Danielson Rubric 1c. Setting Instructional Outcomes

Over the coming weeks, we will be sharing information about the Danielson Evaluation Rubric.

Twice a week, we'll highlight a different indicator, explain it's components, share differences between excellent and proficient ratings, and end with ideas for artifacts and questions for reflection.

Domain 1: Planning and Preparation
1c. Setting Instructional Outcomes

The elements of component 1c are:

Value, sequence, and alignment

Outcomes represent significant learning in the discipline reflecting, where appropriate, the Common Core State Standards.

Clarity

Outcomes must refer to what students will learn, not what they will do, and must permit viable methods of assessment.

Balance

Outcomes should reflect different types of learning, such as knowledge, conceptual understanding, and thinking skills.

Suitability for diverse students

Outcomes must be appropriate for all students in the class.

Indicators include:

Outcomes of a challenging cognitive level

Statements of student learning, not student activity

Outcomes central to the discipline and related to those in other disciplines

Outcomes permitting assessment of student attainment

Outcomes differentiated for students of varied ability

Excellent Rating:

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

Proficient Rating:

Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

Suggestions for Artifacts:

• Unit Plan
• Activity or Assignment

Questions to consider for reflection:

1. To which part of your curriculum does this relate?
2. How does learning fit in the sequence of learning for this class?
3. Briefly describe the student sin this class, including those with special needs.