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["GENERAL COMPETITION INFORMATION"]
["All students wishing to compete at the Educators Rising National Conference must complete 3 required steps:\n1.  Be an Active-level paid member of Educators Rising.\n2.  Sign up to compete at the national conference and submit any required materials by the deadline. This is NOT done automatically if you competed at a state or regional conference. You must do this by logging into the Educators Rising membership portal and clicking on the Student Resources section.\n3.  Register to attend the PDK2020 National Conference."]
["     All individual competitions are open to Educators Rising members in middle school and high school. (Students may or may not be affiliated with an Educators Rising school program.) All team competitions are open to Educators Rising programs in middle school and high school. Please note: middle school will compete with high school. They will not have their own division. Two competitions are open to college-level students. They will compete in their own division.\n     All competitors must attend the PDK 2020 National Conference on June 17- 21, 2020 in Washington, DC. Competitions will take place on-site on Thursday, June 18 through Saturday, June 20, 2020.\n     If a competitor is from a state that holds state competitions, they must first qualify in that given event at their state conference before competing in that event at the Educators Rising National Conference. Contact your state/regional coordinator to see if your state offers competitions. Visit\nbit.ly/EdRisingAffiliates to contact your state/regional coordinator.",{"$nulls":8},"     In order to be scheduled to compete in a national competition, all competitor applications, national dues and required materials must be submitted by 5:00 p.m. (Eastern Time), April 20, 2020. Each competition will identify what materials are required for submission prior to the competition. Failure to submit required materials by the submission deadline will result in disqualification. Students who have won state-level competitions also must submit their entries on the national website by the deadline to compete at the national conference. Your state does not do this for you.\n     For states that offer state-level competitions, the top five places in each competition offered by the state will be eligible to compete at the Educators Rising National Conference; no other entrants from states that offer the competition at the state level will be eligible for those state-level-offered competitions."]
["     For states that do not offer state-level competitions, students may register to compete in those events at the Educators Rising National Conference. (For example, if you want to compete in Impromptu Speaking but place sixth or lower in your state- level Impromptu Speaking competition or don’t compete in the state level competitions at all — you unfortunately can’t compete in Impromptu Speaking at the Educators Rising National Conference this year. If you live in a state that didn’t hold an Impromptu Speaking state-level competition, you may register to compete in that event at the Educators Rising National Conference.) This applies to all Educators Rising national competitions.\n     For entries in national competitions, competitors must submit or bring to the event all required materials described in the national competition guidelines. Any material or forms submitted at previous state or local presentations need to be resubmitted for the national competition in order to count in national competitions.\n     All video files that are submitted in advance must be in .mp4 format. Videos that are not in this file format will not be accepted and will be immediately disqualified. Videos will not be accepted by mail. The maximum file size for any video submitted in advance is 2 GB. All competitors should also bring a copy of the video file on a USB drive to the conference. Educators Rising competitions comply with FERPA in regard to student privacy and video security. Competitors are responsible for ensuring that their competition videos comply with local and state requirements regarding student privacy.",{"$nulls":7},"     Except when explicitly specified, the Internet may not be used during a competition presentation at the Educators Rising National Conference. All relevant files and resources should be brought to the competition site on a USB drive. All Prezi files should be download to the USB drive. Internet access may not be available during the competition. Students should bring their own pointing device, if needed.\n     Students may enter up to a total of two combined events.\n     Teacher leaders may enter up to two students per school in each individual event and one team for team events. All team events must have at least two students (and no more than four) per school to qualify.\n     Competitors must report to their assigned areas on time. Failure to report at their scheduled time can result in disqualification. Competition schedules will be posted in the Educators Rising Membership Portal prior to the conference. Be sure to check these schedules prior to your arrival.\n     Spectators may not coach or offer any verbal or nonverbal assistance to a contestant during that contestant’s assigned time slot with the judges. A breach of this guideline may result in disqualification of the contestant.\n     Spectators may not record any competition without prior consent of the competitors and judges.\n     Competitors are expected to dress in business-casual attire. (For a detailed explanation of what is and is not permissible as “business casual,” see here: humanresources.about.com/od/ workrelationships/a/dress_code.htm.) Points will be deducted from the entrant’s score for failure to follow the stated dress\ncode."]
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["     Certificates will be awarded to the top 10 entries. Awards will be presented to the top three entries in each category.\n     Entrants grant Phi Delta Kappa International, the sponsoring organization for Educators Rising, the right to use and publish the submission in print, online, or in any media without compensation.\n     Entrants grant Phi Delta Kappa International, the sponsoring organization for Educators Rising, the right to post photos of students for promotional purposes on the Educators Rising website and EdRising Virtual Campus.\n     All source media used for the competition must be cited in competition submissions.\n     All submitted materials must reflect original work from the 2019-2020 school year. Material that may have been created or submitted in previous years is ineligible.\n     Competitors are strongly discouraged from using copyrighted material in their competitive",{"$nulls":10},"entries. If copyrighted material is used, written permissions must be obtained for the rights to display and present media-related materials at the Educators Rising National Conference and to post media-related materials on the Educators Rising website. All permissions obtained to use copyrighted material must be included with entry submission. (Note: This requirement applies to music used in videos, graphics taken from the web, and other media- related materials. It does not apply to artifacts collected for a project.)\n     Plagiarism is strictly prohibited in all documents submitted. Judges can disqualify students competing if it is determined that any part of their documents have been plagiarized.\n     Teacher leaders are prohibited from approaching judges to discuss scoring or feedback. All questions or concerns should be brought to the attention of a staff member.\n     Failure to follow the stated guidelines could result in disqualification of student competing."]
["ENTRIES WILL BE SUBMITTED THROUGH THE EDRISING\nMEMBERSHIP PORTAL (members.pdkintl.org) IN THE RESOURCES SECTION.\nHAVE ANY QUESTIONS? CALL 800-766-1156 OR EMAIL INFO@EDUCATORSRISING.ORG."]
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["EDUCATORS RISING NATIONAL COMPETITIONS\nReady to compete at Nationals?\nHere is a checklist to help you get prepared, registered, and on the official schedule for Washington, DC!\nSUBMISSIONS OPEN: FEBRUARY 1, 2020 8:00 A.M. EASTERN TIME\nDEADLINE TO APPLY FOR ON-SITE SCHEDULING: APRIL 20, 2020 5:00 P.M. EASTERN TIME"]
["      Review the full national competition guidelines and rubric. Check the Resources Section in the EdRising Membership Portal. Some processes may be different from your state/regional conference.\n      Log in to the EdRising Membership Portal, go to the Educators Rising High School Resources section, and click on the Student Resources tab. Select the competition you are interested in from list. Read the guidelines and rubrics and then click Apply, which will take you to the national competition online platform.\n      Complete the online application, upload any required documents/videos, and submit. Depending on your competition, some of these items are judged before the conference so make sure they are in their final form. Recommendation: Have someone proofread your documents prior to submitting them. Many points have been lost in past years by competitors who had many spelling, grammar, and mechanics errors in their work."]
["You must complete and submit the online application by the April 20 deadline to be scheduled to compete at the Educators Rising National Conference. Participating at a state or regional conference does not provide a pass on completing this process."]
["      Print and save your confirmation email. You will need this information when you register for the conference.\n      Register to attend the PDK2020 National Conference, which will take place June 17-21 in Washington, DC. All national conference information, including how to register, can be found in the Resources section of the EdRising Membership Portal.\n      Find out when you are scheduled to compete on-site. Competition schedules will be posted in the EdRising Membership Portal on May 18, 2020. After this date, you can log in and go to the Resources section to find the posted schedules.\n      Practice, practice, practice! The best way to prepare for your on-site competition is to practice in front of your peers. Recommendation: Reread the National Competition Guidelines and Rubric for your competition.\n      See you in Washington, DC! The top 10 for each competition will be announced at the National Conference Awards Celebration on June 21, 2020 in Washington, DC. Don’t miss your chance to be recognized! Be sure that when you plan your transportation for the conference that you can attend this final celebration."]
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["2020 LESSON PLANNING AND DELIVERY  COMPETITION\nHumanities (English Language Arts & Social Studies)\nCOMPETITION TYPE: Individual — Closed to spectators ELIGIBILITY: Educators Rising Middle and High School Students EDUCATORS RISING STANDARDS:\n     Standard I: Understanding the Profession\n     Standard II: Learning About Students\n     Standard III: Building Content Knowledge\n     Standard IV: Engaging in Responsive Planning\n     Standard V: Implementing Instruction\n     Standard VI: Using Assessments and Data\n     Standard VII: Engaging in Reflective Practice"]
["“I am certain that after the dust of centuries has passed over our cities, we, too, will be remembered not for victories or defeats in battle or in politics, but for our contribution to the human spirit.”"]
["— President John F. Kennedy"]
["Contest Purpose\nPlanning, preparing, and delivering effective instruction is the heart of the work of all educators. This competition challenges young educators to plan and deliver a lesson of their choosing to an actual classroom of students. Self-reflection following the lesson is an essential component of this competition; a clear-eyed evaluation of what you’ve done is the best way to learn and make wise choices in the future.\nThe humanities encourage thoughtful exploration of ideas and expression and are critical to individual identity and collective culture. Great teachers in these subjects are the linchpins to the flourishing of an enlightened democracy.\nSubject areas eligible for this competition:\n     English Language Arts\n     Social Studies (including civics and government, economics, history, and geography)\n*If you are interested in teaching visual art, music, media arts, dance, or drama/theater, check out the Educators Rising “Lesson Planning and Delivery Competition — Arts.”\nFor models of excellence, students are strongly encouraged to examine the videos and reflective commentaries of National Board Videos in the Get Inspired section of the EdRising Virtual Campus."]
["Competition Guidelines\nThere are three components to this competition:\n    A written lesson plan: submitted and scored by judges prior to the national conference, but also brought by the contestant to the on-site competition;\n    A lesson delivery video: submitted and scored by judges prior to the national conference, but also brought by the contestant to the on-site competition [The video is NOT to be screened during the on-site presentation at the national conference; the time is reserved for an interactive reflection.]; and\n    A reflection between contestant and on- site judges at the national conference. This includes\na student presenting his/her reflections about the lesson as well as an interactive Q&A exchange."]
["LESSON PLAN: A written lesson plan\nA.  The lesson plan must be submitted online. The entrant should provide his/ her name, the name of the classroom teacher and the school where\nthe lesson was taught, the grade level and subject, date lesson was performed, title of lesson, objective of lesson, description of practice activities, desired outcomes of the lesson, and a method of assessing whether the outcomes were achieved.\nB.  The lesson content and grade level are the entrant’s decision.\nC.  Contestants must bring a copy of the written lesson plan with them to the competition site.\nLESSON DELIVERY: A 10-minute-or-less video\nA.  The lesson described in the plan must be delivered to an actual classroom of students with the classroom teacher present. The classroom teacher may not be the entrant’s Educators Rising teacher leader.\nB.  A 10-minute video, clearly depicting the entrant delivering the lesson, must be submitted online along with the lesson plan. Do not exceed the 10-minute length. Only the first 10 minutes of\nthe video will be judged. (Given that most lessons take longer than 10 minutes, your video may be edited to include compilation of important parts of your lesson.)\nC.  The video file must be in .mp4 format. Videos that are not in this file\nJudging and scoring\n1.  The judges’ decisions are final.",{"$nulls":11},"format will not be accepted and will be disqualified. The maximum file size\nis 2GB.\nD.  Contestants must bring their video\nto the competition site on a USB drive.\nE.   By submitting a video for this Educators Rising national competition, the competitor assumes full responsibility for securing all required, documented consent from persons appearing in the video, or their legal parents/guardians if they are under the age of 18.\nREFLECTION: An interactive session with judges\nA.  The entrant will have 10 minutes with a panel of judges to reflect on the lesson and, optionally, to share student- and/ or teacher-created artifacts from the lesson. The reflection should include what the entrant felt went well, how to improve, and what was learned from the experience that will help him/her become a better teacher. Note cards or papers containing entrant-generated material to support the reflection are permitted. A slide deck is encouraged only if the use of slides enhances the entrant’s communication of his or her reflection. Slide decks are not\nrequired. The video will not be shown as a part of this session.\nB.  Judges may ask follow-up questions during the 10-minute reflective, interactive session."]
[]
["2.  Scoring is based on the Lesson Planning and Delivery Competition – Humanities rubric."]
["2020 LESSON PLANNING AND DELIVERY— HUMANITIES COMPETITION\nSECONDARY LEVEL (MIDDLE & HIGH SCHOOL) DETAILED SCORING RUBRIC"]
["Judges should use this rubric as a guide to assigning points on the Feedback & Tally Sheet."]
["PRE-SCORED COMPONENTS\nLesson Plan Document"]
["Points Available",null,"5\nAccomplished",null,null,null,"4\nCommendable",{"$nulls":6},"3\nDeveloping",null,null,null,"2–1\nNeeds Improvement"]
["Clear & High Expectations",null,"Clear and high expectations are evident throughout every aspect of the plan. This means: Lesson title, goal, and objective are clearly and prominently stated.\nGoal and objective reflect expert-level choices; they are relevant and rigorous given the instructional context.\nThe lesson is conceived to realistically achieve upper level thinking on Bloom’s taxonomy, and the plan clearly spells that out.\nThe plan includes clear alignment to relevant learning\nstandards.",null,null,null,"Clear and high expectations are evident throughout most aspects of the plan. This means:\nThe lesson title, goal, and objective are clearly stated, and are logical given the instructional context.\nThe expectations articulated in the goal and objective are clearly built into most aspects of the lesson design.\nThe plan suggests alignment to relevant learning standards.",{"$nulls":6},"Clear and high expectations are evident throughout some aspects of the plan. This means:\nThe lesson title, goal, and objective are stated and reflect basic levels of rigor and relevance given the instructional context.\nThe plan could benefit from asking more from students, or from a more strategically designed progression of activities that would be better suited to actually meet high expectations.\nThe plan may offer only superficial information related to learning standards\nalignment.",null,null,null,"Clear and high expectations are evident throughout few or no aspects of the plan.\nThis means:\nThe lesson title, goal, and objective may be missing or unclear or reflect levels of rigor and relevance that may be too low given the instructional context.\nThe plan could benefit from asking much more from students, or from a revision for clarity.\nThe plan makes no mention of alignment learning standards."]
["Points Available","5\nAccomplished",{"$nulls":4},"4\nCommendable",{"$nulls":6},"3\nDeveloping",null,null,null,"2–1\nNeeds Improvement"]
["Organizing and Sequencing Content for Student Learning","The progression of the lesson is clearly articulated and strategically designed to maximize student engagement and learning, and to meet the lesson goal and objective.",{"$nulls":4},"The progression of the lesson is logically designed to meet the lesson goal and objective.\nIt could benefit from some more explanation for how each facet of the students’ experience in the lesson will support the achievement of the goal and objective.",{"$nulls":6},"The progression of the lesson aims to meet the goal and objective.\nIt needs more detail or clearer strategy in order to reflect a comprehensive vision of how each facet of the students’ experience in the lesson will support the achievement of the goal and\nobjective.",null,null,null,"The progression of the lesson seems inconsistent, or unclear, or even at times illogical despite an attempt to achieve the lesson goal and objective."]
["Instructional Methods","The lesson plan strategically incorporates multiple methods of instruction (ex. teacher talk, student talk, teacher-student interactive talk, student creation of print or non-print text, gallery walk) to maximize student engagement and learning, and to meet the lesson goal and objective.\nThe use of the instructional methods with the content and goal/objective is expert-level in its\nconception.",{"$nulls":4},"The lesson plan incorporates multiple methods of instruction to attempt to maximize student engagement and learning, and to meet the lesson goal and objective.\nA more strategic use of the instructional methods with the content and goal/objective would likely yield better student outcomes.",{"$nulls":6},"The lesson plan attempts to incorporate multiple methods of instruction, but the rationale and strategy may lack appropriate levels of clarity, feasibility, or applicability.",null,null,null,"The lesson plan reflects limited understanding of instructional methods to support student learning, student engagement, and meeting the goal and objective."]
["Materials","The lesson plan is clear about what materials will be required. Those materials are expertly chosen to maximize student engagement and learning, and to meet the lesson goal and objective.",{"$nulls":4},"The lesson plan is clear about what materials will be required. Those materials apply to the lesson but may not represent the most efficient selection to maximize student engagement and learning, given the lesson plan’s goal and objective.",{"$nulls":6},"The lesson plan does include materials to be used but would benefit from greater specificity in their description or strategy in their selection.\nNot all materials are essential to achieve the lesson’s goal.",null,null,null,"The lesson plan includes a partial list of materials to be used.\nThe strategy is vague or incomplete for describing how to leverage use of these materials to support student engagement and learning to meet the lesson’s objective\nand goal."]
["Points Available",null,null,"5\nAccomplished",null,null,"4\nCommendable",{"$nulls":6},"3\nDeveloping",null,null,null,"2–1\nNeeds Improvement"]
["Assessment",null,null,"The plan includes a professional- caliber selection of assessment method(s) and a thorough description and rationale as to how student learning relevant to the lesson will be assessed.",null,null,"The plan includes a detailed description of how student learning relevant to the lesson will be assessed.\nIt could be strengthened with a clearer rationale or a more efficient selection of assessment method(s).",{"$nulls":6},"The plan includes a basic description for how student learning relevant to the lesson will be assessed.\nIts selection of assessment method(s) and rationale as to why reflect commendable if basic understanding of\nuses of assessment.",null,null,null,"The plan includes an attempt at a description of how student learning will be assessed, but the method(s) may not be entirely relevant, realistic, explained, or educationally useful."]
["Mechanics & Professionalism",null,null,"Structure and style reflect professional- caliber formatting for a lesson plan. Mechanics — including grammar, spelling, punctuation, and capitalization\ncontain no errors.",null,null,"Structure, style, and mechanics — including organization, grammar, spelling, punctuation, and capitalization contain one or two errors or formatting distractions.",{"$nulls":6},"Structure, style, and mechanics — including organization, grammar, spelling, punctuation, and capitalization contain three or four errors or formatting distractions.",null,null,null,"Structure, style, and mechanics — including organization, grammar, spelling, punctuation, and capitalization contain more than four errors or formatting distractions."]
["Lesson Delivery Video"]
["Points Available",null,null,"5\nAccomplished",null,null,"4\nCommendable",{"$nulls":6},"3\nDeveloping",null,null,null,"2–1\nNeeds Improvement"]
["Execution of Clear & High Expectations",null,null,"Clear and high expectations are evident throughout every aspect of the lesson delivery.\nThis means:\nThe video shows clear and consistent evidence of the students’ comprehension of the goal and objective of the lesson.\nThe video shows clear evidence of facilitating students’ reaching for thinking on upper levels of Bloom’s\ntaxonomy.",null,null,"Clear and high expectations are evident throughout most aspects of the lesson delivery. This means:\nThe video shows evidence of most students’ comprehension of the goal and objective of the lesson.\nThe video suggests that students’ reaching for thinking on the upper levels of Bloom’s taxonomy.",{"$nulls":6},"Clear and high expectations are evident throughout some aspects of the lesson delivery. This means:\nThe video shows evidence that some students comprehend the goal and objective of the lesson.\nThe video shows some evidence that some students attempt thinking on the upper levels of Bloom’s taxonomy.",null,null,null,"Clear and high expectations are evident throughout few or no aspects of the lesson delivery. This means:\nThe video shows limited evidence that students engaged in an appropriately challenging learning experience or attempted thinking on the upper levels of Bloom’s taxonomy."]
["Points Available",null,null,"5\nAccomplished",null,null,"4\nCommendable",{"$nulls":6},"3\nDeveloping",null,null,null,"2--1\nNeed Improvement"]
["Engaging with Students",null,null,"The video shows clear and consistent evidence that the contestant is comfortable, strategic, and fair when engaging with students.\nThe contestant consistently interacts with students in ways that engender students’ desire to participate substantively in\ntheir own learning.",null,null,"The video shows some evidence that the contestant is mostly comfortable, strategic, and fair when engaging with students.\nThe contestant interacts with students mostly in ways that engender students’ desire to participate in their own learning.",{"$nulls":6},"The video shows evidence that, in several moments, the contestant is comfortable, strategic, and fair when engaging with students.\nThe video may also show 1 or 2 moments in which the student misses or misjudges decisions that may not serve to engender students’ desire to participate in their own learning.",null,null,null,"The video shows evidence that the contestant is not yet comfortable, strategic, and consistently fair when engaging with students.\nThe video may also show multiple moments in which the student misses or misjudges decisions that may not serve to engender students’ desire to participate\nin their own learning."]
["Organizing and Sequencing Content for Student Learning",null,null,"The video shows clear evidence of the execution of a strategically designed progression to maximize student engagement and learning, and to meet the lesson goal and objective.",null,null,"The video shows evidence that the progression of the lesson is logically sequenced in its execution to meet the lesson goal and objective.\nIt is not entirely clear how every aspect of the students’ experience in the lesson supports the achievement of the\ngoal and objective.",{"$nulls":6},"The video shows evidence that the progression of the lesson moves the student toward the objective and goal, though multiple, more strategic paths are available.",null,null,null,"The video shows a progression of the lesson that seems inconsistent, or unclear, or even at times illogical despite an attempt to achieve the lesson goal and objective"]
["Points Available",null,null,"5\nAccomplished",null,null,"4\nCommendable",{"$nulls":6},"3\nDeveloping",null,null,null,"2—1\nNeeds Improvement"]
["Execution of Instructional Methods",null,null,"The video shows evidence of strategic incorporation of multiple methods of instruction (ex. teacher talk, student talk, teacher-student interactive talk, student creation of print or non- print text, gallery walk) to maximize student engagement and learning, and to meet the lesson goal and objective.\nThe deployment of the instructional methods with the content and goal/objective is expert-level in its\nexecution.",null,null,"The video shows evidence of multiple methods of instruction in an attempt to support student engagement and learning, and to meet the lesson goal and objective.\nA more strategic deployment of the instructional methods with the content and goal/ objective would likely yield better student outcomes.",{"$nulls":6},"The video shows evidence of attempts to incorporate multiple methods of instruction but the execution may lack appropriate levels of clarity, feasibility, or applicability.",null,null,null,"The video reflects limited understanding of the deployment of instructional methods to support student learning, student engagement, and meeting the lesson goal and objective."]
["Classroom Management",null,null,"The video shows clear and consistent evidence of expert-level usage of classroom management strategies (ex. physical set-up of classroom, managing transitions within the lesson, addressing off- topic comments, redirecting or preempting disruptions) to achieve maximum possible student engagement throughout the lesson.",null,null,"The video shows evidence of strong usage of classroom management strategies to achieve near-total student engagement throughout the lesson.",{"$nulls":6},"The video shows evidence of usage of classroom management strategies to achieve acceptable student engagement throughout most of the lesson.",null,null,null,"The video shows evidence of the contestant’s developing understanding of how to manage a classroom.\nInefficient or misguided usage of specific management strategies (ex. physical set-up of classroom, managing transitions within the lesson, addressing off-topic comments, redirecting or preempting disruptions) limit potential student engagement throughout most of\nthe lesson."]
["Points Available",null,null,"5\nAccomplished",null,null,"4\nCommendable",{"$nulls":6},"3\nDeveloping",null,null,null,"2—1\nNeeds Improvement"]
["Execution of Assessment",null,null,"The video shows clear evidence of a professional- caliber use of assessment to measure student learning directly related to the lesson’s objective and goal.",null,null,"The video shows some evidence of an attempt to assess student learning related to the lesson plan’s objective and goal.",{"$nulls":6},"The video shows an attempt to assess student learning, but the attempt may be superficial or not position to deliver substantive information related to the lesson objective and goal.",null,null,null,"The video shows an attempt at assessment, but the attempt may not relate directly to a clearly state lesson goal and objective.\nThe assessment method(s) may not be entirely relevant, realistic, explained, or educationally\nuseful."]
["Professionalism",null,null,"The video shows clear and consistent evidence of the contestant conducting him/herself as a professional educator at all times.\nThis includes manner of speech, appearance, attitude, and\nenthusiasm.",null,null,"The video shows evidence of the contestant conducting him/herself as a professional for a strong majority of the lesson.\nThis includes manner of speech, appearance, attitude, and enthusiasm.",{"$nulls":6},"The video shows some evidence of the contestant conducting him/herself as a professional during the lesson.\nThis includes manner of speech, appearance, attitude, and enthusiasm.",null,null,null,"The video shows inconsistent evidence of the contestant conducting him/herself as a professional during the lesson.\nThis includes manner of speech, appearance, attitude, and enthusiasm."]
["Execution from Plan to Delivery",null,null,"The video shows clear and consistent evidence that a well- designed plan successfully translated to a well-executed\nlesson.",null,null,"The video shows evidence that the lesson plan was followed carefully.",{"$nulls":6},"The video shows evidence that only parts of the plan were translated into the actual lesson.",null,null,null,"The video does not clearly show a successful effort to translate most aspects of the plan from idea to reality."]
["COMPONENTS SCORED ON-SITE\nInteractive Reflection"]
["Points Available",null,null,"15—13\nAccomplished",null,null,"12—9\nCommendable",{"$nulls":6},"8—5\nDeveloping",null,null,null,"4—1\nNeeds Improvement"]
["Evidence of Rigorous Reflection",null,null,"The contestant demonstrates professional-level insight to reflect candidly and deeply on all facets of the teaching process, including planning, delivery of instruction, and evaluating effectiveness.\nThe contestant demonstrates professional-level insight in planning for strategic, appropriate next steps to maximize ongoing student learning and\nengagement.",null,null,"The contestant demonstrates thoughtful reflection on the teaching process, but may not achieve professional- level depth and insight on every facet (planning, delivery, instruction, evaluating effectiveness).\nThe contestant demonstrates thoughtfulness— though not comprehensiveness\n—in planning for appropriate next steps.",{"$nulls":6},"The contestant reflects on the lesson with observations that range significantly in their depth, insight, and relevance to the teaching process.\nThe contestant’s next steps are basic and would benefit from strengthened strategy, rigor, relevance, and understanding of how the featured lesson truly went.",null,null,null,"The contestant demonstrates limited or superficial reflection on the lesson, through that process may yield only partial or surface-level insights on the teaching process.\nThe contestant’s next steps are not clear or logical, and would benefit from significantly strengthened strategy, rigor, relevance, and understanding of how the featured lesson truly went."]
["Responses to Judges’ Questions",null,null,"The contestant demonstrates professional-level depth and breadth of insight and knowledge of teaching through thoughtful, comprehensive responses to judges’ questions.\nThe contestant’s display impressive, professional-level depth of knowledge and understanding given his/her experience and\npreparation.",null,null,"The contestant’s responses in the Q&A session demonstrated thoughtfulness and reflected successful attempts to address most of the material posed to him/her.\nThe contestant displays some substantive knowledge and understanding of the selected topic based on his/her experience and preparation.",{"$nulls":6},"The contestant’s responses in the Q&A session demonstrated inconsistency and reflected some successful attempts to address some of the material posed to him/her.\nThe contestant displays basic knowledge and understanding of the selected topic based on his/ her experience and preparation.",null,null,null,"The contestant’s responses in the Q&A session reflected limited or superficial responses."]
["Interactive Reflection Cont."]
["Points Available","15—13\nAccomplished",null,null,null,"12—9\nCommendable",{"$nulls":6},"8—5\nDeveloping",null,null,null,"4—1\nNeeds Improvement"]
["Overall Impact","The contestant clearly and consistently demonstrates professional-caliber skills in lesson planning, delivery, and reflection.\nThe contestant shows clear and consistent evidence of his/her identity\nas an educator.",null,null,null,"The contestant demonstrates strong skills in lesson planning, delivery, and reflection.\nThe contestant shows evidence of cultivating an identity as an educator.",{"$nulls":6},"The contestant demonstrates developing skills in lesson planning, delivery, and reflection.\nFurther practice should yield more strategic pedagogical choices and more consistent success",null,null,null,"The contestant demonstrates limited skills in lesson planning, delivery, and reflection. More preparation and expert guidance regarding the basics of planning and delivery instruction are recommended."]
["2020 LESSON PLANNING AND DELIVERY—  HUMANITIES COMPETITION\nSECONDARY LEVEL (MIDDLE & HIGH SCHOOL)"]
["Student Name:                                                                                                                                                                         "]
["Student’s School, City, State:                                                                                                                                                 \n     Judges will use the Detailed Scoring Rubric as their guide to score students’ competition entries.\n     Points and feedback will be emailed to the student competitors no later than two weeks after the conference."]
["PRE-SCORED COMPONENTS\nLesson Plan Document"]
[{"$nulls":4},"Accomplished",null,null,"Commendable",null,null,"Developing",{"$nulls":4},"Needs Improvement",null,null,"Score"]
["Clear & High Expectations",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Organizing and Sequencing Content for Student Learning",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Instructional Methods",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Materials",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Assessment",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Mechanics & Professionalism",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["LESSON PLAN DOCUMENT PRE-SCORE____/ 30"]
["Continued"]
["Lesson Delivery Video"]
[{"$nulls":4},"Accomplished",null,null,"Commendable",null,null,"Developing",{"$nulls":4},"Needs Improvement",null,null,"Score"]
["Execution of Clear & High Expectations",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Engaging with Students",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Organizing and Sequencing Content for\nStudent Learning",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Execution of Instructional Methods",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Classroom Management",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Execution of Assessment",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Professionalism",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["Execution from Plan to Delivery",null,null,null,5,null,null,4,null,null,3,{"$nulls":4},"2—1"]
["LESSON DELIVERY VIDEO PRE-SCORE____/ 40"]
["COMPONENTS SCORED ON-SITE\nInteractive Reflection"]
[{"$nulls":4},"Accomplished",null,null,"Commendable",null,null,"Developing",{"$nulls":4},"Needs Improvement",null,null,"Score"]
["Evidence of Rigorous Reflection",null,null,null,"15—13",null,null,"12—9",null,null,"8—5",{"$nulls":4},"4—1"]
["Responses to Judges’ Questions",null,null,null,"15—13",null,null,"12—9",null,null,"8—5",{"$nulls":4},"4—1"]
["Overall Impact",null,null,null,"15—13",null,null,"12—9",null,null,"8—5",{"$nulls":4},"4—1"]
["INTERACTIVE REFLECTION ON-SITE SCORE____/ 45"]
["FEEDBACK FOR STUDENTS: Write two or more sentences.",{"$nulls":13},"TOTAL SCORE______/115"]