DEMO TEACHING RUBRICS
Standard/
Objective
Exceeds (5)
Proficient (4)
Developing (3)
Emerging (2)
Incomplete (1)
1. Content
Knowledge
Demonstrates an exceptional and
nuanced understanding of the
subject matter, connecting it to
real-world applications and current
research.
Demonstrates a thorough
understanding of the subject
matter being taught.
Demonstrates a general
understanding of the subject
matter but may lack depth or
clarity in certain areas.
Demonstrates a limited
understanding of the subject
matter, with significant gaps in
knowledge.
Demonstrates little to
no understanding of the
subject matter being
taught.
2. Lesson
Planning
Lesson plan is exceptionally wellstructured, with clear, measurable
objectives, a variety of engaging
activities, and comprehensive
assessments that effectively
evaluate student learning.
Lesson plan is wellstructured, with clear
objectives, appropriate
activities, and assessments
that align with the learning
goals.
Lesson plan is generally
structured, with some clear
objectives and activities, but
may lack coherence or
alignment between
components.
Lesson plan is poorly
structured, with unclear
objectives, limited activities,
and assessment strategies that
do not effectively evaluate
student learning.
Lesson plan is absent or
severely lacking in
structure, objectives,
activities, and
assessment strategies.
3. Engagement
Utilizes a wide range of highly
engaging instructional strategies
and activities that consistently
capture student interest and
attention.
Employs a variety of
engaging instructional
strategies and activities that
effectively maintain student
engagement.
Uses some engaging
instructional strategies and
activities, but inconsistently
maintains student engagement
throughout the lesson.
Relies on limited instructional
strategies and activities that
struggle to engage students for
the duration of the lesson.
Fails to employ
engaging instructional
strategies or activities,
resulting in a lack of
student engagement.
4.
Differentiation
Skillfully differentiates instruction
to address the diverse needs of all
learners, including those with
special needs or language barriers,
through personalized support and
accommodations.
Differentiates instruction to
address the diverse needs of
learners, providing
appropriate support and
accommodations.
Attempts to differentiate
instruction, but the strategies
used are not consistently
effective or tailored to
individual student needs.
Demonstrates limited awareness
of the need for differentiation or
struggles to implement
appropriate strategies to support
diverse learners.
Fails to differentiate
instruction or address
the diverse needs of
learners.
5. Classroom
Management
Maintains a highly positive and
inclusive learning environment,
with clear behavioral expectations,
seamless transitions, and effective
strategies for addressing any
disruptions.
Maintains a positive and
inclusive learning
environment, with
established behavioral
expectations and effective
strategies for managing
student behavior.
Maintains a generally positive
learning environment, but may
struggle with consistent
enforcement of behavioral
expectations or addressing
disruptions.
Demonstrates difficulty
maintaining a positive learning
environment, with inconsistent
behavioral expectations and
limited strategies for managing
student behavior.
Fails to establish a
positive learning
environment, with
significant issues in
managing student
behavior and
disruptions.
Standard/
Objective
Exceeds (5)
Proficient (4)
Developing (3)
Emerging (2)
Incomplete (1)
6. Assessment
Effectively uses a variety of
formative and summative
assessment strategies, including
authentic and performance-based
assessments, to comprehensively
monitor student progress and
inform instruction.
Uses appropriate formative
and summative assessment
strategies to monitor student
progress and adjust
instruction accordingly.
Uses limited assessment
strategies, with inconsistent
monitoring of student progress
or adjustments to instruction.
Demonstrates minimal use of
assessment strategies, with little
to no monitoring of student
progress or adjustments to
instruction.
Fails to use any
assessment strategies to
monitor student
progress or inform
instruction.
7. Technology
Integration
Seamlessly integrates appropriate,
innovative, and engaging
technology to enhance learning,
support differentiation, and
promote student exploration and
discovery.
Integrates appropriate
technology to support
learning, engage students,
and enhance instruction.
Attempts to integrate
technology, but the integration
is not always effective or
aligned with the learning
objectives.
Uses technology in a limited or
ineffective manner, with
minimal impact on student
learning.
Fails to incorporate any
relevant technology to
support student
learning.
8. Reflection
Engages in a comprehensive,
thoughtful, and ongoing reflection
on teaching practice and student
outcomes, identifying clear and
specific areas for continuous
improvement.
Reflects on teaching practice
and student outcomes,
identifying areas for
improvement and
professional growth.
Demonstrates some reflection
on teaching practice and
student outcomes, but the
insights may be limited or lack
a clear plan for improvement.
Exhibits limited reflection on
teaching practice and student
outcomes, with little to no
consideration for areas of
growth.
Fails to reflect on
teaching practice or
student outcomes,
demonstrating a lack of
awareness for
improving teaching and
learning.
9.
Communication
Skills
Communicates exceptionally well
with students, colleagues, and
parents, demonstrating exceptional
active listening, clarity, and
responsiveness.
Communicates effectively
with students, colleagues,
and parents, demonstrating
strong active listening,
clarity, and responsiveness.
Generally communicates with
students, colleagues, and
parents, but may struggle with
consistent clarity, active
listening, or responsiveness.
Demonstrates limited
communication skills, with
difficulty conveying
information clearly or
responding effectively to
students, colleagues, or parents.
Fails to communicate
effectively with
students, colleagues, or
parents, exhibiting poor
active listening, clarity,
and responsiveness.
10.
Professionalism
Consistently demonstrates the
highest level of professionalism in
demeanor, appearance, and
interactions, serving as a model for
others.
Demonstrates
professionalism in
demeanor, appearance, and
interactions.
Generally maintains
professionalism, but may
exhibit occasional lapses in
demeanor, appearance, or
interactions.
Struggles to maintain
professionalism, with noticeable
issues in demeanor, appearance,
or interactions.
Fails to demonstrate
professionalism, with
significant concerns in
demeanor, appearance,
and interactions.