7b Selects and uses Materials and learning Materials and learning Materials and learning Materials and learning 4 4 materials and learning activities are not relevant activities are superficially activities are relevant to activities are meaningful 3 3 activities that are to students’ sociocultural relevant to students’ students’ sociocultural and consistently relevant 2 2 relevant to students’ backgrounds. sociocultural backgrounds. to students’ sociocultural 1 1 sociocultural backgrounds. backgrounds. backgrounds. No basis No basis for judgment for judgment 7e Plans collaboratively No evidence of Teacher participates in Teacher participates in Teacher takes initiative to 4 4 with support collaborative planning for collaborative planning collaborative planning collaboratively plan with 3 3 professionals who have instruction. with classroom teachers with additional support additional support 2 2 specialized expertise to design effective professionals to design professionals to design 1 1 (special educators, learning experiences. effective learning effective learning related service providers, experiences. experiences that meet No basis No basis language learning student needs. for judgment for judgment specialists, librarians, specialists) to design effective learning experiences. Comments: INSTRUCTIONAL STRATEGIES. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 8b Engages learners in Students are not aware Students appear to be Students are aware of Students are aware of 4 4 assessing their progress. of assessment criteria only partially aware of assessment criteria and have contributed to 3 3 (Danielson 3d) and do not self-assess. the assessment criteria before beginning assessment criteria, and 2 2 and students rarely assessment tasks and frequently self-assess and 1 1 students sometimes monitor their own progress. No basis No basis for judgment for judgment 8b2 Monitors student Teacher stands in one Limited movement Targeted movement Purposeful movement 4 4 learning in the context of place in room, minimal, around room, lack of around room with around room with 3 3 individual, small group, has no awareness of awareness of student awareness of whole continuous awareness of 2 2 and whole class settings student understanding, understanding in small group, small group and whole group, small group 1 1 and adjusts instruction no checks for student group or individual work, individual understanding, and individual accordingly. understanding, or rigid generic checks for meaningful checks for understanding, No basis No basis adherence to lesson plan. understanding to the consistent meaningful for judgment for judgment
7b Selects and uses materials and learning activities that are relevant to students’ sociocultural backgrounds. Materials and learning activities are not relevant to students’ sociocultural backgrounds. Materials and learning activities are superficially relevant to students’ sociocultural backgrounds. Materials and learning activities are relevant to students’ sociocultural backgrounds. Materials and learning activities are meaningful and consistently relevant to students’ sociocultural backgrounds. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 7e Plans collaboratively with support professionals who have specialized expertise (special educators, related service providers, language learning specialists, librarians, specialists) to design effective learning experiences. No evidence of collaborative planning for instruction. Teacher participates in collaborative planning with classroom teachers to design effective learning experiences. Teacher participates in collaborative planning with additional support professionals to design effective learning experiences. Teacher takes initiative to collaboratively plan with additional support professionals to design effective learning experiences that meet student needs. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment Comments: INSTRUCTIONAL STRATEGIES. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way. Indicators 1—Minimal 2—Basic 3—Proficient 4—Advanced Midterm Score Final Score 8b Engages learners in assessing their progress. (Danielson 3d) Students are not aware of assessment criteria and do not self-assess. Students appear to be only partially aware of the assessment criteria and students rarely Students are aware of assessment criteria before beginning assessment tasks and students sometimes Students are aware of and have contributed to assessment criteria, and frequently self-assess and monitor their own progress. 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment 8b2 Monitors student learning in the context of individual, small group, and whole class settings and adjusts instruction accordingly. Teacher stands in one place in room, minimal, has no awareness of student understanding, no checks for student understanding, or rigid adherence to lesson plan. Limited movement around room, lack of awareness of student understanding in small group or individual work, generic checks for understanding to the Targeted movement around room with awareness of whole group, small group and individual understanding, meaningful checks for Purposeful movement around room with continuous awareness of whole group, small group and individual understanding, consistent meaningful 4 3 2 1 No basis for judgment 4 3 2 1 No basis for judgment
student-teaching-evaluation-rubric.docx