Appendix US-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 Standard Approaches Standard Meets Standard Exceeds Standard Planning Instruction Plans a teacher-centered Plans activities that may not Plans research-based Plans research-based instructional classroom, does not be research-based, do not classroom activities with activities for multilevel classrooms differentiate instruction, differentiate instruction, or some differentiation, bases that are supportive of linguistically does not address standards address either ESL or learning activities on both and culturally diverse students, and does not reflect on content-based standards, ESL and content-based including those with special needs, teaching. but may not reflect on standards, provides bases learning activities on both teaching or make needed scaffolding for learning, and ESL and content-based standards, adjustments. reflects on teaching but provides a variety of scaffolding for makes few adjustments. learning, and reflects on teaching and makes necessary adjustments. Does not use activities that Demonstrates a limited Demonstrates teaching Demonstrates a range of teaching Managing & activities that integrate activities that integrate listening, integrate language skills range of teaching activities implementing language skills and content speaking, reading, and writing with and content objectives that may address only instruction objectives, and uses content objectives, uses AND does not use language objectives OR technology to enhance cooperative learning and a range of technological resources. does not use technological learning. technological resource materials resources. effectively, and provides access to the core curriculum. Does not show respect for Shows respect for all Ensures that most students Ensures that most or all students Classroom all students, is unable to students but is frequently are on task, shows respect are on task, shows respect for Management manage conflicts and unable to manage conflicts for students, but may have students, prevents or manages Skills disruptive behavior, and and disruptive behavior problems managing minor conflicts and disruptive behavior, applies consequences and/or applies conflicts or disruptive applies consequences consistently, inconsistently. consequences behavior effectively or and sets and enforces high inconsistently. applying consequences expectations for each student. consistently, and sets and enforces high expectations.
Appendix US-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 content-based 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 content-based 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. Classroom Management Skills Does not show respect for all students, is unable to manage conflicts and disruptive behavior, and applies consequences inconsistently. Shows respect for all students but is frequently unable to manage conflicts and disruptive behavior and/or applies consequences inconsistently. Ensures that most students are on task, shows respect for students, but may have problems managing minor conflicts or disruptive behavior effectively or applying consequences consistently, and sets and enforces high expectations. Ensures that most or all students are on task, shows respect for students, prevents or manages conflicts and disruptive behavior, applies consequences consistently, and sets and enforces high expectations for each student.
ESL_Internship_Handbook.docx