Lesson Plan Rubric

WEST CHESTER UNIVERSITY LESSON PLAN RUBRIC

Candidate’s Name __________________________
Lesson Topic ______________________________
Semester: Fall Spring Summer
Lesson Taught: Yes No

Course Prefix/Number/Section ___________
Grade __________
Year: 2025 2026 2027 2028

Directions: The statements on this form are characteristics and qualities that the Candidate is expected to demonstrate and which indicate the extent of his/her development at this point in the preparation sequence. As you carefully consider each item, please place an X in the box next to the level of performance that the Candidate demonstrated. Please select only one option for each lesson plan component.

Evaluation Scale

Distinguished (4 pts.): Candidate performed at a level well beyond that expected of a novice teacher (This rating reserved to highlight exceptional strengths.)

Proficient (3 pts.): Candidate performed commendably; reflective of successful efforts

Basic (2 pt.): Candidate performed adequately with few exceptions; reflective of acceptable efforts

Emerging/Needs Development (1 pts.): Candidate performed at a level less than acceptable; reflective of the need to strengthen and/or develop

Lesson Plan Item with Danielson’s Framework	Distinguished 4	Proficient 3	Basic 2	Unsatisfactory/Not Addressed 1
A. Introductory Information Danielson 1b: Demonstrating Knowledge of Students The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.	Intentionally left blank – Not applicable	All introductory information is included and accurate including: Date of lesson Grade level Topic/subject Type of instruction Audience Student/Group characteristics [if teaching the lesson]	Introductory information is missing one element however complete elements are accurate.	Introductory information is missing more than one element or information is not accurate.
B. Standards Danielson 1c: Setting Instructional Outcomes Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.	Intentionally left blank – Not applicable	Appropriate standards, including technology standards (if applicable), are identified, and are connected to: Objectives Instruction Assessment AND Additional relevant standards (e.g., literacy, career, alternate, etc.) are included.	Appropriate standards, including technology standards (if applicable), are identified, and are connected to two of the following: Objectives Instruction Assessment AND/OR Plan may be missing additional relevant standards (e.g., literacy, career, alternate, etc.).	Appropriate standards are not included. OR Standards do not align to the following: Objectives Instruction Assessment
C. Objectives Danielson 1c: Setting Instructional Outcomes Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.	Intentionally left blank – Not applicable	Teacher candidate identifies what is expected of students by the end of this lesson. Objectives are clearly connected to all standards, assessment, and instruction.	Teacher candidate identifies some but not all expectations students should meet by the end of this lesson; AND connects objectives to instruction. AND/OR Teacher candidate may connect to some, but not all standards, and/or some, but not all assessments.	Teacher candidate did not include objectives. OR Teacher candidate has not connected to one or more of the following areas: standards, assessments, and instruction.
D. Assessment Danielson 1f: Assessing Student Learning All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.	Teacher candidate meets all proficient criteria and addresses both the formal and informal assessments occurring throughout the lesson.	Teacher candidate includes tool/method of assessment AND describes the information to be gathered from the method/tool AND the tool/method is clearly connected to all standards, all objectives, and instruction.	Teacher candidate includes tool/method of assessment AND connects to instruction, AND MAY provide limited description of the information to be gathered from the method/tool, AND/OR may connect to some but not all standards, and/or some but not all objectives,	Teacher candidate did not include tool/method of assessment, AND/OR does not provide description of the information to be gathered from the tool, AND/OR does not connect to one or more of the following areas: standards, objectives, instruction
E. Teacher Content Knowledge Danielson 1a: Demonstrating Knowledge of Content and Pedagogy The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.	Teacher candidate meets all proficient criteria and includes extensive or sophisticated attention to examples/non-examples, misconceptions, AND MAY include considerations of challenging syntax and/or discourse	Teacher candidate identifies topics/concepts. AND Teacher candidate lists specific words students should understand and/or be able to use before the start of the lesson, AND words students should be able to use by the end of the lesson. AND Teacher candidate includes one student-friendly definition, explanation, or example for each word.	Teacher candidate identifies topics/concepts. AND Teacher candidate lists words that students will be exposed to by the end of the lesson for each topic/concept AND MAY provide either dictionary definitions or student-friendly definitions.	Teacher candidate did not identify topics/concepts developmentally appropriate or may be missing key elements. Teacher candidate did not include considerations of academic language in the lesson plan.
F. Materials and Resources Danielson 1d: Demonstrating Knowledge of Resources The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources.	Intentionally left blank – Not applicable	Teacher candidate listed all materials for the lesson, included all materials (to the extent reasonable), and used materials that are age/ developmentally appropriate.	Teacher candidate listed materials for the lesson and included materials (to the extent reasonable) but materials are either not age or developmentally appropriate.	Teacher candidate did not list materials for the lesson within the lesson plan.
G. Instructional Steps: Lesson Opening Danielson 1e: Designing Coherent Instruction	Teacher candidate provides detailed steps for how to introduce the lesson so that it could be replicated with integrity. Teacher candidate developed lesson opening that meets all proficient criteria AND it is exceptionally motivating and engaging for students.	Teacher candidate provides steps for introducing the lesson. Teacher candidate designed lesson opening to be developmentally, age, or topically appropriate, is connected to instructional activities, and draws upon at least one of the following: The purpose and strategy/concept or skill; Activating and building students’ prior knowledge; Motivating and engaging students in the lesson topic Differentiating based on the needs of the students	Teacher candidate provides steps for introducing the lesson. Teacher candidate connects lesson opening to objectives and instructional activities; But, lesson opening may be: limited to identifying the lesson’s topic, skill/concept not developmentally, age, or topically appropriate (too long/too short)	Teacher candidate lacks step for introducing the lesson. AND/OR Lesson opening may be: distracting from the lesson’s objective not connected to instructional activities not present
H. Instructional Steps: Lesson Danielson 1e: Designing Coherent Instruction Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.	Teacher candidate provides detailed steps for how to teach the lesson so that it could be replicated with integrity. Teacher candidate includes how tasks are differentiated based on needs of students. Teacher candidate displays extensive evidence of supporting students’ developing thought process(es). Teacher candidate provides clear information about the content.	Teacher candidate provides steps for teaching the lesson. Includes how tasks are differentiated based on needs of students. Teacher candidate displays some evidence of supporting students’ developing thought process(es). Teacher candidate provides some instructions that could be communicated to students. Teacher candidate provides information about the content.	Teacher candidate provides steps for teaching the lesson. Teacher candidate is missing one of the following or contains limited information for two of the following: How tasks are differentiated based on needs of students Displays minimal evidence of supporting students’ developing thought process(es) Provides information about the content.	Teacher candidate lacks steps for teaching the lesson. The lesson is not easy to follow. AND/OR Teacher candidate is missing two or three, or contains limited information for all of the following: How tasks are differentiated based on needs of students Displays minimal evidence of supporting students’ developing thought process(es) Provides information about the content.
I. Instructional Steps: Lesson Closure Danielson 1e: Designing Coherent Instruction Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.	Teacher candidate provides detailed steps for how to close the lesson so that it could be replicated with integrity. Teacher candidate clearly integrates the following: What students have learned. How what the students learned will extend beyond this lesson. Differentiate closure based on the needs of the students.	Teacher candidate provides steps for how to close the lesson. Teacher candidate integrates the following: What students have learned. How what the students learned will extend beyond this lesson. Differentiate closure based on the needs of the students.	Teacher candidate provides steps for how to close the lesson. Teacher candidate is missing one of the following or contains limited information for two of the following: What students have learned. How what the students learned will extend beyond this lesson. Differentiate closure based on the needs of the students.	Teacher candidate does not include steps to close the lesson or the steps provided are not clear or do not connect to the lesson. AND/OR Teacher candidate is missing two or three, or contains limited information for all of the following: What students have learned. How what the students learned will extend beyond this lesson. Differentiate closure based on the needs of the students.
J. Differentiation/ Adaptations/ Accommodations/ Modifications Danielson 1b: Demonstrating Knowledge of Students The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.	Teacher candidate includes more than two methods of differentiation/ adaptations/ accommodations/ modifications for cultural/ linguistic diversity, student (dis)abilities, and other student characteristics including assets/strengths. AND Teacher candidate includes differentiation/ adaptations/ accommodations/ modifications for multiple students in each characteristic (cultural/ linguistic diversity, student (dis)abilities, and other student characteristics).	Teacher candidate includes identification of more than one appropriate method for differentiation/ adaptations/ accommodations/ modifications for cultural/linguistic diversity, (dis)abilities, and additional characteristics including assets/strengths.	Teacher candidate includes identification of at least one appropriate method for differentiation/ adaptations/ accommodations/ modifications for cultural/linguistic diversity, (dis)abilities, and additional characteristics of students.	Teacher candidate did not complete this section. AND/OR Teacher candidate suggested methods for differentiation, and/or adaptations, and/or accommodations, and/or modifications do not match the students’ cultural and linguistic diversity, (dis)abilities and/or additional characteristics.
K. Rationale on Planning Process Danielson 4a: Reflecting on Teaching The teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.	Teacher candidate’s rationale meets all proficient criteria and may include: reference to relevant research and/or professional literature. AND Teacher candidate provides a nuanced consideration of the relationship between various lesson components and student characteristics including assets.	Teacher candidate’s rationale that answers all questions included in the guidelines. AND Rationale demonstrates that the teacher candidate is appropriately considering the various components of a lesson plan. AND Rationale demonstrates that the teacher candidate is appropriately considering student characteristics including assets.	Teacher candidate’s rationale that answers all questions included in the guidelines. AND Rationale demonstrates that the teacher candidate is appropriately considering the various components of a lesson plan. OR Rationale demonstrates that the teacher candidate is appropriately considering student characteristics	Teacher candidate’s rationale may not answer all questions in the guidelines. AND/OR Rationale may demonstrate the teacher candidate has misconceptions regarding one or more components of an effective lesson. AND/OR Rationale may demonstrate the teacher candidate considers student needs but no other characteristics.
L. Reflection on Instruction Danielson 4a: Reflecting on Teaching The teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.	Teacher candidate’s reflection meets all proficient criteria and includes further attention to student engagement and comprehension considering student characteristics.	Teacher candidate’s reflection addresses all questions and does so with discussion of specific students, moments, assessment data, in relation to their teacher moves, responses or potential revisions.	Teacher candidate’s reflection addresses all questions in the guidelines but lacks accuracy or specificity.	Teacher candidate’s reflection does not address one or more questions in the guidelines.

Lesson Plan Item with Danielson’s Framework

Distinguished
4

Proficient
3

Basic
2

Unsatisfactory/Not Addressed
1

A. Introductory Information

Danielson 1b: Demonstrating Knowledge of Students

The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

Intentionally left blank – Not applicable

All introductory information is included and accurate including:

Date of lesson
Grade level
Topic/subject
Type of instruction
Audience
Student/Group characteristics [if teaching the lesson]

Introductory information is missing one element however complete elements are accurate.

Introductory information is missing more than one element or information is not accurate.

B. Standards

Danielson 1c: Setting Instructional Outcomes

Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

Intentionally left blank – Not applicable

Appropriate standards, including technology standards (if applicable), are identified, and are connected to:

Objectives
Instruction
Assessment

AND

Additional relevant standards (e.g., literacy, career, alternate, etc.) are included.

Appropriate standards, including technology standards (if applicable), are identified, and are connected to two of the following:

Objectives
Instruction
Assessment

AND/OR

Plan may be missing additional relevant standards (e.g., literacy, career, alternate, etc.).

Appropriate standards are not included.

OR

Standards do not align to the following:

Objectives
Instruction
Assessment

C. Objectives

Danielson 1c: Setting Instructional Outcomes

Intentionally left blank – Not applicable

Teacher candidate identifies what is expected of students by the end of this lesson. Objectives are clearly connected to all standards, assessment, and instruction.

Teacher candidate identifies some but not all expectations students should meet by the end of this lesson; AND connects objectives to instruction.

AND/OR

Teacher candidate may connect to some, but not all standards, and/or some, but not all assessments.

Teacher candidate did not include objectives.

Teacher candidate has not connected to one or more of the following areas: standards, assessments, and instruction.

D. Assessment

Danielson 1f: Assessing Student Learning

All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.

Teacher candidate meets all proficient criteria and addresses both the formal and informal assessments occurring throughout the lesson.

Teacher candidate includes tool/method of assessment AND describes the information to be gathered from the method/tool AND the tool/method is clearly connected to all standards, all objectives, and instruction.

Teacher candidate includes tool/method of assessment AND connects to instruction,
AND MAY
provide limited description of the information to be gathered from the method/tool,
AND/OR
may connect to some but not all standards, and/or some but not all objectives,

Teacher candidate did not include tool/method of assessment,
AND/OR
does not provide description of the information to be gathered from the tool,
AND/OR
does not connect to one or more of the following areas: standards, objectives, instruction

E. Teacher Content Knowledge

Danielson 1a: Demonstrating Knowledge of Content and Pedagogy

The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

Teacher candidate meets all proficient criteria and includes extensive or sophisticated attention to examples/non-examples, misconceptions,

AND MAY include considerations of challenging syntax and/or discourse

Teacher candidate identifies topics/concepts.

AND

Teacher candidate lists specific words students should understand and/or be able to use before the start of the lesson, AND words students should be able to use by the end of the lesson.

AND

Teacher candidate includes one student-friendly definition, explanation, or example for each word.

Teacher candidate identifies topics/concepts.

AND

Teacher candidate lists words that students will be exposed to by the end of the lesson for each topic/concept AND MAY provide either dictionary definitions or student-friendly definitions.

Teacher candidate did not identify topics/concepts developmentally appropriate or may be missing key elements.

Teacher candidate did not include considerations of academic language in the lesson plan.

F. Materials and Resources

Danielson 1d: Demonstrating Knowledge of Resources

The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources.

Intentionally left blank – Not applicable

Teacher candidate listed all materials for the lesson, included all materials (to the extent reasonable), and used materials that are age/ developmentally appropriate.

Teacher candidate listed materials for the lesson and included materials (to the extent reasonable) but materials are either not age or developmentally appropriate.

Teacher candidate did not list materials for the lesson within the lesson plan.

G. Instructional Steps: Lesson Opening

Danielson 1e: Designing Coherent Instruction

Teacher candidate provides detailed steps for how to introduce the lesson so that it could be replicated with integrity.
Teacher candidate developed lesson opening that meets all proficient criteria AND it is exceptionally motivating and engaging for students.

Teacher candidate provides steps for introducing the lesson.

Teacher candidate designed lesson opening to be developmentally, age, or topically appropriate, is connected to instructional activities, and draws upon at least one of the following:

The purpose and strategy/concept or skill;
Activating and building students’ prior knowledge;
Motivating and engaging students in the lesson topic
Differentiating based on the needs of the students

Teacher candidate provides steps for introducing the lesson.

Teacher candidate connects lesson opening to objectives and instructional activities;

But, lesson opening may be:

limited to identifying the lesson’s topic, skill/concept
not developmentally, age, or topically appropriate (too long/too short)

Teacher candidate lacks step for introducing the lesson.

AND/OR

Lesson opening may be:

distracting from the lesson’s objective
not connected to instructional activities
not present

H. Instructional Steps: Lesson

Danielson 1e: Designing Coherent Instruction

Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.

Teacher candidate provides detailed steps for how to teach the lesson so that it could be replicated with integrity.

Teacher candidate includes how tasks are differentiated based on needs of students.

Teacher candidate displays extensive evidence of supporting students’ developing thought process(es).

Teacher candidate provides clear information about the content.

Teacher candidate provides steps for teaching the lesson. Includes how tasks are differentiated based on needs of students.

Teacher candidate displays some evidence of supporting students’ developing thought process(es).

Teacher candidate provides some instructions that could be communicated to students.

Teacher candidate provides information about the content.

Teacher candidate provides steps for teaching the lesson.

Teacher candidate is missing one of the following or contains limited information for two of the following:

How tasks are differentiated based on needs of students
Displays minimal evidence of supporting students’ developing thought process(es)
Provides information about the content.

Teacher candidate lacks steps for teaching the lesson. The lesson is not easy to follow.

AND/OR

Teacher candidate is missing two or three, or contains limited information for all of the following:

How tasks are differentiated based on needs of students
Displays minimal evidence of supporting students’ developing thought process(es)
Provides information about the content.

I. Instructional Steps: Lesson Closure

Danielson 1e: Designing Coherent Instruction

Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.

Teacher candidate provides detailed steps for how to close the lesson so that it could be replicated with integrity.

Teacher candidate clearly integrates the following:

What students have learned.
How what the students learned will extend beyond this lesson.
Differentiate closure based on the needs of the students.

Teacher candidate provides steps for how to close the lesson.

Teacher candidate integrates the following:

What students have learned.
How what the students learned will extend beyond this lesson.
Differentiate closure based on the needs of the students.

Teacher candidate provides steps for how to close the lesson.

Teacher candidate is missing one of the following or contains limited information for two of the following:

What students have learned.
How what the students learned will extend beyond this lesson.
Differentiate closure based on the needs of the students.

Teacher candidate does not include steps to close the lesson or the steps provided are not clear or do not connect to the lesson.

AND/OR

Teacher candidate is missing two or three, or contains limited information for all of the following:

What students have learned.
How what the students learned will extend beyond this lesson.
Differentiate closure based on the needs of the students.

J. Differentiation/ Adaptations/ Accommodations/ Modifications

Danielson 1b: Demonstrating Knowledge of Students

Teacher candidate includes more than two methods of differentiation/ adaptations/ accommodations/ modifications for cultural/ linguistic diversity, student (dis)abilities, and other student characteristics including assets/strengths.

AND

Teacher candidate includes differentiation/ adaptations/ accommodations/ modifications for multiple students in each characteristic (cultural/ linguistic diversity, student (dis)abilities, and other student characteristics).

Teacher candidate includes identification of more than one appropriate method for differentiation/ adaptations/ accommodations/ modifications for cultural/linguistic diversity, (dis)abilities, and additional characteristics including assets/strengths.

Teacher candidate includes identification of at least one appropriate method for differentiation/ adaptations/ accommodations/ modifications for cultural/linguistic diversity, (dis)abilities, and additional characteristics of students.

Teacher candidate did not complete this section.

AND/OR

Teacher candidate suggested methods for differentiation, and/or adaptations, and/or accommodations, and/or modifications do not match the students’ cultural and linguistic diversity, (dis)abilities and/or additional characteristics.

K. Rationale on Planning Process

Danielson 4a: Reflecting on Teaching

The teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

Teacher candidate’s rationale meets all proficient criteria and may include: reference to relevant research and/or professional literature.

AND

Teacher candidate provides a nuanced consideration of the relationship between various lesson components and student characteristics including assets.

Teacher candidate’s rationale that answers all questions included in the guidelines.

AND

Rationale demonstrates that the teacher candidate is appropriately considering the various components of a lesson plan.

AND

Rationale demonstrates that the teacher candidate is appropriately considering student characteristics including assets.

Teacher candidate’s rationale that answers all questions included in the guidelines.

AND

Rationale demonstrates that the teacher candidate is appropriately considering the various components of a lesson plan.

Rationale demonstrates that the teacher candidate is appropriately considering student characteristics

Teacher candidate’s rationale may not answer all questions in the guidelines.

AND/OR

Rationale may demonstrate the teacher candidate has misconceptions regarding one or more components of an effective lesson.

AND/OR

Rationale may demonstrate the teacher candidate considers student needs but no other characteristics.

L. Reflection on Instruction

Danielson 4a: Reflecting on Teaching

Teacher candidate’s reflection meets all proficient criteria and includes further attention to student engagement and comprehension considering student characteristics.

Teacher candidate’s reflection addresses all questions and does so with discussion of specific students, moments, assessment data, in relation to their teacher moves, responses or potential revisions.

Teacher candidate’s reflection addresses all questions in the guidelines but lacks accuracy or specificity.

Teacher candidate’s reflection does not address one or more questions in the guidelines.

Special Education Teacher Candidate Handbook