University of the Virgin Islands 
School of Education 
Master of Arts in Education 
AY 2015-2016 
 
Educational Leadership Concentration 
Curriculum Guide Evaluation 
 
Fall 2015; STX & STT 11 
Critical 
Element 
Proficient 
              
Developing 
              
Unacceptable 
               
Unobserv
ed 
Scor
e 
Vision 
Statement 
The vision is 
present and clearly 
stated.    
100% 
Vision is present 
and partially 
clearly stated. 
 
Vision is 
present but 
ambiguous. 
 
 
 
Mission 
Statement 
A mission 
statement about the 
learning and 
teaching of all 
students (including 
special education 
and ELL students) 
is clearly stated. 
100% 
A mission 
statement about 
the learning and 
teaching of 
students is 
included but does 
not imply all 
students. 
 
Mission 
statement 
about the 
learning and 
teaching of 
students is not 
clear. 
 
 
 
Philosophy 
The philosophy 
clearly states the 
beliefs about the 
following aspects 
of the education 
program:                    
students, learning, 
teaching, grouping, 
and the community 
as part of a team in 
the learning 
environment. 
 
              
100% 
The philosophy 
clearly states the 
beliefs about 
some of the 
following key 
aspects of the 
education 
program:                 
students, learning, 
teaching, 
grouping, and the 
community as 
part of a team in 
the learning 
environment. 
The 
philosophy 
clearly states 
the beliefs 
about too few 
of the key 
aspects of the 
education 
program. 
 
 
 
Standards 
Standards clearly 
state what students 
are to know and be 
Standards state 
somewhat clearly 
what students are 
Standards do 
not clearly 
state what 
 
 
Critical 
Element 
Proficient 
              
Developing 
              
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e 
able to do in the 
grade level. 
 
100% 
to know and be 
able to do in the 
grade level. 
students are to 
know and be 
able to do in 
the grade level. 
Goals 
All of the goals are 
appropriate and 
align with the 
current 
territorial/national 
goals and other 
elements of the 
curriculum guide, 
e.g. 
objectives/learning 
outcomes, content, 
learning activities, 
assessments. 
 
 
            
100% 
Most of the goals 
are appropriate 
and align with the 
current 
territorial/national 
goals and other 
elements of the 
curriculum guide, 
e.g. objectives/ 
learning 
outcomes, 
content, learning 
activities, 
assessments. 
 
A few of the 
goals are 
appropriate 
and align with 
the current 
territorial/ 
national goals 
and other 
elements of the 
curriculum 
guide, e.g. 
objectives 
/learning 
outcomes, 
content, 
learning 
activities, 
assessments. 
 
 
Objectives/ 
Learning 
Outcomes 
Almost all 
objectives are clear, 
concise and 
measurable and 
objectives include 
Bloom’s Taxonomy 
“verbs” indicating 
higher-order 
thinking skills. 
Objectives align 
with other elements 
of the curriculum 
guide. 
 
 
 
            
100% 
Most objectives 
are clear, concise, 
and measurable 
and objectives 
include Bloom’s 
Taxonomy 
“verbs” indicating 
higher-order 
thinking skills. 
Objectives align 
with other 
elements of the 
curriculum guide. 
 
Few objectives 
are clear, 
concise, and 
measurable 
and objectives 
include 
Bloom’s 
Taxonomy 
“verbs” 
indicating 
higher-order 
thinking skills. 
Objectives 
align with 
other elements 
of the 
curriculum 
guide. 
 
 
Scope and 
sequence of 
Content   
The Scope and 
sequence of content 
are clearly outlined, 
are age and grade 
The Scope and 
sequence of 
content are mostly 
clearly outlined, 
The Scope and 
sequence of 
content are 
fairly outlined, 
 
 
Critical 
Element 
Proficient 
              
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e 
appropriate, and 
align with other 
elements of 
curriculum guide. 
 
 
         100% 
are age and grade 
appropriate, and 
align with other 
elements of 
curriculum guide. 
 
are age and 
grade 
appropriate, 
and align with 
other elements 
of curriculum 
guide.  
Instructiona
l Strategies 
and 
Learning 
Experiences  
The instructional 
strategies and 
learning 
experiences align 
with other elements 
of the curriculum 
guide and are real-
world-based in 
purposeful 
contexts, and 
provide for group 
and individual 
challenging projects 
that give students 
responsibility for 
their learning. 
 
 
 
 
 
 
            
100% 
The instructional 
strategies and 
learning 
experiences align 
with other 
elements of the 
curriculum guide 
and are mainly 
real-world-based 
in purposeful 
contexts, and 
provide for group 
and individual 
challenging 
projects that give 
students 
responsibility for 
their learning. 
 
The 
instructional 
strategies and 
learning 
experiences 
align with 
other elements 
of the 
curriculum 
guide and are 
not mainly 
real-world-
based in 
purposeful 
contexts, and 
few provide 
for group and 
individual 
challenging 
projects that 
give students 
responsibility 
for their 
learning. 
 
 
Integration 
of 
Technology 
Integration of 
Technology is 
present for both 
teacher and 
students usage.  
Integration of 
technology is 
present for 
teacher usage and 
a little for student 
usage. 
Integration of 
technology is 
present for 
teacher but 
lacking for 
student usage. 
 
 
 
 
 
100% 
 
Assessment 
Most assessment 
methods align with 
other elements of 
the curriculum 
guide and are 
varied and student 
centered. 
Many assessment 
methods align 
with other 
elements of the 
curriculum guide 
and are varied and 
student centered. 
Too few 
assessment 
methods align 
with other 
elements of the 
curriculum 
guide and are 
 
 
 
 
 
 
                 
 
Critical 
Element 
Proficient 
              
Developing 
              
Unacceptable 
               
Unobserv
ed 
Scor
e 
 
      
91% 
varied and 
student 
centered. 
 
 
9% 
Resources 
Suggested 
resources are 
aligned with the 
content and the 
learning objectives. 
Resources address 
the age, skill-level 
and readiness of 
learners. 
Resources address 
learning supplies 
and equipment such 
as manipulatives 
and technology. 
 
 
 
 
 
 
 
 
91% 
Suggested 
resources are 
somewhat aligned 
with the content 
and the learning 
objectives.  
Resources address 
the age, skill-level 
and readiness of 
learners. 
Resources address 
learning supplies 
and equipment 
such as 
manipulatives and 
technology. 
 
 
 
 
 
           
9% 
Learning 
resources are 
not aligned 
with the 
content and the 
learning 
objectives. 
Resources 
partially 
address the 
age, skill-level 
and readiness 
of learners. 
Resources 
partially 
address 
learning 
supplies and 
equipment 
such as 
manipulatives 
and 
technology. 
 
 
List of 
References/
Researched 
Materials 
An adequate list of 
current references 
/researched 
materials is 
provided.                
91% 
A list with some 
of the current 
references/ 
researched 
materials is 
provided. 
A list with too 
few references/ 
researched 
materials is 
provided. 
 
 
 
 
                    
9%