discussion within lessons and activities. 70% Diverse Students -11) ST does not make an 0% ST accepts responsibility for 29% ST displays effective use of 4.56 Response to diverse effort to accommodate, or the success of students, but communication students' learning take responsibility, for is inconsistent or uses a modes/teaching strategies styles student learning styles. limited repertoire of that provide opportunities Places blame on the instructional strategies. for students who may have student and/ or difficulty employing 6% environment. traditional learning strategies. 0% 63% Diverse Strategies-1) Goals and objectives are 0% Goals and objectives are 26% Goals and objectives are 4.58 Clarity and suitability not clear, represent low moderately clear in their clear in their level of of goals and expectations, no expectations, conceptual expectation, important to objectives conceptual understanding understanding, and relevance conceptual understanding, nor relevance for students. for students. Some are stated and relevant to the students. Objectives do not reflect as activities, rather than Viable methods of important learning or learning objectives. Methods assessment are suitable for methods of assessment. of assessment are suitable students in the class, Goals and objectives are for most students. including those with not suitable for the disabilities. 7% majority of the students. 65% 0% Diverse Strategies-2) Goals and objectives 0% Goals and objectives reflect 29% Goals and objectives reflect 4.55 Integration of goals reflect only one type of some diversity of learning diverse learning styles and learning and one content styles, but little effort at provide opportunities for and objectives area. integrating content areas. integrating various content areas. 0% 6% 63%
discussion within lessons and activities. 70% Diverse Students -11) Response to diverse students' learning styles ST does not make an effort to accommodate, or take responsibility, for student learning styles. Places blame on the student and/ or environment. 0% 0% ST accepts responsibility for the success of students, but is inconsistent or uses a limited repertoire of instructional strategies. 6% 29% ST displays effective use of communication modes/teaching strategies that provide opportunities for students who may have difficulty employing traditional learning strategies. 63% 4.56 Diverse Strategies-1) Clarity and suitability of goals and objectives Goals and objectives are not clear, represent low expectations, no conceptual understanding nor relevance for students. Objectives do not reflect important learning or methods of assessment. Goals and objectives are not suitable for the majority of the students. 0% 0% Goals and objectives are moderately clear in their expectations, conceptual understanding, and relevance for students. Some are stated as activities, rather than learning objectives. Methods of assessment are suitable for most students. 7% 26% Goals and objectives are clear in their level of expectation, important to conceptual understanding, and relevant to the students. Viable methods of assessment are suitable for students in the class, including those with disabilities. 65% 4.58 Diverse Strategies-2) Integration of goals and objectives Goals and objectives reflect only one type of learning and one content area. 0% 0% Goals and objectives reflect some diversity of learning styles, but little effort at integrating content areas. 6% 29% Goals and objectives reflect diverse learning styles and provide opportunities for integrating various content areas. 63% 4.55
ELE%20rubricStudent%20Teaching%20Final%20Eval%20ELE.docx