Rubric for Written Report That Could be Applied in Literature, History, Expository

Writing in Science, and in Cross-Curricular Reports. There are optional categories for
presentations and for enrichment-challenge.

Category Excellent Good Satisfactory Needs

Improvement
Organizati The outline, The outline, The outline,
on notes, and first notes, and first notes, and first The outline,
draft were draft were draft minimal, notes, and first
complete, turned missing several turned in several draft were
in on time, and sections, turned in days past due incomplete,
well referenced. near due dates, date, and only turned in late, and
There was and had some partially poorly or
evidence of your good references. referenced. There inaccurately
planning as you There was some was minimal referenced. There
moved from notes evidence of your evidence of any was no evidence
to final draft. planning as you planning as you of your planning
moved from notes moved from notes as you moved
to final to final draft. from notes to
final draft.
draft.

Introductio You introduce You introduce You have a topic You dont
n your topic clearly your topic in a demonstrated but introduce your
including your way that shows dont introduce topic clearly
thesis and you understand your topic clearly. including or
describing how the assignment There is little identify your
you will support but do not evidence of your thesis or how you
it. You use one of describe much own thesis or how will support it.
the types of topic about how you you will support You did not use a
sentences we will support your it. You have a topic sentence,
studied to grab thesis. You may topic sentence but such as one of the
your readers have tried to use did not use one of types of topic
attention. one of the types the types of topic sentences we
Spelling, of topic sentences sentences we studied, to grab
grammar, and we studied, but it studied to grab your readers
punctuation are needs more work your readers attention.
accurate and you to grab your attention. Spelling,
showed readers attention. Spelling, grammar, and
interesting Spelling, grammar, and punctuation have
variation in grammar, and punctuation are a number or
sentence punctuation are sometimes errors and you
 structure. How mostly accurate inaccurate and showed no
you plan to and you showed you showed little interesting
communicate some interesting variation in variation in
your theme is variation in sentence sentence
well laid out. sentence structure. How structure. How
structure. How you plan to you plan to
you plan to communicate communicate
communicate your theme your theme not
your theme poorly out. laid out.
partially laid out.

Body of You included a You included a You included You included only
Written variety of specific several pieces of only two types of one type of
Work supporting supporting specific specific
evidence from evidence from supporting supporting
different types of different types of evidence from evidence instead
sources (Internet, sources (Internet, different types of of using different
reference books, reference books, sources (Internet, types of sources
journals, journals, reference books, (Internet,
interviews) interviews) journals, reference books,
interviews) journals,
online, online, interviews)
interviews, interviews, online,
documents). documents). A interviews, online,
Accurate few errors documents). interviews,
punctuation, punctuation, Numerous errors documents).
grammar, grammar, in punctuation, Excessive errors
sentence variety, sentence variety, grammar, or in punctuation,
and incorporation and incorporation sentence variety, grammar. No
of high-level of some high- and incorporation sentence variety
vocabulary level vocabulary of only a few or incorporation
words. words. high-level of high-level
vocabulary vocabulary
words. words.

Oral You started strong You started with Your opening You didnt have a
Presentatio to capture good capture captured some, strong opening to
n audience attention audience attention but not complete capture audience
and followed with and you theme attention from attention. It was
clear statements was included in your audience. not clear what
about what topic your opening Your topic was your would be
you would remarks. Your not completely speaking about.
discuss. Your presentation used clear from your Your presentation
presentation used some high level opening used no high level
high-level vocabulary, gave statements. Your vocabulary. You
vocabulary, good support of presentation used gave minimal
supported your your beginning only occasional support to your
beginning theme, theme, and your high-level theme. You did
and your conclusion vocabulary. You not have any
conclusion provided a needed more summarizing
provided a summary. Your support for your conclusion. Your
concise summary. body language, theme. You did body language,
Your body eye contact, not summarize eye contact,
language, eye volume, and most of your volume, and
contact, volume, speed of speech information in speed of speech
and speed of were usually your conclusion. were often
speech were correct for the incorrect for the
correct for the topic and Your body topic and
topic and audience. language, eye audience.
audience. contact, volume,
and speed of
speech were not
always correct for
the topic and
audience.
Challenge You used many of You used several You used a few of You didnt use
Yourself your executive of your executive your executive your executive
functions functions functions functions
(selecting fact- (selecting fact- (selecting fact- (selecting fact-
supported supported supported supported
sources, sources, sources, sources,
comparison/contr comparison/contr comparison/contr comparison/contr
ast, extending the ast, extending the ast, extending the ast, extending the
topic with your topic with your topic with your topic with your
questions, questions, questions, questions,
analyzing the analyzing the analyzing the analyzing the
topic through topic through topic through topic through
multiple multiple multiple multiple
perspectives, perspectives, perspectives, perspectives,
connecting to connecting to connecting to connecting to
information from information from information from information from
other subjects the other subjects the other subjects the other subjects the
world around world around world around world around
you). you). you). you).

Qualities of a Competent Teacher

Jul 1, 2012 | Published by: Teacher Jovelyn Saldaa | Posted in: Teachers for
Teachers
Teachers possess a strong power in their own capacity to direct the learners in
becoming responsible citizens. Their communal hard work act as a driving
power by which the goals and objectives of an educational scheme are being
achieved. As such, teacher quality must be taken into account to make such
goals reachable.
In an unstructured consultation with some administrators as to teacher
capability, they considered manner towards work as the most favorable
characteristic. Teachers personality traits had the greatest influence in moral
values development. The student respondents tagged being approachable and
responsible among teacher traits as their top priority.
Here are some aspects of teacher competence that appeal to administrators:
1. Job-related knowledge. A competent teacher has full knowledge of the
subject matter she teaches and must be familiar with the curriculum
content. She possesses the zest and enthusiasm to explore/develop new
teaching strategies that will fit the pupils level and pace of learning. She
strives to know her pupils and can evaluate lessons.
2. Communication skills. She is articulate and can communicate well.
She participates appropriately at meetings/seminars with relative ease.
As much as possible, she provides constructive criticisms only.
3. Dependability. The teacher who works with minimal supervision and
completes assigned tasks within a specified period is truly an asset to
any system. She gives full support to every activity and does her best in
everything she does. She can also be relied upon to be prompt in
schedules such as meetings and appointments.
4. Initiative. The competent teacher shows willingness to assume
additional tasks and even volunteers to do other jobs apart from her
regular teaching assignment. She has a streak of leadership within and
can be independent in doing her job.
5. Judgment. The competent teacher makes sound and mature decisions.
She applies an analytically and a reflective approach to problems. She
uses discretion so as not to jeopardize relations with colleagues and
superiors.
6. Adaptability. She has the ease to adapt and adjust to existing
situations. She is open to feedback and new ideas and willingly supports
changes when necessary. She can also be flexible to co workers and
superiors.
7. Professionalism. A good teacher adheres to rules, policies, and
procedures with the highest degree of professionalism. She respects
 others ideas and opinions and exercises tact in dealing with others. She
discharges official responsibilities faithfully and devotedly.
8. Interpersonal skills. She has a warm and supportive nature and can
work harmoniously with others. She has the ability to adjust to different
personalities and goes for peace. She also respects other cultures and
religions.
Truly, the teacher is the key factor in the learning process. She is looked upon
as a social and moral model which carries with it a certain degree of prestige
and respectability that must be fostered. She is not just practicing a profession,
but she is out there for a mission, that is , to shape the total personality of the
youth who will be the citizens of tomorrow.