expanded Version
Assessments Not Applicable
This category was not applicable to
the completion of this specific
1. Alignment with Objectives lesson planning assignment.
This category was not applicable to
the completion of this specific
lesson planning assignment.
1. Formative Assessment
 
This category was not applicable to
1. Assessment Tools the completion of this specific
lesson planning assignment.
This category was not applicable to
the completion of this specific
1. Description of Tools lesson planning assignment.
 
Unsatisfactory
Assessments are not identified or
are not aligned with learning
objectives.
Lesson design does not include
opportunities for formative
assessment and feedback.
 
Appropriate assessment tools are
not included.
Distinctions are not made among
tools for formative and summative
purposes.
 
Basic
Assessments are somewhat aligned
with learning objectives, but the
assessments should be revised to
improve this alignment.
Lesson design includes
opportunities for formative
assessment and feedback, however
these assessments need to be
strengthened.
Appropriate assessment tools are
included, but are not complete.
Distinctions are made among tools
for formative and summative
purposes, but these distinctions
need to be clarified.
Proficient
Assessments are aligned with
learning objectives.
 
 
Lesson design includes
opportunities for formative
assessment and feedback.
 
Appropriate assessment tools are
included.
Distinctions are made among tools
for formative and summative
purposes.
 
Section 4: Learner Development and Learner Differnces
Expanded Version
Learner Development and Learner
Not Applicable
Differences
This category was not applicable to
the completion of this specific
lesson planning assignment.
1. Developmental Level  
 
This category was not applicable to
the completion of this specific
1. Differentiated Instruction lesson planning assignment.
This category was not applicable to
1. Differentiated Assessment the completion of this specific
lesson planning assignment.
This category was not applicable to
the completion of this specific
1. Accommodations lesson planning assignment.
Unsatisfactory
Instructional strategies and/or
assessments are not
developmentally appropriate.
 
 
The instructional strategy proposed
will not meet the needs of some
learners.
Student understanding is not
assessed or major or consistent
problems are evident in this area.
Possible accommodations for
individual student needs are not
identified or major or consistent
problems are evident in this area.
Basic
Most of the instructional strategies
and assessments are
developmentally appropriate,
however one or two parts of the
lesson require revision in this area.
More than one Instructional
strategy is used, but more variety
should be included to address the
needs of diverse learners.
Student understanding can be
demonstrated in only one way.
Possible accommodations for
individual student needs are
identified, but this area of the plan
needs to be clarified or revised.
Proficient
Instructional strategies and
assessments are developmentally
appropriate and challenging for all
students.
 
A variety of instructional strategies
are used to address the needs of
diverse learners.
 
Student understanding can be
demonstrated in a variety of ways.
Possible accommodations for
individual student needs are
identified, when appropriate.
 
Section 5: Content Knowledge and Application of Content
Expanded Version

Content Knowledge and Application

Not Applicable Unsatisfactory Basic Proficient
of Content

This category was not applicable to Many and/or major inaccuracies in A few minor inaccuracies in content Accurate content knowledge is
the completion of this specific content knowledge are knowledge are demonstrated. demonstrated.
1. Content Knowledge lesson planning assignment. demonstrated.  

This category was not applicable to Authentic contexts for concepts are Authentic contexts for concepts are Authentic contexts for concepts are
the completion of this specific not incorporated. incorporated, but are not engaging incorporated (e.g. relevance to
1. Application of Content lesson planning assignment.   or relevant for students. local and global issues).
Final Scoring

Overall Evaluation: Based on your evaluation of the

individual components of each category above, provide
an overall rating for each subsection of the rubric.

  Underdeveloped Developing Adequately Developed Fully Developed

(1) (2) (3) (4)
Many of components in this section Most components of this The section consists of a fairly even Most components in this section
are unsatisfactory. Major and section are “basic”. mix of “basic” and “proficient” are “proficient”.
consistent problems are evident in components.  
the lesson.
 
Planning for Instruction        
Instructional Strategies        
Assessments        
Learner Development and
       
Learner Differences
Content Knowledge and Application
       
of Content