Review Process

UF Educatioion Library

Teacher Resource Collecction
  Evaluation Information for the UFDC Teacher Resources Collection

Any educator, including K12 teachers, teacher education faculty, public librarians, pre-service teachers, media specialists, and graduate students, may submit a lesson or other open educational resource that uses UFDC content for inclusion in the UFDC Teacher Resources Collection. All submitted teacher resources will have a Creative Commons License of Attribution-NonCommercial (CC BY-NC).

Evaluation Process of Lessons and Other Curriculum Materials Submitted

Lesson plans and other curriculum materials submitted are subject to a double-blind review process prior to release in the open UFDC Teacher Resources Collection. Templates are available for new lessons or evaluation tools, and are linked from the Submit a Lesson page. Submitters are free to upload lessons in their own format, but reviewers will only approve lessons that have the same criteria as in the template. Using the templates provided may expedite the review process, which may take two to eight weeks. Review the FAQ for additional information on requirements for developing lessons, registration and submission process for new materials.

Submitters should consider this general review process when creating their lesson plan submission:

  1. The curator will examine each item within a week of receipt. The curator will contact authors to inform them if their curriculum material: has been selected for review; requires additional information; is clearly outside of the scope or format of the UFDC TRC; or should be included in another UFDC collection.
  2. Materials within the scope of the UFDC TRC will be sent to at least two reviewers. For this process, the authors' names and other identifying materials are blocked out or deleted.
  3. Reviewers address the content and style of the material. Reviewers should use the evaluator checklist if applicable. Main areas of consideration for all teaching resources are:
    • Does the curriculum material make use of/integrate UFDC and are aligned to educational standards?
    • Is the method and use of UFDC material appropriate to the subject?
    • Does the author communicate the goals and activities clearly?
  4. Reviewers send the curator their evaluation, identifying that the material should be:
    • Accepted: the curator will finalize the process and accept the materials based on a peer review process. The material will be made public and an email with URL to the resource will be sent to the author.
    • Accepted with revision: reviewers can add notes and recommended changes to their reviews and provide input to increase the quality of the lesson. The curator will contact the author and ask that they revise within two weeks for reconsideration. Once resubmitted, reviewers will be asked to reevaluate the material.
    • Rejected: the curator will contact the author with the decision and offer notes/recommended changes so that the author can choose to submit new material.

UFDC TRC Review Advisory Board

To achieve a balance between administrative and library oversight, the UFDC TRC Review Advisory Board draws its members from constituencies with an investment in the quality and growth of the collection resources and associated tools. This Advisory is composed of College of Education faculty and graduate students, along with the curator for the collection, and educators throughout the state of Florida. This Board is responsible for advising in the planning of collection resources and in the review of submitted materials. They will assist the curator with soliciting reviewers for the curriculum materials as they are submitted.


Reviewers may be solicited by the UFDC TRC Review Advisory Board or may self-nominate to serve as a reviewer. Reviewers may include Education Library staff, College of Education faculty and graduate students, Advisory Board members, if appropriate, K12 teachers and other solicited individuals.

( Download as Word Doc ) Evaluator Checklist for Lesson Plans



Meets Expectations:




Uses template and includes all required elements









*Lesson Title

*Lesson Summary


*Intended Audience/Grade Level

*Time Frame (designate lesson(s) length and length of time appropriate for the age of the students)



Standards and Purpose


*UFDC Resources (Uses one or more UFDC item and other (supplemental) materials)

Guiding Question(s)

*Objectives (must be observable (not "know" or "understand")




Formative (Describe how and when the students will get feedback about their performance or understanding during the lesson. How and when will they have an opportunity to use this feedback to improve their performance?)




Summative (Describe how the teacher will determine if the students have reached the learning targets for this lesson. How will the teacher measure the impact of this lesson on student learning?)



Teaching Phase

Activate/Build Prior knowledge (Describe how the teacher will gather information about student understanding and prior knowledge before the lesson or at the beginning of the lesson. How and when can the teacher use this information during the lesson?  Also, does it connect to previous instruction?)




Direct Instruction (How will the teacher present the concept or skill to students? Concept or skill must be explained clearly with explicit language. Must include a model or example (2 is better) that includes a think-aloud if appropriate)




Guided Practice (What activity or exercise will the students complete with teacher guidance?)




Independent Practice (What activities or exercises will the students complete to reinforce the concepts

and skills developed in the lesson?  Specify whether independent practice occurs during this lesson or whether it can occur later in the day, such as during centers or independent work time)




How will the learning from the lesson be reinforced over time? How does this connect to other content/lessons/current thematic unit?




Describe how to accommodate students with special needs and how to differentiate instruction.  Should account for struggling students, ELs and students with disabilities




Describe possible extensions of this lesson.












Special materials/preparation needed (Describe what special materials or preparations are needed for this lesson.)




Suggested technology (What are the suggested technology requirements to use this lesson?)




Notes and Additional Recommendations (Provide recommendations concerning the preparation or implementation of your lesson)



Non-Required Elements

Guiding Question(s)





(Questions to stimulate reflection on the process of teaching with primary sources for the implementing teacher - not for completion by the lesson developer)







Overall Decision

Reviewers, please provide an overall decision (Accepted, Accepted with revision, or Rejected) based on how well the lesson met expectations, especially for the elements of the teaching phase.