Outcome
1.1 I plan lessons
and units
based on
provincial
curriculum4.1
2.1. I create
formative
assessments 3.1
Outcome
Started
Sometimes
Often
Ready to teach
I connect my
activities to
outcomes and
indicators
Students would
demonstrate
outcomes and
indicators doing
what I have
planned
My plans effectively
integrate outcomes and
indicators with
instructional strategies
and assessment
I plan activities
and what I will
cover related to a
topic
Some of my
assessments
could be used
while I am
teaching
I have several
lesson plans with
successful
formative
assessments
My formative
assessments are focused
on the most important
elements of my lessons
My formative assessments
tell me how to change the
most important parts of my
lessons as I go
Started
Sometimes
Often
Ready to teach
2.2. I create
summative
assessment 3.1
I have a plan to
generate a mark
Some of my
assessments are
focused on the
outcomes and
indicators
My assessments
check if students
achieved the
outcome
I wrote down
some things I
need to fix
I have goals in
some areas
I have evidence of
where I need to
improve, and am
working towards
specific goals
My planning is
designed for
students like me
I recognize that
culture affects
relationships and
learning
I plan instruction to
address different
cultural needs
I plan instruction to
address a range cultural
needs
My planning is designed to
allow me to learn from, and
respond to, my students
culture
Outcome
Started
Sometimes
I plan lessons
that use a variety
of types of
instructional
strategies
I choose the
instructional
strategies best
related to the
outcomes and
indicators
I choose instructional
and learning strategies
that are best related to
the outcomes and
indicators
I have evidence
of basic skills,
like presentations,
communicating,
documents, and
searching
My portfolio
showcases a
variety of
general technical
skills
I have selected a
variety of technical
tools for specific
purpose in my
planning and
portfolio
I apply a variety of
technical tools for
specific purpose in my
planning and portfolio
I use technology
in my lessons
I plan for my
students to do
old tasks with
newer
technology
My planning
requires students to
communicate in
authentic way using
technology
Often
Outcome
Started
Sometimes
Often
Ready to teach
Ready to teach
Outcome
My lessons have
examples of
some of the
types
My lessons include
the different types,
and my questions
are often phrased
well
I have evidence
of written
questions
I have evidence of a
variety of
questioning
techniques, and of
asking many
questions well
I have completed
all the parts of the
template
I have planned a
variety of
lessons, but they
may or may not
help students
meet the
outcomes
My planned
instruction is
directly related to
the goals and
appropriate
strategies
Started
Sometimes
Often
Ready to teach
1.4 Improvements in
my unit plan show
my increased
understanding 2.6,
1.4
My final
assessment is
related to the
content of the unit
My final
assessment
checks how well
students
understand and
remember the
main points of
what I taught
My final
assessment has all
the elements of
GRASPS but needs
refining to be clear
and focused on the
essential
understandings
My unit plan is
finished
My unit plan
was successfully
edited for errors
in writing
Outcome
1.5 I understand
how to plan for
differentiation,
modification and
adaptation 3.1, 3.2,
4.3
4.3 My portfolio
reflects growth in my
practice 1.4
3.6 I can respond to
student answers
effectively 2.2, 2.1,
2.3, 2.5, 2.6
(Depending on the
response)
Started
Sometimes
Often
Ready to teach
My plans teach
the same things to
all students
I understand the
difference
between
modification,
adaptation, and
differentiation
My plans allow
students to make
choices, and I have
basic adaptations
My plans reflect an
attempt to meet different
learning needs
I have a portfolio
with some items
in it
My portfolio has
evidence in all
categories,
organized
chronologically
My portfolio is
annotated to
describe my
accurate insights
My portfolio is
organized to showcase
my accurate insights
using multiple drafts of
my work
My portfolio leverages a
wide variety of types of
evidence that demonstrate
growth and strength in my
practice
I have some
examples of
responding
Some of my
responses make
it likely students
might respond
again
My responses are
always positive and
usually clear
My responses encourage
learning
Outcome
Started
Sometimes
Often
Ready to teach
My unit and
lesson plans
would be
interesting for
students who
already love the
content
The planned
instruction and
activities relate the
learning to student
interests
My planned instruction
and activities are
relevant and would
create belonging
I have completed
all the parts of the
template related
to assessment
I have planned a
variety of
assessments, but
their purpose is
unclear
My varied
assessments
provide some
information about
student success
Student literacies
could be
improved by
subject content
I know key
literacies for my
subject, but am
not
communicating
them to students
I am sharing key
subject literacies
with my students
and model them in
my instruction
I have developed an
instructional plan to
address literacy gaps in
my students