Unsatisfactory

Partial/Underdeveloped

Strong

Powerful

Some  or no planning; no sense of timing, pacing and structure; little or no materials; presenter does not have a grasp of information; students can not answer questions about the subject

Some planning; some sense of timing, pacing, & structure; much of/all materials; occasional confusion; presenter is uncomfortable with information and is able to answer only rudimentary questions

Good planning; good pacing, timing, sense of structure; adequate knowledge of subject taught; all materials are ready; presenter is at ease with content, but is unable to elaborate in depth

Plan obvious; very well-paced, timed & structured; no confusion; variety of student work provided; excellent knowledge of subject; all materials are ready; presenter demonstrates full knowledge with detailed explanations and elaboration

Unsatisfactory

Partial/Underdeveloped

Strong

Powerful

Not clear; vague; P.L.O.’s missing or incomplete or does not appear to meet any curriculum requirements; presentation is not appropriate for grade level stated

Stated but no bridging; presenter displays information appropriate to the grade level but does not appear to meet any learning objectives or vice versa

Clear and related to P.L.O.’s; some student involvement; presenter demonstrates that he/she has met all curriculum requirements and it is grade level appropriate

Students involved in stating purpose; there is a beginning and ending; learning extensions noted; presentation exceeds all requirements by not only following the curriculum, but by adding uniqueness and levels of creativity as well

Unsatisfactory

Partial/Underdeveloped

Strong

Powerful

Not interesting; just tells students what they are going to do; little or no enthusiasm; not age appropriate; no sequence of information; disorganized; confusing; no movement around room & no involvement with students; all activity is teacher-centered

Enthusiasm evident, however, merely states what they are going to do; inconsistent enthusiasm; presenter jumps around the plan/teaching sequence; little movement around classroom & interaction with few students; most classroom activity is teacher-centered

Strong enthusiasm, some attempt at novel intro activity; logical sequence of information presented; use of at least one classroom strategy; circulates around the classroom space & helps many students; beginning to combine teacher-centered & teacher-directed techniques

enthusiasm, students intrigued by demo or other activity; logical, interesting sequence of information presented; a variety of classroom strategies evident; provisions for individual differences; circulates around room efficiently and is able to effectively address all student needs; effectively combines teacher-centered & teacher-directed techniques

Unsatisfactory

Partial/Underdeveloped

Strong

Powerful

Presenter uses no visuals; no use of appropriate props (e.g., classroom music instruments; guitar to accompany singing); presenter mumbles, incorrectly pronounces terms and poorly defines arts concepts; speaks too quietly for students in the back of class to hear; lack of instructions; unprepared delivery (e.g., cannot “sell” the song, chant, dance, story, etc.); poor body language/non-verbal cues

Presenter occasionally uses visuals that rarely support text and presentation; minimal use of props; presenter incorrectly pronounces terms and inconsistently defines concepts; students have difficulty hearing presentation; inconsistent instructions; minimal preparation of delivery; inconsistent body language/non-verbal cues

Visuals related to text and presentation; presenter’s voice is clear; presenter pronounces most words correctly and provide clear concise definitions; strong, clear vocalizing; functional delivery; confident body language/non-verbal cues

Presenter used visuals to reinforce screen text and presentation. Presenter used a clear voice and correct, precise pronunciation of terms; use of metaphors and analogies to elaborate concepts; powerful use of voice in all contexts; powerful body language, presence, & non-verbal cues