TPACK Evaluation Rubric

Knowledge Domain	1Developing	2Emerging	3Proficient	4Advanced
Technology Knowledge (TK) Understanding digital tools and capabilities	Basic operation only • Uses technology with frequent help • Limited to one or two familiar tools • Struggles with technical problems Ex: Can open apps but needs help with basic functions	Competent use of familiar tools • Comfortable with routine technology tasks • Uses several tools independently • Seeks help for complex functions Ex: Proficient with Google Workspace, learning new apps	Adapts technology to lesson needs • Selects appropriate tools for specific purposes • Troubleshoots common problems • Explores new features and applications Ex: Chooses between video, interactive tools based on learning goals	Innovative, seamless integration • Masters multiple technology platforms • Customizes tools for unique needs • Mentors others in technology use Ex: Creates custom digital learning environments
Pedagogical Knowledge (PK) Understanding teaching methods and learning	Teacher-centered instruction • Primarily lecture-based delivery • Limited student interaction • One-size-fits-all approach Ex: Teacher talks, students listen and take notes	Some student engagement strategies • Includes basic interactive elements • Uses questioning techniques • Attempts differentiation occasionally Ex: Mix of lecture with some group work or discussions	Variety of research-based methods • Balances teacher and student-centered approaches • Uses multiple engagement strategies • Adapts methods to student needs Ex: Project-based learning with scaffolded support	Differentiated, student-centered approaches • Seamlessly adapts to diverse learning needs • Facilitates rather than directs learning • Creates authentic learning experiences Ex: Choice-based learning with personalized pathways
Content Knowledge (CK) Deep understanding of subject matter	Surface-level content coverage • Covers topics at basic level • Limited connections between concepts • Relies heavily on textbook Ex: Reviews chapter content without deeper analysis	Adequate content understanding • Demonstrates solid grasp of material • Makes some connections between topics • Addresses student misconceptions Ex: Explains concepts clearly with relevant examples	Deep content connections • Shows relationships across topics • Connects to real-world applications • Anticipates and addresses misconceptions Ex: Links historical events to current issues and faith principles	Expert-level content integration • Demonstrates mastery across disciplines • Creates innovative content connections • Inspires deeper student inquiry Ex: Weaves together multiple subject areas seamlessly
TPACK Integration How well T, P, and C work together	Technology added without clear purpose • Technology feels forced or disconnected • Does not enhance learning goals • Creates more problems than solutions Ex: Using tablets just to use tablets	Technology supports some learning goals • Clear purpose for technology use • Enhances traditional methods • Students see the connection Ex: Digital worksheets that add interactivity	Technology enhances content and pedagogy • Technology transforms learning experience • Enables new ways of understanding content • Supports diverse learning styles Ex: VR field trips that bring history to life	Seamless integration serving all goals • Technology is invisible yet powerful • Creates impossible-without-tech learning • Students become creators, not just consumers Ex: Global collaboration projects with authentic audiences
Lutheran Education Integration Faith and mission alignment	No clear connection to mission • Technology use conflicts with values • Isolates students from community • No consideration of faith integration Ex: Technology creates barriers to relationship-building	Basic mission alignment • Technology doesn't conflict with values • Some attention to appropriate use • Occasional faith connections Ex: Uses technology respectfully but few explicit faith ties	Intentional faith integration • Technology supports spiritual formation • Builds Christian community • Models faithful stewardship Ex: Online collaboration builds community while studying creation	Transformational Christian formation • Technology enables authentic faith exploration • Students grow in discipleship through learning • Prepares faithful leaders and servants Ex: Students create digital stories of God's work in their lives

Using This Rubric

For Classroom Observation: Focus on one domain at a time during visits. Look for evidence rather than perfection.

For Teacher Development: Use as a coaching tool to identify growth areas and celebrate strengths.

For Self-Assessment: Teachers can reflect on their own practice and set goals.

1Developing

Beginning to explore integration; needs significant support

2Emerging

Shows understanding; inconsistent implementation

3Proficient

Consistent, purposeful integration that enhances learning

4Advanced

Innovative, transformational use that others can learn from

Ready to use this rubric?