The teacher candidate does The teacher candidate has a The teacher candidate makes The teacher makes a thoughtful not know whether a lesson generally accurate impression an accurate assessment of a and accurate assessment of a was effective or achieved of a lesson’s effectiveness lesson’s effectiveness and the lesson’s effectiveness and the its instructional outcomes, and the extent to which extent to which it achieved extent to which it achieved its or the teacher candidate instructional outcomes were its instructional outcomes instructional outcomes, citing profoundly misjudges the met. The teacher candidate and can cite general many specific examples from the success of a lesson. The makes general suggestions references to support the lesson and weighing the relative 4a: teacher candidate has no about how a lesson could be judgment. The teacher strengths of each. Drawing on an suggestions for how a improved. candidate makes a few extensive repertoire of skills, the Reflecting on lesson could be improved. specific suggestions of what teacher offers specific alternative Teaching could be tried another time actions, complete with the the lesson is taught. probable success of different courses of action. Even with supervision, the With supervision the teacher With supervision the teacher The teacher’s system for maintaining information on student teacher candidate’s candidate maintains candidate maintains completion of assignments, student information on student information on student information on student progress in learning, and completion of completion of assignments, completion of assignments, records is fully 4b: assignments, student student progress in learning, student progress in learning, effective. Students contribute progress in learning, non-instructional activity that and non-instructional information and participate in Supervised activity is is rudimentary and partially activities that is fully maintaining the records. maintenance of nonexistent or in disarray. effective. effective. accurate records Even with supervision, the With supervision, the teacher With supervision, the teacher The teacher communicates frequently with families in a teacher candidate has not candidate demonstrates some candidate communicates culturally sensitive manner, with demonstrated skills for skills for effective effectively with families. students contributing to the effective communication communication and communication. The teacher 4c: and involvement with involvement with families. responds to family concerns with families. professional and cultural Supervised sensitivity. The teacher’s efforts to communication with engage families in the instructional families program are frequent and successful.
4a: Reflecting on Teaching The teacher candidate does not know whether a lesson was effective or achieved its instructional outcomes, or the teacher candidate profoundly misjudges the success of a lesson. The teacher candidate has no suggestions for how a lesson could be improved. The teacher candidate has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. The teacher candidate makes general suggestions about how a lesson could be improved. The teacher candidate makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher candidate makes a few specific suggestions of what could be tried another time the lesson is taught. The teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with the probable success of different courses of action. 4b: Supervised maintenance of accurate records Even with supervision, the teacher candidate’s information on student completion of assignments, student progress in learning, activity is nonexistent or in disarray. With supervision the teacher candidate maintains information on student completion of assignments, student progress in learning, non-instructional activity that is rudimentary and partially effective. With supervision the teacher candidate maintains information on student completion of assignments, student progress in learning, and non-instructional activities that is fully effective. The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and records is fully effective. Students contribute information and participate in maintaining the records. 4c: Supervised communication with families Even with supervision, the teacher candidate has not demonstrated skills for effective communication and involvement with families. With supervision, the teacher candidate demonstrates some skills for effective communication and involvement with families. With supervision, the teacher candidate communicates effectively with families. The teacher communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. The teacher responds to family concerns with professional and cultural sensitivity. The teacher’s efforts to engage families in the instructional program are frequent and successful.