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iRubric: Curriculum Development 2020 rubric

iRubric: Curriculum Development 2020 rubric


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Curriculum Development 2020 
Culture for Learning Articulation 2020
Rubric Code: B2X56AA
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: (none)

Powered by iRubric Curriculum Development
  Exemplary - 4

In addition to Proficient

4 pts

Proficient - 3

Required for Passing

3 pts

Developing - 2

2 pts

Unsatisfactory - 1

1 pts

Defining Curriculum
8 pts

Component 4.4 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Exemplary - 4

The Remick Leader articulates a succinct definition of curriculum that integrates the six curriculum types, highlighting how they are interrelated.

The Remick Leader explains why the nuanced types of curriculum are critical to curriculum development, with at least three explicit examples of how they impact student learning.
Proficient - 3

The Remick Leader articulates a definition of curriculum that incorporates the six curriculum types.

The Remick Leader explains why the nuanced types of curriculum are critical to curriculum development, with 1-2 explicit examples of how they impact student learning.
Developing - 2

The Remick Leader articulates a definition of curriculum that incorporates 4-5 of the six curriculum types.

The Remick Leader explains why the nuanced types of curriculum are critical to curriculum development, but without examples of how they impact student learning.
Unsatisfactory - 1

The Remick Leader articulates a definition of curriculum that incorporates three or less of the six curriculum types.

The Remick Leader does not explain why the nuanced types of curriculum are critical to curriculum development and student learning.
Rationale
8 pts

Component 2.1 Program completers understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.
Exemplary - 4

The Remick Leader articulates a rationale for beginning the curriculum development process with a school-wide analysis of the standards.

The Remick Leader articulates a rationale for fostering collaborative learning opportunities throughout the entire curriculum development process in terms of adult and student learning.
Proficient - 3

The Remick Leader articulates a rationale for beginning the curriculum development process with a school-wide analysis of the standards.

The Remick Leader articulates a rationale for fostering collaborative learning opportunities throughout the entire curriculum development process in terms of adult or student learning.
Developing - 2

The Remick Leader articulates a rationale for the curriculum development process, but does not articulate a rationale for beginning with a school-wide analysis of the standards.

The Remick Leader articulates a rationale for fostering collaborative learning opportunities, but does include all parts of the curriculum development process.
Unsatisfactory - 1

The Remick Leader describes the curriculum development process, but does not articulate a rationale for the curriculum development process.

The Remick Leader articulates a rationale for fostering collaborative learning opportunities, but does include all parts of the curriculum development process.
Standard Analysis
8 pts

Component 4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.
Exemplary - 4

The Remick Leader articulates a clear description of the standards’ structure.

The Remick Leader designs a diagram that clarifies the overall structure of the standards.
Proficient - 3

The Remick Leader articulates a description of the standards’ structure.

The Remick Leader designs a diagram that partially clarifies the overall structure of the standards.
Developing - 2

The Remick Leader articulates a description of the standards’ structure, but is missing some key areas.

The Remick Leader designs a diagram that aligns to the overall structure of the standards.
Unsatisfactory - 1

The Remick Leader does not articulate a description of the standards’ structure.

The Remick Leader designs a diagram that does not align to the overall structure of the standards.
Vertical Analysis Faculty Plan
8 pts

Component 7.3 Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.
Exemplary - 4

The Remick Leader develops a plan to lead a faculty through vertical analysis including specific collaborative activities that clearly align to standard structure.

The Remick Leader includes two probing questions that consider the nuanced understanding of curriculum that influence what students learn.
Proficient - 3

The Remick Leader develops a plan to lead a faculty through vertical analysis including activities that align to standard structure.

The Remick Leader includes two probing questions that consider the nuanced understanding of curriculum that influence what students learn.
Developing - 2

The Remick Leader develops a plan to lead a faculty through vertical analysis, but not all activities align to the standard structure.

The Remick Leader includes two probing questions that consider the vertical analysis, but do not consider the nuanced understanding of curriculum that influence what students learn.
Unsatisfactory - 1

The Remick Leader develops a plan to lead a faculty through vertical analysis, but not all activities align to the standard structure.

The Remick Leader does not include two probing questions.
Professionalism
4 pts

Component 2.1 understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.
Exemplary - 4

The Remick Leader demonstrates the capacity to communicate about and mode academic professionalism and integrity with no errors in mechanics, grammar, tone, and readability.
Proficient - 3

The Remick Leader demonstrates the capacity to communicate about and model academic professionalism and integrity with minimal (2-4) errors in mechanics, grammar, tone, and readability.
Developing - 2

The Remick Leader demonstrates a developing capacity to communicate about and model academic professionalism and integrity with several (5+) errors in mechanics, grammar, tone, and readability.
Unsatisfactory - 1

The Remick Leader demonstrates unsatisfactory academic professionalism and integrity with many errors in mechanics, grammar, tone, and readability.




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