Overall rating for professionalism [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations. Describe at least one strength: professionalism List at least one professionalism goal: ENGLISH EDUCATION INTERNSHIP I EVALUATION SCORING RUBRIC Domain Planning Exceeds Expectations Meets Expectations Below Expectations – Short-Range Planning TC plans Lesson plans are directly aligned with Lesson plans are aligned with Lesson plans do not align with unit long-range goals and include long-range goals and include goals. Some learning experiences developmentally measurable objectives, measurable objectives, included in the lessons do not meet appropriate developmentally appropriate learning developmentally appropriate any identified objectives or are based lessons in experiences aligned with the learning experiences aligned with developmentally inappropriate. accordance with the objectives, procedures for ensuring the objectives, and procedures for Learning experiences are passive and requirements of the student engagement, and ensuring student engagement. do not ensure student engagement. discipline. differentiation for individual Lesson plans meet expectations of Lesson plans do not meet [NCTE/NCATE III.1, III.3, IV.1, learners. Lesson plans meet the discipline. expectations of the discipline. V.1] expectations of the discipline. 2. TC designs, selects, or Lesson assessments are meaningful, Lesson assessments are Assessments do not align with lesson align with lesson objectives, and meaningful and align with lesson objectives, or no assessments are modifies meaningful occur at various points during the objectives and occur at least once identified. assessments that are aligned lesson and/or are differentiated to during the lesson. Informal or with lesson objectives. meet individual needs of learners. formal assessments are used. [NCTE/NCATE III.2, III.4, IV.2] Informal or formal assessments are used. 3. TC uses student performance The TC uses a relevant and The TC uses student performance The TC does not gather or examine thorough analysis of student data (from previous assessments or student performance data or does not data to guide instructional performance data (from previous pre-assessment) to determine use data appropriately in the planning. assessments or pre-assessment) to lesson objectives or instructional planning process. [NCTE/NCATE III.4, IV.2, V.2, determine lesson objectives and strategies. V.3] instructional strategies. Domain 2: Instruction Exceeds Expectations Meets Expectations Below Expectations
Overall rating for professionalism [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations. Describe at least one professionalism strength: List at least one professionalism goal: ENGLISH EDUCATION INTERNSHIP I EVALUATION SCORING RUBRIC Domain – Planning Exceeds Expectations Meets Expectations Below Expectations Short-Range Planning TC plans developmentally appropriate lessons in accordance with the requirements of the discipline. [NCTE/NCATE III.1, III.3, IV.1, V.1] Lesson plans are directly aligned with long-range goals and include measurable objectives, developmentally appropriate learning experiences aligned with the objectives, procedures for ensuring student engagement, and differentiation for individual learners. Lesson plans meet expectations of the discipline. Lesson plans are aligned with long-range goals and include measurable objectives, developmentally appropriate learning experiences aligned with the objectives, and procedures for ensuring student engagement. Lesson plans meet expectations of the discipline. Lesson plans do not align with unit goals. Some learning experiences included in the lessons do not meet any identified objectives or are developmentally inappropriate. Learning experiences are passive and do not ensure student engagement. Lesson plans do not meet expectations of the discipline. 2. TC designs, selects, or modifies meaningful assessments that are aligned with lesson objectives. [NCTE/NCATE III.2, III.4, IV.2] Lesson assessments are meaningful, align with lesson objectives, and occur at various points during the lesson and/or are differentiated to meet individual needs of learners. Informal or formal assessments are used. Lesson assessments are meaningful and align with lesson objectives and occur at least once during the lesson. Informal or formal assessments are used. Assessments do not align with lesson objectives, or no assessments are identified. 3. TC uses student performance data to guide instructional planning. [NCTE/NCATE III.4, IV.2, V.2, V.3] The TC uses a relevant and thorough analysis of student performance data (from previous assessments or pre-assessment) to determine lesson objectives and instructional strategies. The TC uses student performance data (from previous assessments or pre-assessment) to determine lesson objectives or instructional strategies. The TC does not gather or examine student performance data or does not use data appropriately in the planning process. Domain 2: Instruction Exceeds Expectations Meets Expectations Below Expectations based
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