This document outlines a rubric for scoring diversity statements according to Illinois state teaching standards. It evaluates candidates on expressing responsibility for student learning, understanding social contexts, using culturally responsive teaching strategies, addressing factors like poverty and divorce, and advocating for fair education. Candidates are scored on demonstrating, explaining, and giving examples to show their understanding and application of these concepts.

1. Diversity Statement of Informed Beliefs Scoring Rubric...2011-12
EDUC 204 Families, Communities, and Culture
Name: ______________________________
Course: EDUC 204 Section: __________ Year: ___________ Instructor: _Carol Billing
ICTS 3: The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to students with diverse needs.
Indicator NotMet IndicatorAcceptable Indicator AtTarget
Indicators Score
(0 Points) (5 Points) (10 Points)
Expressesresponsibility to
Displays adequate Displays thorough and
ensure that all students learn Displays no evidence of
evidence of teacher compelling evidence of
and the impact teacher teacher responsibility for
responsibility for ensuring teacher responsibility for
expectationsand academic ensuring that all students
that all students learn and ensuring that all students
goals have on learning learn and the impact of
the impact of teacher learn and the impact of
outcomes. teacher expectations.
expectations. teacher expectations.
Expresses the importance of Displays no evidence of
Displays adequate Displays thorough and
the importance of
the social ecology evidence of the ecological compelling evidence of the
ecological interactions
theory,using information interactions between the importance ecological
between the students’
about students’ families, student’s families, interactions between
families, cultures, and
cultures, and communities as a cultures, and communities students’ families, cultures,
communities as a basis
basis for connecting as a basis for connecting and communities as a basis
for connecting
instruction. instruction. for connecting instruction.
instruction.
Displays no evidence of Displays adequate Displays thorough and
Expressand gives examples of curriculum and evidence of curriculum compelling evidence of
curriculum and instructional strategies to and instructional curriculum and instructional
instructional strategiesto foster optimal teaching strategies to foster strategies to foster optimal
decrease discrimination of and learning, using optimal teaching and teaching and learning, using
culturally diverse learners. students’ cultural learning, using students’ students’ cultural
experiences. cultural experiences. experiences.
Expresses and gives examples Displays adequate Displays thorough and
Displays no examples to
of how divorce, dual examplesto illustrate compelling examplesto
illustrate information
information regarding the illustrate information
income families, and regarding the impact of
impact of divorce, dual regarding the impact of
poverty can impact social, divorce, dual income
income families, and divorce, dual income
behavioral, emotional, and families, and poverty on
poverty on social, families, and poverty on
cognitive learning social, behavioral,
behavioral, emotional, social, behavioral, emotional,
outcomes. emotional, and cognitive
and cognitive learning and cognitive learning
learning outcomes.
outcomes. outcomes.
Expresses ideas and gives Does not support or use Displays adequate Displays thorough and
examples to express examples to illustrate compelling examples to
examples of caring, fair,
ideas of caring, fair, and ideas of caring, fair, and illustrate ideas of caring, fair,
and equitableeducation equitable education to all equitable education to all and equitable education to all
throughout the essay. students. students. students.
Points for Grading
Standard Not Met Standard Acceptable Standard AtTarget
Rating of Standard /50 0 25 50
ICTS 3

2. Diversity Statement of Informed Beliefs Scoring Rubric...2011-12
ICTS 9: The teacher uses alternative theoretical perspectives and research to guide instructional decision-
making and reflection on practice.
Indicators Score Indicator Not Met Indicator Acceptable Indicator at Target
(0 Points) (10 Point) (20 Points)
Does not interpret Displays evidence of Interprets and thoroughly
Integratessocial and
textbook information and textbook information, describes textbook
behavioral learning theories
class discussion, and/or class discussion, and information, class
presented in class discussion,
apply theories of human human development discussion, and human
readings, and incorporates
development. explaining terms (bold development through the
student development and
and underlined)and a integration of theoretical
learning abilities. Must have 15 terms per essay. theorist’s ideas. perspectives using terms.
Does not interpret Displays evidence of Interprets and thoroughly
Integrates emotional and
textbook information and textbook information, describes textbook
cognitive learning theories
class discussion, and/or class discussion, and information, class
presented in class discussion,
apply theories of human human development discussion, and human
readings, and incorporates
development. explaining terms (bold development through the
student development and
and underlined)and a integration of theoretical
learning abilities. Must have 15 terms per essay. theorist’s ideas. perspectives using terms.
Total
Standard Not Met Standard Acceptable Standard at Target
Rating of Standard /40
0 20 40
ICTS 9
ICTS 6: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in
and beyond the classroom.
Indicator Not Met Indicator Acceptable Indicator at Target
Indicators Score
(0 points) (2.5 points) (5 points)
Writing is clear and
Writing is unclear and
understandable; ideas are
difficult to understand, Writing is generally
presented in a convincing
no conclusion, and no clear and
Writes effectively in manner in paper,
essay understandable. Writing
communicating ideas introduction, and
introductionWriting has three to sixgrammar,
Writes with clarity conclusion.Writing has two
contains many grammar, punctuation, word usage,
or less errors in grammar,
punctuation, word usage, or spelling errors.
punctuation, word usage,
and/or spelling errors
and/or spelling errors.
Completely follows
Follows designated APA
designated format including
Student does not use format using subtitles,
proper title, subtitles,
Follows designated designated indentations, and proper
indentions, and
formatReferences and formatIncludes proper spacing with few errors.
spacing.Citation(s), and
citations citations and reference Uses quotation and/or
reference(s) Title page,
page summarizes another’s
introduction, and conclusion
ideas with few errors.
are in APA.
TOTAL
Rating of Standard Standard Not Met Standard Acceptable Standard at Target
/16
0 5 10
ICTS 6
Total Points for Grading /100