Appendix MT-3: Analytic Scoring Rubric for Evaluation of ESL Teacher Candidate Mid-Term FINAL Name of ESOL Intern:__________________________________________ DATE____________________________________ Teaching 1 2 3 4 Skills Does Not Meet Approaches Standard Meets Standard Exceeds Standard Standard Plans a teacher-centered Plans activities that may Plans research-based Plans research-based Planning Instruction classroom, does not not be research-based, do classroom activities with instructional activities for differentiate instruction, not differentiate some differentiation, multilevel classrooms that are does not address instruction, or address bases learning activities on supportive of linguistically and standards and does not either ESL or both ESL and culturally diverse students, reflect on teaching. standards, but may standards, provides including those with special not reflect on teaching or scaffolding for learning, needs, bases learning activities make needed adjustments. and reflects on teaching on both ESL and content-based but makes few standards, provides a variety of adjustments. scaffolding for learning, and reflects on teaching and makes necessary adjustments. Does not use activities Demonstrates a limited Demonstrates teaching Demonstrates a range of Managing & activities that integrate teaching activities that integrate that integrate language range of teaching implementing language skills and content listening, speaking, reading, and skills and content activities that may instruction objectives, and uses writing with content objectives, objectives AND does not address only language technology to enhance uses cooperative learning and a use technological objectives OR does not learning. range of technological resource resources. use technological materials effectively, and resources. provides access to the core curriculum.
Appendix MT-3: Analytic Scoring Rubric for Evaluation of ESL Teacher Candidate Mid-Term FINAL Name of ESOL Intern:__________________________________________ DATE____________________________________ Teaching Skills 1 Does Not Meet Standard 2 Approaches Standard 3 Meets Standard 4 Exceeds Standard Planning Instruction Plans a teacher-centered classroom, does not differentiate instruction, does not address standards and does not reflect on teaching. Plans activities that may not be research-based, do not differentiate instruction, or address either ESL or standards, but may not reflect on teaching or make needed adjustments. Plans research-based classroom activities with some differentiation, bases learning activities on both ESL and standards, provides scaffolding for learning, and reflects on teaching but makes few adjustments. Plans research-based instructional activities for multilevel classrooms that are supportive of linguistically and culturally diverse students, including those with special needs, bases learning activities on both ESL and content-based standards, provides a variety of scaffolding for learning, and reflects on teaching and makes necessary adjustments. Managing & implementing instruction Does not use activities that integrate language skills and content objectives AND does not use technological resources. Demonstrates a limited range of teaching activities that may address only language objectives OR does not use technological resources. Demonstrates teaching activities that integrate language skills and content objectives, and uses technology to enhance learning. Demonstrates a range of teaching activities that integrate listening, speaking, reading, and writing with content objectives, uses cooperative learning and a range of technological resource materials effectively, and provides access to the core curriculum.
ESL_Internship_Handbook.docx